The Role of Teacher, Student, Curriculum in High School

Petrus Aryawan and Muhammad Irwan Hardiansyah

Mataram University
Abstract: This paper presents and analyses the results of the critical analysis that basically
intended to determine how students understand the main role of teachers and their own role
and to find out what they consider the role of curriculum during the studies. We were
interested in whether their conceptions of teachers’ and students’ roles had changed during
the studies and whether they had notice the role of curriculum and how it effect during the
studies.
Introduction: Teaching in the learning process not only has learning material, but also is
interpreted as a learning process for students to learn. Although the term is used "learning". It
does not mean the teacher must eliminate his role as a teacher. In the context of learning, it
does not at all mean the participation of students on the one hand and determines the role of
the teacher on the other.
The role of teachers and students referred to here is related to the role in the learning process.
Teachers and students are very dominant determinants in general education, because teachers
and students play a role in the learning process, where the learning process is the core of the
overall education process aimed at changing the behavior of children.
In the classrooms , students need a teacher who can understand their special needs not one
who will manipulate or direct them or decide for them how they will learn , but one who will
encourage, guide and build self-confidence and create enjoyment while learning. It is the
teacher's responsibility to know when students need assistance and when they are able to
continue working productively without help. It is essential that students have time to explore
problems.
The curriculum as an educational design has a very strategic position in all aspects of
educational activities. Considering the important role of the curriculum in education and in
the development of human life, the curriculum preparation cannot be done without
understanding the basic concepts of the curriculum.
The curriculum serves as a guide in the implementation of educational activities in schools
for related parties, both directly and indirectly, such as the teacher, the head of the school,
supervisors, parents, the community and the students themselves. Aside from being a
guideline, the curriculum also has several important roles in the world of Education which
will be discussed further in this article.
Role of Teacher:
Several studies have been carried out to investigate the main roles of teacher on learning
process. Brown, H. D. (1994) explains that teachers can have different roles such as
controller , director, manager, facilitator, and as a resource, and concludes that “the key to
interactive teaching is to play towards the upper, non-directive end of the continuum,
gradually enabling your students to move from their roles of total dependence to relatively
total independence”. In relation to the role of the teacher in the learning process, Gage and
Berliner (in Suyono and Hariyanto 2014 p. 188) see there are three main functions of the
teacher in learning, namely as a planner, executor and organizer and evaluator.
Harmer, J. (2007), also states that ‘it makes more sense to describe different teacher roles in
more detail:
Controller: The teacher is in complete charge of the class, what students do, what they say
and how they say it. The teacher assumes this role when new language is being introduced
and accurate reproduction and drilling techniques are needed.
Prompter: The teacher encourages students to participate and makes suggestions about how
students may proceed in an activity. The teacher should be helping students only when
necessary.
Resource: The teacher is a kind of walking resource center (monitor) ready to offer help if
needed or providing students with whatever language they lack when performing
communicative activities. The teacher must make her/himself available so that students can
consult her/him when (and only when) they wish.
Assessor: The teacher assumes this role to see how well students are performing or how well
they performed. Feedback and correction is organized and carried out.
Organizer: Perhaps the most difficult and important role the teacher has to play. The success
of many activities depends on good organization and on the students knowing exactly what
they are to do. Giving instructions is vital in this role as well as setting up activities.
Participant: This role improves the atmosphere in the class when the teacher takes part in an
activity. However, the teacher takes a risk of dominating the activity when performing it.
Tutor: the teacher acts as a coach when students are involved in project work or self-study.
The teacher provides advice and guidance and helps students clarify ideas and limit tasks
Role of Student:
Understanding students according to the provisions of Law RI No. 20 of 2003 concerning the
National Education System is a member of the community trying to develop their potential
through a learning process that is available at certain levels, levels and types of education.
Besides Oemar Hamalik (2004: 99) explains that "students are one component in teaching
other than the teacher, objectives, and teaching methods". In the world of Education students
act as complex organisms that have an extraordinary ability to grow. The role of students is
learning, students are required to play an active role in the learning process, therefore
students themselves must be responsible for the learning outcomes (Wahyudin, 2002).
According to Kock (2003) explains in more detail how the active role of students:
a. Students find ways to solve their own problems.
When students get an assignment or problem they find a way to solve it. For example,
when a teacher gives a problem, students try to solve the problem with existing
abilities. As well as having students can discuss with other students to exchange ideas
and opinions in solving problems given by the teacher, students look for ways to solve
their own problems.
b. Students answer questions from the teacher.
With the ability, knowledge, and experience possessed, students are able to answer
questions posed by teachers and friends, for example by students answering questions
from the teacher, the teacher can know the extent of seriousness in participating in
learning and the ability of students to accept the material that has been given. Students
answer and express opinions based on questions that have been given by the teacher.
c. Students learn how to ask.
If students experience difficulties or are unclear during learning, students are expected
to be able to ask the teacher or other students who know better. So by asking
 questions, students become aware of material that is not yet clear and can train
students' mental courage to ask the teacher.
d. Students take information from books and from teacher explanations.
When students work on problems or when solving a problem, students can use other
references that support the problem or problem can be solved. Learning resources can
also be used as reference material in working on problems based on examples of
problems that exist in the learning source.
e. Students can discuss things with their friends.
In solving problems other than being solved individually, it can also be done by group
discussion. Students together with their friends discuss the problems given by the
teacher so that problems can completed quickly with the discussion and collaboration
between students in the work.
f. Students can do an experiment on their own.
Students who play an active role will conduct their own experiments by doing
questions and exercises both in class hours and outside class hours without having to
be instructed by the teacher.
g. Students feel responsible for the results of their work.
Students will be responsible for the results of the work they do during the discussion
as well as individuals in solving problems and dare to convey or present the problems
they have solved.
Role of Curriculum:
According to Soedijarto, "The curriculum is all learning experiences and activities planned
and organized to be overcome by students or students to achieve the educational goals that
have been set for an educational institution". George A. Beauchamp (1986) argues that: "A
Curriculum is a written document which may contain many ingredients, but basically it is a
plan for the education of pupils during their enrollment in given school". While Unruh and
Unruh (1984) suggested that "curriculum is defined as a plan for achieving intended learning
outcomes: a plan is concerned with purposes, with what is to be learned, and with the result
of instruction".
When detailed in more detail, there are three roles that are considered very important, namely
the conservative role, the creative role and the critical / evaluative role (Oemar Hamalik,
1990).
Role of Conservatives: that the curriculum can be used as a means to transmit the values of
the cultural heritage of the past which are considered still relevant to the present to the
younger generation, in this case students. This conservative role essentially places a
curriculum oriented to the past. This role becomes very basic in nature, adjusted to the fact
that education is essentially a social process. One of the tasks of education is to influence and
foster student behavior in accordance with the social values that live within the community.
Creative Role: that the curriculum must be able to develop something new in accordance with
the developments that occur and the needs of society in the present and future. The
curriculum must contain things that can help each student develop all the potential that exists
in him to obtain new knowledge, new abilities, and new ways of thinking needed in his life.
Critical and Evaluative Role: that the values and culture of the people who live are constantly
changing, so that the inheritance of past values and culture to students needs to be adjusted to
the conditions that occur in the present. In addition, developments that occur in the present
and the future are not necessarily in accordance with needs.
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