Evaluation of the Curriculum of Junior High School Mathematics Subject Using Spatial Analysis in the Regions of Pekanbaru

Autor/inn/en	Darwis, Amri; Yendra, Rado; Marizal, Muhammad
Titel	Evaluation of the Curriculum of Junior High School Mathematics Subject Using Spatial Analysis in the Regions of Pekanbaru
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.231-240 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Darwis, Amri) ORCID (Yendra, Rado) ORCID (Marizal, Muhammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Curriculum Evaluation; Mathematics Curriculum; Secondary School Mathematics; Junior High Schools; Scores; National Curriculum; Foreign Countries; Curriculum Implementation; Indonesia + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Sekundarstufe I; Ausland; Indonesien
Abstract	Evaluation of the K-13 curriculum (2013 Curriculum) on the value of the national mathematics examination "Nilai Ebtanas Murni" (NEM) in every State Junior High School needs to be carried out thoroughly in order to improve the quality of education. This study uses spatial analysis to evaluate the curriculum and determine the development of NEM scores in the school year. Furthermore, the kriging interpolation method via surfer software was used to generate scores. The results showed that the 2015 K-13 mathematics curriculum did not give good results based on the 36-68 NEM score interval for the entire Pekanbaru area. In addition, the curriculum only gives good results for a small area in the north and south. In 2016, the curriculum which was accompanied by the entry of the new education unit level curriculum "Kurikulum Tingkat Satuan Pendidikan" (KTSP) showed a significant change in the NEM value. Although most of these areas experienced an increase in scores, the intervals still ranged from 36-68. The total revision of the K-13 curriculum carried out and used in 2017 showed a significant increase in scores for all regions with an interval of 68-84 scores. In conclusion, this study shows that the revision of the K-13 curriculum is the right step to produce quality mathematics learning. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01