Reformulasi Keyakinan Guru dalam Implementasi Kurikulum

Al Musana


This paper aims to provide another alternative perspective on teachers’ beliefs towards curriculum implementation. This study focuses on the essence of teacher’s belief in the curriculum implementation. It also gives attention to the reformulation approach of teacher belief. Based on literatur review, it reveals that the curriculum needs not only competent teachers but also positive beliefs teacher about the curriculum. Attention to the reformulation of teacher beliefs still in a peripheral and subordinate in praxis of curriculum development. Policy makers still in mainstreaming to develop teacher capability related to technical competence and procedural instruction. In fact, a number of researchers dictate that teacher beliefs significantly contribute to the success of the curriculum implementation. This literatur review concluded that teachers beliefs about the curriculum, academic climates, and interaction with learners are detrimental to the curriculum implementation. New beliefs and conceptions are at the heart of implementation. Reformulation of teacher beliefs requires a personalized approach to change and direct it positively to contribute to curriculum implementation.



Kajian ini bertujuan untuk menyajikan perspektif terkait urgensi keyakinan guru dalam implementasi kurikulum. Masalah yang menjadi fokus kajian ini mencakup hakikat keyakinan guru dan implementasi kurikulum, serta pendekatan reformulasi keyakinan guru. Kajian ini dilakukan melalui penelusuran pustaka atau literatur. Hasil kajian menunjukkan bahwa implementasi kurikulum tidak hanya menuntut adanya guru yang kompeten. Kesuksesan dan kebermaknaan implementasi kurikulum meniscayakan adanya guru yang mempunyai dan memiliki keyakinan yang positif terhadap kurikulum. Keyakinan guru merupakan dimensi emik dari seorang guru yang membentuk perspektifnya terhadap praksis kurikulum. Selama beberapa dekade, reformulasi keyakinan guru masih berada pada posisi periferal dan subordinat dalam praksis pengembangan kurikulum karena dominasi atau pengarus-utamaan (mainstreaming) pengembangan kompetensi teknis guru dalam menjalankan prosedur pengajaran. Reformulasi keyakinan guru yang positif terhadap kurikulum merupakan prasyarat keberhasilan dan kebermaknaan implementasi kurikulum. Perubahan keyakinan guru memerlukan pendekatan personal dan emosional, tidak hanya bertumpu pada pendekatan rasional.



teachers beliefs, curriculum implementation, curriculum 2013, keyakinan guru, implementasi kurikulum, kurikulum 2013.

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