Page 1 of 6
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 384
The Effect of Assessment Standard on Curriculum 2013 to
Motivation of Teaching Teachers Automotive Engineering
Vocational High School in Jakarta
Puji Iswanto ; Dr. C. Rudy Prihantoro
Department of Mechanical Engineering, Faculty of Engineering, State University of Jakarta
pujiiswanto10@gmail.com ; crudy@unj.ac.id
ABSTRACT
This study aimed to obtain information
about how much effect of assessment
standard on curriculum 2013 to motivation
of teaching teachers automotive
engineering vocational high school (SMK)
in Jakarta. The population in this study
were all automotive engineering teachers
who teach in state vocational high school
opening program of automotive
engineering expertise in Jakarta. The
number of samples was determined by 70
teachers. The method used in this study is a
survey method. The results showed that the
level agreement of respondents regarding
assessment standard on curriculum 2013 by
58%. It can be said of automotive
engineering vocational high school teachers
enough agree with the assessment standard
on curriculum 2013. While the motivation
of teaching teachers automotive
engineering vocational high school, general
respondents answered agree with
percentage of 69%. It can be said of
automotive engineering vocational high
school teachers have taught high
motivation. The data analysis proves that
the count r is 0.484 and r table at the level
of 5% error is 0.235 then there is a positive
and significant correlation. Contribution the
assessment standard on curriculum 2013 to
motivation of teaching teachers automotive
engineering vocational high school is 23%
and the rest is determined by another
variable by 77%.
Keywords : curriculum, assessment
standard, vocational school, automotive
engineering, teaching motivation,
Indonesia, teacher.
1. INTRODUCTION
Indonesian education curriculum
change. Unit Level Curriculum
(KTSP) is converted to the curriculum
2013, precisely in July 2013 that
applied gradually in school. The new
curriculum is not out of the pros and
cons of the whole society. In 2015 a
new curriculum has been running for
two years. Despite running for two
years, but various problems still arise.
This happens because the preparation
of this curriculum is considered less
mature by various groups, thus causing
misunderstanding among teachers,
especially teachers of automotive
engineering vocational high school
(SMK) in Jakarta.
One of the difficulties of teachers
in the implementation of Curriculum
2013 is the implementation of
assessment standard. The curriculum
component are considered troublesome
by teachers because it takes a lot of
time and method.
Teacher is a strategic profession
in order to educate the nation. The
teacher is one important component
because as a spearhead in education.
Master who serves to educate and
educate in order to change behavior in
accordance with the purpose of
education. Without teacher learning
process may not go well. This is where
Page 2 of 6
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 385
the teacher becomes the driving force
of the overall teaching and learning
activities that take place in the
educational situation in order to
achieve specific educational goals.
If teachers as educators feel
confusion in carrying out an
assessment of the students, and how
curriculum 2013 is considered to be
better than the previous curriculum.
1.1 Focus Research
Misunderstanding teachers in
implementing the assessment standards
on curriculum 2013 lead to the
disruption motivation of teaching
teachers. It is necessary to study on the
effect of assessment standards on
curriculum 2013 to motivation of
teaching teachers. The study aims to
obtain information about how much
effect of assessment standards on
curriculum 2013 to motivation of
teaching teachers automotive
engineering vocational high school
(SMK) in Jakarta.
Researchers chose as a place of
research, because in addition to Jakarta
as the capital city, Jakarta as well as
the province has the largest automotive
engineering vocational high school in
Indonesia. Automotive engineering
vocational high school learning
facilities in Jakarta is more complete
than the automotive engineering
vocational high school in other
provinces, so there is a stigma that
Jakarta is a miniature of Indonesia.
2. LITERATURE REVIEW
2.1 Assessment Standard on Curriculum
2013
Curriculum 2013 is a follow up
of a competency-based curriculum
(KBK) were never tested in 2004.
KBK referenced various domains of
education (knowledge, skills, and
attitudes) in all levels and access to
education, particularly in the education
track (Enco Mulyasa, 2013 , p. 66).
In the Minister of Education and
Culture of the Republic of Indonesia
Number 66 Year 2013, stated that the
standard of education assessment is
criterion regarding the mechanisms,
procedures, and assessment
instruments learning outcomes of
students. Assessment undertaken
include cognitive abilities, affective
and psychomotor. Techniques and
instruments used in the assessment of
the ability of the attitude, knowledge
and skills, the indicators are:
a. Assessment of attitude. Teachers
assess students attitude by
observation, self-assessment,
assessment by student peers, and
journals.
b. Assessment of knowledge.
Teachers assess student knowledge
with written tests, oral tests, and
assignments.
c. Assessment of skills. Teachers
assess student skills with the
practice tests, projects, and
portfolios.
2.2 Motivation of Teaching Teachers
Automotive Engineering Vocational
High School
Motivation comes from the word
motive which can be interpreted as the
power contained within the individual,
which causes the individual to act or
acts (Uno, 2009, p. 3). Motives can not
be observed directly, but can be
interpreted in such behavior
stimulation, encouragement, or power
plant emergence of a certain behavior.
Motivation is the impulse contained in
a person to try to establish behavioral
changes that better meet their needs
(Uno, 2009, p. 3).
Motif is a state in the individual that
encourage individuals to undertake
certain activities in order to achieve a
Page 3 of 6
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 386
goal (Suryabrata, 2011, p. 70). Human
motives is an impulse, desire, desire and
other driving force, which comes from
within himself, to do something (Alex
Sobour, 2003, p. 265). While the Sheriff
and Sheriff in Alex Sobour (2003)
mentions the motive as a genetic term
that includes all internal factors that lead
to various types of behavior that aim, all
internal influences, such as the need
(need) derived from the functions of the
organism, the drive and desire ,
aspirations and social tastes, which is
sourced from these functions.
Actually, motivation is a more
general term to refer to the entire
process of movement, including
situations that encourage, urge that
arise within the individual, the
resulting behavior, and the goal or end
of the movement or action. According
to Mc. Donald in Oemar Hamalik
(2009 p. 158) motivation is an energy
change within the person characterized
by affective arousal and anticipatory
goal reaction .. The motive is a
complex statement in an organism that
directs behavior / actions to a
destination or stimulants (Purwanto,
2007, p. 60).
Based on the above, it can be the
sense of motivation is a force or
impulse within the individual making
the individual moves, acts to meet the
needs and achieve their goals.
From the point source that
caused, motifs distinguished two types,
namely intrinsic and extrinsic motives.
Intrinsic motives, the incidence does
not require external stimuli as it has
existed within the individual himself,
that is appropriate or in line with their
needs. While extrinsic motives arise
due to the stimulation from outside the
individual, for example in the field of
education to a positive interest to
educational activities comes from
seeing the benefits. Intrinsic motive is
stronger than extrinsic motives.
Teaching is all intentional efforts
in order to make it possible for
students to the teaching and learning
process in accordance with the
objectives that have been formulated.
Teaching is an attempt to provide
stimulation, guidance, direction and
encouragement to students to enable
the learning process. Teaching is also
defined as the process of guiding
students in learning activities.
According to the Law of the
Republic of Indonesia Number 14 of
2005 Article 1 The teacher is a
professional educator with a primary
task of educating, teaching, guiding,
directing, train, assess, and evaluate
students on early childhood education,
formal education, primary education
and secondary education .
In Article 39 paragraph 2 of the
Law on National Education System,
stating that educators are professionals
in charge of planning and
implementing the learning process,
assessing learning outcomes, coaching
and training, as well as conduct
research and service to the community,
especially for educators at the college.
Teachers are educators who
become leaders, role models, and
identification for the learners and the
environment. Therefore, teachers must
have certain personal quality standards
that include responsibility dignity,
independence and discipline (E.
Mulyasa, 2009, p. 37). The teacher is
an educator to be a role model and
example, and can be imitated by
students and the surrounding
environment.
Indonesian Government
Regulation on the management and
delivery of education, stating that the
Vocational High School, hereinafter
referred to as SMK, is one form of
