Analysis of Students Cognitive

Skills on Implementing 2013

Curriculum in SMA Negeri 5
Makassar
Nurul Qisthi
1512441002
ICP of Physics Education
 Advisor I
Usman, S.Si, M.Pd.

Advisor II
Prof. Dr. H. Eko Hadi Sujiono,
Moderator M.Si.

Dr. Awi Dassa, M.Si. Examiner I

Dr. Hj. Bunga Dara Amin, M.Ed.

Secretary Examiner II
Dr. Kaharuddin Arafah, M.Si Dr. Helmi, M.Si.
Introduction
A. Background

2013 Curriculum

Changing and Improvement of

School learning process is curriculum has been done several
able to run if it is based on times in Indonesia
good curriculum

Learning Outcomes
Assesment
Introduction

B. Problem Statement C. Research Goal D. Research Utility

Theoretically Practical
What are the description of students cognitive skills on
Knowing the description of students cognitive skills on
implementing 2013-Curriculum in SMA Negeri 5
implementing 2013-Curriculum in SMA Negeri 5 Makassar
Makassar?
Literature Review
A. Curriculum

In Indonesia, Changingisand
Curriculum all learning activites,
Definition Improvement
2013 Curriculum ofstarting
Curriculum
from has Development
lesson plan, goal,
is a continuation
been done1.
of 2014 several
Goaltimes.
material,
Competency-Based andThe
lesson evaluation
First CurriculumCurriculum
inuntil
Indonesia is get his/her
Curriculum 2.(Kurikulum
Material a student
Berbasis
the 1947 Lesson Plan
Kompetensi in untilcertificate
2004) 2013
byof Learning-
Curriculum
3.
which
Methods
we use now.
Component integrating affective, cognitive, K13
Teaching Process
and psychomotor skills
4. Evaluation
Literature Review
B. Cognitive Skills
Cognitive Skills

Definition History Aspect

Cognitive Skills are individuals

Taxonomy Bloom (1956)
accomplishments/abilities which
are able to observe from mental
activities (Brain) as outcomes or
Anderson's Revision of Bloom's
process to gain knowledge from
Taxonomy (1900s)
learning experience
Literature Review
C. Thinking Framework
2006 Curriculum (KTSP) Evaluation

Pre-Condition Improvement Process Giving Cognitive

Skills Test kognitif
(Anderson Version)

• Monotonous learning 2013 Curriculum:

• Students environment condition is Analysis
• The balance of cognitive-affective-
far from effective learning Descriptive of
psychomotor
condition Test Cognitive
• Scientific Learning Approach Skills Outcomes
• Low Quality, from process and
• Learning Models (Discovery, Project-
outcomes from Learning-
Based, and Problem-Based) Students Cognitive
Teaching.
• Authentic Assessment Skills in K13
Research Method

Research Type Place Research Subject Research Variable

Survey SMA Negeri 5 Students of XII Cognitive Skills
Makassar Sciences Class
(186 Students)
Time
Odd Semester
Year 2019/2020
Research Method

Research Instrument Research Procedure Data Collection Technique

Test Instrument 1. Pre-Implementation • Test
(Multiple Choice & Essay) 2. Implementation • Documentation
3. Post-Implementation
Research Method

Categorizing Scale
Data Analysis Technique
• Score Interval Criterion
Descriptive Analysis
• Average Score Percentage
Result & Discussion
Average Description of Students Cognitive Skills in each Indicators

Table 1. Average Description of Students Cognitive Skills in each Indicators

Problem Average Ideal

Cognitive Skills Percentage (%) Category
Type Score Score
Remembering (C1) 3,66 6 61,02 High
Understanding (C2) Multiple 2,71 5 54,19 Medium
Applying(C3) Choice 2,39 4 59,81 Medium
Analyzing (C4) 2,47 6 41,13 Medium
Evaluating (C5) 2,78 20 13,88 Very Low
Essay
Creating (C6) 1,63 20 8,13 Very Low
Result & Discussion
Average Score Description of Students Cognitive Skills in each Indicators
P e rC E N TA G E (% )

70

60

50

40
61.02 54.19 59.81
30
41.13
20

10 13.88 8.13
0
C1 C2 C3 C4 C5 C6

Cognitive aspects

Image. Average Score of Students Cognitive Skills in each Indicators.

 Closing

A. Conclusion
Students Cognitive Skills in XII Sciences Class in SMA Negeri 5 Makassar
are still in the level of middle order thinking skills, where C1 Skill is in high
category, while C2, C3, and C4 skills are in medium category and C5 and C6
skills are in very low category.

B. Suggestion
• For Students
• For Teachers and Schools
• For Further Researchers
 Corrective

1) Adding theory about the history of cognitive skills and grouping the cognitive aspects
into several levels (page 13)
2) Improving research variabel definition about cognitive skills (page 26)
3) Adding instruments guidelines of students cognitive skills (page 28)
4) Improving discussion (page 49)
5) Changing LOTS to MOTS in abstark and conclusion (page iii, 54)
THANK YOU
FOR
YOUR
ATTENTION
Adding theory about the history of cognitive skills and grouping the cognitive aspects
into several levels (page 13)
Improving research variabel definition about cognitive skills (page 26)

Before After
Adding instruments guidelines of students cognitive skills (page 28)

Example
 Improving discussion (page 49)

Before

After