Instructional Management in Indonesia: A Case Study

INTRODUCTION:Learning is the main core of the educational services provided by schools to students. Learning activities undertaken by teachers should be based on certain rules. Before teacher implement instructional activities, they had to prepare everything needed at the time of teaching in the classroom, so that learning activities can be conducted properly and achieve the desired learning objectives. Good learning is learning that is able to increase the competence of learners, in accordance with the formulation of learning outcomes that have been formulated previously. When implementing the learning activities, the teacher should be focus on the harmony of the learning materials, media, and learning methods which are going to implement in the classroom.It is important for the teacher to apply instructional management. The learning activities will be meaningful when prepared properly by the teacher. The teacher should also considering the the prevailing Curriculum 2013, when developing the learning activities. Pros and cons of implementing the 2013 Curriculum is still happening today in the community, particularly the academic community (Arif, 2015). The Curriculum 2013, which is to create productive, creative, innovative, through strengthening affective attitudes, skills, and integrated knowledge for Indonesians (Ramadhan & Ramdani, 2015). Nevertheless, despite the complexity of the 2013 Curriculum, there are also some opportunities which can positively influence the teaching and learning practice (Nur & Madkur, 2014). K-13 (2013 Curriculum) is in fact the extension of School-Based Curriculum (SBC) in several components; the main purpose of this curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens and positive contributors to the civilization (Ahmad, 2014). The 2013 Curriculum is proposed to produce Indonesians who have religious tolerance and mental health; it is based on the fact that recently, a lot of young generation or students do not have character, tolerance and empathy for others anymore (Ningsih, 2016). The 2013 Curriculum is greater emphasis on building students' characters, developing relevant skills based on students' interests and needs, and developing a thematic approach that benefits students' cognitive abilities (Putra, 2014). The implementation of Curriculum 2013 is about the acceleration of implementation upon national development priority, one of the verses said that to accomplish and perfect the curriculum and active learning method are based on culture values of the nation to shape nation's competitiveness and character (Ilma & Pratama, 2015). The curriculum is designed to provide guidance in managing the school curriculum and the learning undertaken by the school. Instructional management is the process of wielding all the resources that can be used by teachers in instructional activities to achieve learning objectives. School must implement curriculum management, because the curriculum is a reference to the learning process. Curriculum development requires the management to be able to produce a curriculum that fits the needs of society (Prastyo, 2012). The teacher should be ready in the implementation the Curriculum 2013 in the teaching and learning activities, because it gives a greater influence in supporting the process of the curriculum is implemented (Arbie, 2015). Curriculum system that applied by the school will be used as a reference by teachers in implementing the learning process. The curriculum is a set of plans and arrangements concerning the purpose, content and learning materials and how to use as a guide for learning activities to achieve specific educational goals (Nugraheni, 2015). The implementation of 2013 Curriculum will run well with the support of teachers/teachers staff (Khasanah, 2015). The lesson will not run properly if there are none curriculum is used. …