CURRENT, POTENTIAL AND FUTURE ISSUES: SEMESTA SENIOR HIGH SCHOOL AS MODEL SCHOOL OF EMERGING ICT TO ANSWER 2013 CURRICULUM IMPLEMENTATION

CURRENT, POTENTIAL AND FUTURE ISSUES: SEMESTA SENIOR HIGH SCHOOL AS MODEL SCHOOL OF EMERGING ICT TO ANSWER 2013 CURRICULUM IMPLEMENTATION Candradewi Wahyu Anggraeni Candradewi.wahyu@gmail.com Wasi ah Kurniaty Wasiahkurniaty90@gmail.com Windhariyati Dyah Kusumawanti Windhariyanti21@gmail.com Semarang State University Abstract Semesta Senior High School was chosen as the model school of the implementation of 2013 curriculum because it has emerged ICT to teaching learning process, teaching profession and school management. In addition, Semesta Foundation named Pasiad has collaborated with some public schools in Indonesia. The problems of this study are (a) how is the use of ICT in Semesta?; (b) how are the current, potential, and future issues of emerging ICT in education? The study objectives are (a) describing the use of ICT in Semesta; (b) explaining the current, potential, and future issues of emerging ICT in education. A case study research design is used in this research. Data were collected by classroom observation, questionnaire, and interview. The findings show the use of ICT in many media such as i-tool, smart board, Semesta database, pasiad.edmodo.com, and webinar. The emerging of ICT in 2013 curriculum raises current issues such as cost and human resources. The issues of emerging ICT can be solved by adapting Semesta system and Indonesian schools condition. In addition, the potential of emerging ICT in Semesta can be the answer of 2013 curriculum implementation which requires reduction of teacher s burden in formulating teaching and learning instrument. By applying ICT the teaching learning process, teaching profession and school management can be organized well so that the school stakeholders can control and develop the school quality. The future issue of emerging ICT can be seen by the collaboration of Pasiad Foundation with some public schools in Indonesia. Keywords: ICT in education, 2013 curriculum, current issue, potential issue, future issue Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 185

Introduction Development of Information and Communication Technology (ICT) in Indonesia has a strong influence to affects various aspect of life, especially for education. ICT cannot be separated from education. The demands of ICT implementation among teaching and learning in Indonesia have a close relation to the application of 2013 curriculum. According to Sujanto (2007) curriculum concerns on what is to be learned and how it is taught. It means that the curriculum design should meet the goal of national education, the students maturity in thinking, the current and future demands consideration, values, and competencies across the curriculum. On behalf of the 2013 curriculum implementation, problems occur toward the use of ICT. One of the problems shows that there is lack model school which use ICT in their system. Dealing with the lack of the schools that integrate their teaching and learning system, Semesta Bilingual Boarding School can be one of the model schools as the solution to adopt the ICT integration system. Semesta Senior High School has emerged ICT to teaching learning process, teaching profession and school management. The main issues in this research deal with the description of the use of ICT in Semesta and the explanation of the current, potential, and future issues of emerging ICT in education. Semesta stands for Semarang Instabul, it is a bilingual boarding school that is located in Gunungpati, Semarang. This school is established by memorandum of understanding between Al-Firdaus Indonesian Foundation and Pasiad Turkey Association on May 3 rd 1999. Semesta has many modern and sophisticated education facilities and professional teachers. The school is ready to facilitate the students to compete in national and international education. Semesta applies ICT in its educational system. The ICT reflects on the facilities provided in the school, such as: the use of smart board and i-tools in teaching learning process, Semesta database, pasiad.edmodo.com, and webinar. Considering such an issue, the aim of the study is to describe the use of ICT in Semesta, to explain the current, potential, and future issues of emerging ICT in education. The study will be guided by two research question; (i) How is the use of ICT in Semesta, (ii) How are the current, potential, and future issues of emerging ICT in education. The significance of this 186 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K

study makes the teachers and school management staffs are aware to the beneficial side of the ICT used in education. For the government, the study gives general overview of the ICT contribution in 2013 curriculum implementation. Methodology Case study research design is used in this study. Based on Gall et al. (2003) case study focuses on the intensive study of specific instance, that is a case, of a phenomenon. The purposes of case study are to produce detailed descriptions of a phenomenon, to develop possible explanation of it, or to evaluate the phenomenon. In this study, the purpose is more emphasize on the detailed description of the phenomenon the use of ICT in Semesta as a model school in which answer to 2013 Curriculum implementation. This study implemented purposive random sampling. There were two English teachers Mrs. Karin and Mr. Edward (pseudonym) that conducted their teaching and learning process by implementing the use of intensive ICT during the classroom. Beside of observing the teaching and learning activities, an interview was conducted for Mrs. Karin and Mr. Edward. The data also required the concerns of the school principle, Mr. Smith (pseudonym) who explains the school management. The study also included the vice principle for curriculum division, Mr. John (pseudonym). To integrate a complete data, this research included the students involvement in the form of questionnaire. There were 15 students who participated in this study. To collect the data, this research used interview, questionnaire, and classroom observation. An interview was a constructed rather than naturally occurring situation and the renders it different from an everyday conversation; therefore the researcher had an obligation to set up, and abide by, the different rule of the game in an interview (Cohen et al 2007). In this research, interview was used to gather data from the participants, to go deeper to the participants understanding and experience through the issues. Mr. Edward was interviewed to explore the implementation of ICT in teaching learning process. Mrs. Karin was interviewed to get the data about the usage of ICT in teaching learning process, school management and teacher professional development. In addition, interview was conducted to Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 187

Mr. Smith in order to get the data about school management. Furthermore, Mr. John was interviewed to elaborate curriculum used in Semesta. Another instrument to collect the data was questionnaire. Based on Wilson and Mc Lean (1994) the questionnaire was widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyses. Questionnaire was given to the 15 students of English classroom who learned English using i- tool and smart board. The questions of questionnaire related to their experience of using i-tool and smart board during learning process. McMillan and Schumacher (1997) contended that observation is very different from interviews and questionnaires. They argue that the observation method relied on a researcher seeing, hearing and recording things which were happening in the classroom situation. Two classroom observations were conducted in Mrs. Karin and Mr. Edward classes in order to get the real situation of teaching learning process by using ICT. Discussion ICT in SEMESTA Based on the data collection, Semesta applied ICT in several aspects. The aspects covered the use of i-tool and smart board, Semesta database, Pasiad Edmodo, and Webinar. i-tool and smart board In Semesta, the English classroom uses Aim High book as the main material. i-tool is a software from Aim High book. Aim High is published by Oxford. Aim High has five levels; they are Aim High 1,2,3,4, and 5. Each book has the electronic book such as software and it is called i-tool. i-tool provides pdf form of Aim High and it is completed by several internal links that connect to audio or video files. For the additional materials, i-tool gives external links to be explored by teachers and students who want to get further information related to the material in the book. Since Aim High uses i-tool which is in the form of software, so it needs smart board to display i-tool in the classroom. Smart board is a touch screen board. Furthermore, the usage of i-tool and smart board give several advantages for the students. 188 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K

Based on the questionnaire, there were several advantages of i-tool and smart board. They are displayed as below: Table 1. The students perception of i-tool and smart board advantages Students Advantages A and N i-tool and smart board make teaching learning process clearer. C, E and G i-tool and smart board are interesting and fun. B, D, F, H, I, J and O i-tool and smart board have many features that traditional board does not have such as touch the screen which make the student easier to learn. K, L and M i-tool and smart board are simpler and easier to use. Regarding to the table 1 above, it could be concluded that i-tool and smart board were high technologies that attract the students attention in learning process. Therefore, it is the opportunity for the teacher to make the students be more active in learning by using i-tool and smart board. Thus, it can increase students achievement in learning English. From the interview, Mr. Edward got benefit in using i-tool since it provided everything in one book that consist of student book and work book. Therefore, the teacher was effortless to make additional review test for the students because it was provided by the book. Extract 1: Interview with Mr. Edward (February 10 th 2014) i-tool help the teachers especially in providing everything in the book in which one page consist of student book and work book In line with Mr. Edward response, the classroom observations showed that the use of i-tool and smart board was applied successfully in the English classroom. In the first and second observation, Mr. Edward and Mrs. Karin started to use i-tool and smart board in whilst teaching and post teaching. In whilst teaching, they used i-tool and smart board to deliver the material and to give several assignments to the students. The English classroom students were active in sharing their ideas and answering the teachers questions. While, in the post teaching, Mr. Edward and Mrs. Karin used smart board and semesta database to check the students attendance, displaying and inputting the students activeness in the classroom. In short, the students gave full attention in their teaching since the use of i-tool and smart board. Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 189

Since the book of 2013 Curriculum are distributed by the government in which the books consist of very few materials, so the students should look for additional material to enrich their knowledge. This phase belongs to the observation stage in scientific approach. Scientific approach is an approach which is used 2013 Curriculum. However, the government book does not give clear guidance where the students can get additional materials. It raises a problem for the teacher to guide the students to find out the additional materials. Aim High book which is used in Semesta can be a model book for 2013 Curriculum since it provides external links. These links help the teachers and students to access the additional materials. In addition, this book also provides students review test that is helpful for teacher to prepare the test which does not take much time since it is attached in the book. Semesta database Semesta database is an information system of Semesta that cover Semesta s school management. According to Hadi (2012), the aim of Semesta database is to provide a large amount of information which is used in the implementation of education management, to give information about planning, controlling, evaluating, and recovering Semesta s programs, and to offer the information in making a school policy. As Semesta headmaster, Mr.Smith (pseudonym) stated that Semesta s school management covered curriculum management, students management, personnel management, finance management, and school s facilities management. Moreover, the school management data were compiled into Semesta database in order to ease the teachers and the school management s staffs to access the provided information in Semesta database. As Mrs. Karin, the English teacher viewed that Semesta database was helpful for the teachers to access and exchange the information related to the teaching learning process, lesson plan, syllabus, the students grades, and the tests. This kind of program, Semesta database can be used as a model of school data storage in the implementation of 2013 Curriculum. This database will help the school to monitor whether the 2013 Curriculum implementation has been applied in the right path or not. According to Hasan (2013), the 2013 Curriculum implementation cover the teaching learning process and school culture aspects. These aspects consist of the curriculum, the teaching learning process, teachers, school staffs, facilities, management, and school leadership. There will be a problem appears if the school do not compiled the information of 2013 curriculum implementation 190 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K

aspects. Therefore, it needs a school database which covers the 2013 curriculum implementation aspects, so that it will ease to monitor of 2013 curriculum implementation. Pasiad edmodo Edmodo has the same display and feature as Facebook, so it is easy to use by the Indonesian user who has been familiar with Facebook. Otherwise, the Edmodo has features which support education. By using Edmodo, teachers can create a microblogging network for their classes. Edmodo allows teachers to create a group specifically for their students and exclude those not invited to the group. Edmodo provides teachers with a place to post assignment reminders, create digital libraries, post message on the wall, create learning group, post polls for students, post quiz for students to take, connect with other teachers, build an event calendar, create parent accounts, and generate printable class rosters. Just as with any good microblogging service users can share links, videos, and images (Byrne, 2011). Semesta has used Edmodo for some recent years, so the foundation of Semesta created special domain for the teachers, students and staffs of Semesta named Pasiad Edmodo. Pasiad Edmodo is used not only for teacher and students to build classroom network, but it is used for administer and teachers to share the information and evaluate the teacher professional development. Every one semester, the Administer of Semesta gives online quiz to the Pasiad teachers all around Indonesia. The result of the quiz is published quickly after the quiz. The result shows the rank of the Semesta teacher all around Indonesia. The purpose of the quiz is to evaluate the teacher professional development for one semester. It can show teacher who has improved their professionalism and who has not. The teachers who have low rank, they will be trained and given warning to improve their professionalisms. In 2003, national education department through development and research agency conducted a research of the teacher feasibility to teach. The result showed that 49.3% of elementary school teachers, 35.9% of junior high school teachers, 32.9% of senior high school teachers and 43.3% of vocational school teachers were not feasible. According to the data, the government should take action to improve the professionalism of the teachers. Based on Mulyasa (2013) the second success key of the 2013 curriculum implementation is the teacher because teacher is the most important factor that determines the students success in learning. Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 191

Semesta as the model school has teachers evaluation system by Pasiad Edmodo to increase the teacher professional development. Indonesian government can adopt the system to make Indonesian teachers be more professional. This system is used continuously every one semester, so the teachers have responsibility to increase their professionalism because they must be tested. This system can raise the teacher s awareness to increase their pedagogy, personality, professional and social competences to create professional teacher. Webinar Information and communication technologies (ICT) that have been integrated in Semesta are not only implemented in teaching and learning activities but also in professional development. The professional development deals with the efforts to foster the quality of teachers. In Semesta, one of the efforts of the teachers professional development is run through Webinar. Eaton (2012) explains that webinar refers to all kinds of online training and virtual presentations. Webinar offers a feature to access conference in a distant area. It also provides the communication to the presenter and the participants. In starting phase of 2013 curriculum implementation, the government provided so many seminars for the curriculum socialization. Since the government only had limited time for the socialization seminars, so the seminars were conducted in a relative short period. After the socialization seminars, it is very important to make sure that the outcome of the seminar meets the government s expectation. In fact, most cases show a tendency that after the seminar there are no follow up toward the essence of the seminar. To deal with this issue, it is very important to monitor the actions after the seminar. Through Webinar, it is a better way to monitor and also to upgrade the target participants quality during the training. When the seminars can be conducted continuously via Webinar, it can be easier for the government to monitor and upgrade the practitioners quality. In the same time, the teachers as the practitioners can be easier to foster their comprehension and quality by joining the Webinar. By applying the features of Webinar, it can reduce the funding that is spent to conduct an event of socialization or seminar. When the government held events for 2013 curriculum 192 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K

socialization, there were a lot of needs to fulfill that related to the funding. In this case, Webinar can be a solution to minimize the seminar budget. Therefore, Webinar comes as the solution to meet the issues of cost and human resources in Indonesia. Webinar is very effective to reduce the seminar budget. In the same time, Webinar can monitor and upgrade the teachers quality as the follow up actions after the seminar. Current, Potential, Future Issues of emerging ICT in education The emerging of ICT in 2013 curriculum raises current issues such as cost and human resources. In this case, the school will need to consider the cost in applying ICT, since it takes much money to have and maintenance the ICT implementation. The issues of emerging ICT can be solved by adapting Semesta system in Indonesian schools condition. In line with the use of ICT in education, Semesta use ICT, such as i-tool, smart board, semesta database, webinar, and pasiad edmodo in its educational system. However, cost and human resources are the crucial aspects that should be considered in applying ICT in 2013 Curriculum. Dealing with this case, it is better to have the Memorandum of Understanding with the foundation or sponsor in which accommodate the ICT in the school. Moreover, the human resources for applying the ICT in school should also be prepared in order to success in the ICT implementation. The implementation of 2013 curriculum requires the emerging of ICT to the teaching learning process for all subjects. It is appropriate with the Planning Proposal for structure of Junior High School curriculum proposed by government Minimize the total subjects from 12 to 10 through the integration of some subjects: ICT facilitates teaching and learning process in all other subjects, instead of being standalone. Therefore, ICT is important in 2013 curriculum since it is integrated with other subject. For many years, Indonesia has separated ICT with other subjects, so it raises the difficulty to collaborate ICT with other subjects. In Semesta, ICT has been integrated with other subject, so Semesta is chosen to be model school. ICT in Semesta has been used in teaching learning process, school management, and teacher professional development. By using i-tool and smart board in teaching learning process, the students can easily find additional material to enrich their knowledge and the teacher s burden in formulating teaching and learning instrument can Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 193

be reduced. In addition, by using ICT in form of Semesta database, the school management can be managed structurally. Moreover, webinar and pasiad edmodo can be model for Indonesian government to increase teacher professional development. To improve educational quality, Semesta builds collaboration with Pasiad Foundation from Turkey. Pasiad is Pacific Countries Social and Economic Solidarity Association that has more than 150 networks around the world, one of the countries is Indonesia. Pasiad has a high-quality of experiences in education over the world. The collaboration between Semesta and Pasiad can be adopted by other schools in Indonesia. The collaboration creates an effective learning environment that is proved by the students achievement. Such valuable advantages of collaboration can create potential school to improve the educational quality. This success will be achieved and supported by the two institutions to dedicate their passion toward the integration of the quality of teaching and learning process, teachers competence and comprehensive facilities in the school atmosphere. Conclusion This research set out to explore the use of ICT in Semesta and to explain the current, potential, and future issues of emerging ICT in education. The findings suggest that Semesta uses ICT in teaching learning process, teaching proffesion, and school management. ICT in Semesta covers i-tool, smart board, Semesta database, pasiad edmodo, and webinar. Those ICT media supports to the Semesta curriculum, especially in teaching and learning process. The ICT implementation in Semesta runs the management flow in an integrated system effectively. The Semesta management assisted by ICT can be a model of school that has implemented the ICT successfully as the answer of 2013 curriculum since there is lack of school as the model to adopt the emerging of ICT comprehensively in school. Since 2013 curriculum requires the emerging ICT in all subjects, so it needs the model school to create the success of this curriculum. The usage of ICT needs to be adopted and adapted by Indonesian government to fulfill the situation in Indonesia and to avoid the problem of the usage of ICT in Indonesia. 194 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K

References Byrne, R. 2011. 15 Things Teachers & Students Can Do With Edmodo. Free Technology for Teacher. Retrieved from http://www.freetech4teachers.com/2011/12/15-thingsteachers-students-can-do-with.html Cohen, L., Manion, L., and Morrison, K. 2007. Research Methods in Education. New York: Routledge. Eaton, S.E. (2012). Marketing and Promoting Literacy with Webinars. Calgary: Onate Press Gall, et al. (2003). Educational Research: An Introduction. (7th ed.). Boston: Pearson Education. Hadi,K. (2011). Optimalisasi Penerapan Sistem Informasi Manajemen dalam Peningkatan Layanan Pendidikan di SMA Semesta Kota Semarang. Walisongo Repository. Retrieved from http://eprints.walisongo.ac.id/1956/1/6311038_coverdll.pdf Hasan,S.H. (2013). Informasi Kurikulum 2013 [Power Point Slides] from English for Various Instructions Course. Kementrian Pendidikan dan Kebudayaan. (2013). Arahan Mendikbud Pengembangan Kurikulum 2013 [Power Point Slides] from Studium Generale in the Implementation of 2013 Curriculum in UNNES Sujanto, B. (2007). Guru Indonesia dan Perubahan Kurikulum. Jakarta: CV Sagung Seto. McMillan, J. H., and Schumacher, S. 1997. Research in Education: a conceptual introduction. London: Evans. Mulyasa, H.E. (2013). Pengembangan dan Implementasi Kurikulum 2013. Bandung: PT Remaja Rosdakarya. Wilson, N. and McLean, S. 1994. Questionnaire Design: A Practical Introduction. Newtown Abbey, Co. Antrim: University of Ulster Press. Biodata: Candradewi Wahyu Anggraeni is a graduate program student at UNNES majoring English Education. She has attended some seminars on Language Teaching. She was one of the presenters on the 5 th and 6 th International Seminars held by language and Literature Faculty, Satya Wacana Christian University, Salatiga, in 2011 and 2012. Candradewi W. A, Wasi ah K & Windhariyati D. K ISBN 978-602-19638-8-3 195

Wasi ah Kurniaty is a Graduate Program Student at Semarang State University majoring English Education. She is an English Laboratory Teacher at Hj. Isriati Baiturahman 2 Elementary School and an English Instructor at Merchant Marine Polytechnic. She was graduated from Semarang State University majoring English Education in Bachelor degree in 2012. Windhariyati Dyah Kusumawanti is a student of Graduate Program majoring English Education in Semarang State University. Her interest relates to teaching and learning issues. She has attended some seminars and conferences dealing with teaching and learning concerns. She was one of the presenters on the 27 th International congress for School Effectiveness and Improvement, Yogyakarta in 2014. 196 ISBN 978-602-19638-8-3 Candradewi W. A, Wasi ah K & Windhariyati D. K