Keywords
motivation, teacher performance and contextual learning
Abstract
Elementary and secondary level education units have implemented a new curriculum to replace the 2006 KTSP Curriculum, becoming the 2013 Curriculum. So with this curriculum change, researchers are trying to research whether understanding the 2013 curriculum affects teacher motivation and performance.
Considering the Covid-19 that has hit the world, including Indonesia, this has led to new rules, namely the implementation of physical distancing so that the spread of the Covid- 19 virus can be minimized, so that research during this pandemic is carried out by practicing physical distancing which then becomes the basis for conducting research using technology, one of which is the other is by using the google form as a questionnaire distribution and data collection. The data were collected from September to November 2020. The sample consisted of 62 respondents in answering the questionnaire from the variable understanding of the 2013 curriculum implementation, the variable motivation and the variable teacher performance. Dissemination and data collection of questionnaire results using the google form and SPSS-26 assistance for statistical tests and used to answer the formulated hypothesis, namely the influence of understanding the implementation of the 2013 curriculum on the motivation and performance of elementary school teachers in contextual learning. The results showed that: 1) there is a positive and significant effect of the 2013 curriculum understanding variable on motivation by 2,99%, 2) there is a positive and significant effect of the 2013 curriculum understanding variable on teacher performance by 6,56%, 3) there is a positive and significant effect simultaneously at 9,5%. The conclusion is that understanding the implementation ofthe 2013 curriculum has a positive and significant on the motivation and performance of elementary school teachers in contextual learning during the covid-19 pandemic.