International Journal of Engineering Business

and Social Science

Vol. 1 No. 06, July-Augusts 2023, pages: 567-579

e-ISSN: 2980-4108, p-ISSN: 2980-4272

https://ijebss.ph/index.php/ijebss

567

Curriculum Development Management of Integrated IPS Subject at

MTsN Banda Aceh

Anita

, Cut Zahri Harun

, Yusrizal

1,2,3

Universitas Syiah Kuala Darussalam, Indonesia

Email: anitadjasmi@gmail.com

Keywords

Abstract

Management and

Curriculum Development

Management or curriculum management becomes something very important, because

good curriculum management will facilitate the achievement of educational goals to the

maximum. The purpose of this study is to find out how the management of integrated

social studies subject curriculum development in MTsN Banda Aceh city. This research

uses a qualitative approach with a descriptive type of research. Data collection

techniques use observation, interviews, and documentation. The data analysis techniques

used are qualitative descriptive analysis with data reduction techniques, data

presentation, and conclusions. Based on the research findings, it was found that: (1) The

planning process for the development of an integrated social studies curriculum is carried

out in meeting activities held at the end of each school year or before the beginning of

the new school year begins, by setting goals to be achieved; (2) The organization of

curriculum development consists of the main organization of the school curriculum

development team and also the organization of the social studies curriculum and the

Madrasah MGMP team; (3) The staff preparation process shall be deliberated directly

by the Head of Madrasah and the coordinator for school curriculum development.

Staffing in accordance with expertise and considering the issue of equal distribution of

tasks; (4) The implementation of curriculum development has been very good, effective

and efficient. The implementation of curriculum development is also carried out through

MGMP; (5) Obstacles experienced by Waka Curriculum in developing an integrated

social studies subject curriculum are due to lack of teacher motivation, difficulty in

managing time and lack of adequate infrastructure; and (6) The Waka Curriculum

solution in developing an integrated social studies subject curriculum, namely: involving

social studies teachers in MGMP, providing all school infrastructure, providing support

to teachers in the implementation of the educational process, and there must be teacher

motivation.

for possible open access publication

under the terms and conditions of the Creative Commons Attribution (CC BY SA)

license (https://creativecommons.org/licenses/by-sa/4.0/).

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1. Introduction

The importance of the role and function of the curriculum is based on the national education system, where

the curriculum is a crucial tool in realizing educational programs, both formal, non-formal, and informal. This makes

the educational system clear in the curriculum. Along with the advancement of time, societal development, as well as

advances in science and technology, the field of education has stepped into the world of innovation. Innovation can

achieve its goals if educational programs are planned and implemented according to the demands of the times.

The curriculum serves as a guide in the teaching and learning process within the world of education. The

success or failure of education, the behavior of students, their ability to absorb the knowledge conveyed by educators,

and the achievement of educational goals depend significantly on the curriculum (Elisa, 2018).

Therefore, in curriculum development, it needs to be managed well and professionally. Directly or indirectly,

the delivery of the curriculum in educational programs demands the responsibility of teachers as implementers of the

teaching and learning process in schools. In carrying out their tasks, teachers are required to have high professional

skills in developing the curriculum. According to Law Number 20 of 2003 on the National Education System, Article

36 paragraph 1 emphasizes that curriculum development is carried out by referring to the National Education Standards

(SNP) to achieve national educational goals (Ahmad, 2018).

The concept of curriculum development can be carried out through two processes: (1) development in the

sense of engineering, which consists of four stages, namely, determining the foundation, constructing the expected

curriculum model based on that foundation, implementing the curriculum, and evaluating the curriculum

comprehensively and systematically. (2) development in the sense of construction, which is a micro-level process that

broadly involves four activities: designing objectives; formulating content, determining methods, and designing

evaluation. Curriculum development is based on management, meaning that in developing the curriculum, good

management functions are needed. The management functions consist of Planning, Organizing, Activating, and

Controlling. Similarly, curriculum implementation cannot be separated from the application of these management

functions so that activities related to curriculum development can be carried out optimally (Baharun, 2017).

The issue of curriculum development management is seen as a professional act where managerial skills are

needed in curriculum development. Managerial skills are defined as the ability to plan, organize, manage, and control

the curriculum. With good management, it will have an impact on the success of the curriculum implementation itself.

Therefore, in developing the curriculum in schools, good management systems are needed. One of them is in the

integrated IPS (Social Studies) learning curriculum at Junior High Schools (SMP) or Islamic Junior High Schools

(MTs) (Wiyani, 2020).

IPS subjects are not taught separately but by integrating several related disciplines. According to the Ministry

of National Education document, IPS is a subject that examines a set of events, facts, concepts, and generalizations

related to social issues. IPS learning is essential for students as it relates to their lives in the community, enabling them

to become responsible citizens and develop their ability to use reasoning in decision-making for any problem they face

(Marjito & Juniardi, 2019).

Studying IPS can provide students with basic skills to develop themselves according to their talents, interests,

abilities, and environment, and can be used to continue to higher levels of education. The IPS curriculum in MTsN

Banda Aceh consists of material related to activities that occur in the students' environment. During IPS lessons,

students more often learn from student guidebooks. IPS learning will be more easily understood by students if using

more tangible and frequently seen or heard learning media. In MTsN Banda Aceh, good media such as projectors are

already used to help students observe learning materials more tangibly, such as watching videos. Apart from the media

used, the arrangement of student seating and various actions taken during the learning process also affect the level of

student understanding (Fawaidi, 2021).

Teachers must have personality, master the subject matter, and master teaching methods as their

competencies. Without these, teachers will fail in carrying out their duties. So teaching competence must be possessed

by teachers (Jumriani et al., 2021). As a result, teachers who have teaching competence can create an effective and

enjoyable learning environment and are better able to manage their classrooms so that student learning outcomes are

at an optimal level.

Based on interviews with the head of the madrasa, it is found that IPS teachers do not fully understand the

implementation of integrated IPS learning. And from interviews with teachers who teach integrated IPS at MTsN

Banda Aceh, it is said that they have difficulty in teaching integrated IPS. This is because the teachers who teach

integrated IPS come from different educational backgrounds. Teachers at MTsN Banda Aceh have educational

backgrounds in geography, history, and economics (Meirani et al., 2022).

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Before integrated IPS was implemented, teachers taught only one subject. However, with the demands of the

curriculum, teachers must still be professional in teaching integrated IPS (Hidayat, 2020). Then the facilities and

infrastructure are less supportive in the implementation of integrated IPS learning. This is the background that made

the researcher interested in conducting research with the title "Curriculum Development Management of Integrated

IPS Subject at MTsN Banda Aceh."

2. Materials and Methods

This research is a descriptive study with a qualitative approach. According to (Sugiyono, 2019), a qualitative

descriptive approach is a research approach based on the postpositivist philosophy used to study natural conditions

(as opposed to experiments) where the researcher is the key instrument, data collection techniques are done through

triangulation, data analysis is inductive/qualitative, and the research results emphasize meanings rather than

generalizations (Iryana, 2019).

The purpose of qualitative descriptive research is to depict, depict, explain, clarify, and answer in more detail

the problems to be studied by studying as much as possible an individual, a group, or an event. In qualitative research,

humans are the research instruments, and the results are presented in words or statements that correspond to reality.

Thus, the expected outcome of this research is to provide a complete and well-organized picture of specific

components, resulting in valid findings (Kristanto, 2018).

The location of this research is MTsN Kota Banda Aceh, observed by the headmaster and teachers. The

research was conducted for three months, from January to March, and obtained research approval from the Graduate

School of Universitas Syiah Kuala Banda Aceh.

The subjects in this research are the headmaster, the vice headmaster of the curriculum, teachers, and students

at MTsN Kota Banda Aceh. The selection of research subjects is based on several considerations, such as the

headmaster, vice headmaster, vice headmaster of the curriculum, teachers, and students being essential elements in

the educational institution related to curriculum development and IPS subjects, all of which are processes in the

management of the Integrated IPS Curriculum at MTsN Kota Banda Aceh.

Data collection techniques are the most strategic step in research because the main goal is to obtain data.

According to Sugiyono (Iryana, 2019:2), "In qualitative research, data collection is conducted in natural settings,

primary data sources, and data collection techniques are mostly through participant observation, in-depth interviews,

and documentation."

In qualitative research, findings or data are considered valid when there is no difference between what the

researcher reported and what actually happened with the observed object. The truth of reality in qualitative research

is not singular but plural and depends on the researcher's ability to construct observed phenomena and is formed within

an individual as a result of each individual's mental process and background. Therefore, data validity tests are needed

in this research. The validity tests in qualitative research include credibility (internal validity), transferability (external

validity), dependability (reliability), and confirmability (objectivity).

Data analysis in this research uses descriptive analysis techniques. Descriptive analysis is a procedure or way

to solve research problems by presenting the conditions of the investigated object (institutions, communities, factories,

etc.) as they are based on actual facts. (Sary, 2015) states that "Descriptive means data collected are in the form of

words, pictures, not numbers." Thus, the research report will contain data quotes to provide an overview of the

presentation of the report. The data comes from interview transcripts, field notes, photos, videos, personal documents,

notes or memos, and other documents.

Data analysis is the process of organizing and arranging data into patterns, categories, and basic narrative

units so that themes can be found, and working hypotheses can be formulated as suggested by the data. According to

Miles and Huberman (Sary, 2015), the steps of data analysis are as follows: (1) data collection, collecting data in the

research location through observation, interviews, and documentation, determining the appropriate data collection

strategies, and focusing and deepening data in the next data collection process; (2) data reduction, the process of

selecting, focusing, abstracting, transforming raw data directly in the field, thus data reduction starts from when the

researcher focuses on the research area; (3) data presentation; and (4) drawing conclusions, understanding and being

responsive to what is directly researched in the field in data collection.

In this research, instruments were used to collect data on curriculum development management in the

integrated IPS subject through interview guidelines, observation guidelines, and documentation studies, by asking

questions formulated in line with the research objectives to obtain answers that can be considered as valid and true

qualitative data. Regarding the above objectives, data credibility testing is required. Data credibility testing aims to

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prove that what was observed by the researcher corresponds to what actually exists and corresponds to what actually

happened in the research object (Ibrahim, 2022).

3. Results and Discussions

1. Planning for Curriculum Development of Integrated Social Studies Subjects in MTsN Banda Aceh City

Planning is an action for the future, and planning is the main task of management structure. Planning is

formulated before the implementation of other management functions. In the planning management function, MTsN

Banda Aceh starts by forming a curriculum development team, then providing task references for the curriculum

development team, and then revising the existing curriculum to analyze which parts need to be developed.

This aligns with what the Head of MTsN 1 Banda Aceh stated as follows:

"Curriculum development management is a necessity, a necessity, as it is an effort in curriculum development

itself. We must update the curriculum at all times, make efforts to develop it for goals, content, and evaluation within

it, including the design of the time that must always be adjusted to the current conditions and developments. So, for

the IPS subject, we strive with fellow teachers to continually develop it, adapting to the changing conditions and

situations. Then we must form a curriculum development team and provide task references for what the curriculum

developers should do and what needs to be done after that. Only then we can review the existing curriculum, see which

parts need to be changed or developed."

In line with the above statement, the Vice Head of the Curriculum Department at MTsN 1 Banda Aceh also

told the researcher:

"Regarding this process, it starts from planning to evaluation. So the curriculum we have planned will be

implemented, and then there will be an evaluation. Now, in terms of planning, the curriculum development team has

received input from parents or committees and other schools while still adhering to existing regulations. Well, because

this is continuous in nature. This planning includes the curriculum used, and the existing content must be evaluated.

After the evaluation, there will be input for consideration and improvement for the better in the future. We do all of

this with the hope of achieving a better learning process in the next academic year."

Furthermore, to ensure the accuracy of the data, the researcher also interviewed the Head of MTsN 2 Banda

Aceh, who said:

"The process of curriculum development indeed starts from planning to evaluation. In the planning process,

we also consider input from parents and school committees while adhering to the rules that exist. If the previous lesson

planning is still suitable and good to use, then the existing lesson plan will be reviewed again and then implemented

to maximize the results in the future. Moreover, if our curriculum follows the national education standards, it will be

adjusted to the needs and appropriate implementation methods for each school."

Then, the Head of Madrasah Darut Tahfizh Al Ikhlas also conveyed to the researcher:

"Our planning is, of course, tailored to the school's vision and mission. The planning we do is for the long

term, for one year or two semesters. We always try to achieve these goals, and, of course, these goals must be aligned

with the vision. So, in the preparation of the curriculum, we start with the vision first."

Therefore, the process of curriculum management itself starts with planning and ends with evaluation. In the

planning process, the curriculum development team receives input from various parties, such as parents, committees,

and other schools, while still adhering to the applicable regulations in the school or madrasah. The planning activities

usually start by revising the existing curriculum to see if it is still suitable to use or needs further development. The

main goal is to follow the objectives set by the government, and the school develops and implements accordingly,

aligned with the madrasah's vision and mission.

The curriculum development planning process at MTsN Banda Aceh is carried out in a meeting held at the

end of each academic year or before the start of the new academic year. This meeting is conducted privately, so external

researchers are not allowed to participate in the meeting room. Therefore, the researcher obtained the data from the

results of interviews mentioned above.

In conclusion, in this planning phase, the development team sets goals to be achieved, formulates the current

situation, and then develops a series of activities to achieve educational objectives. In this madrasah, they set goals to

be achieved, then formulate the current situation, and develop the curriculum in accordance with the current

developments.

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2. Organizing Curriculum Development of Integrated Social Studies Subjects in MTsN Banda Aceh City

The organization in the management of the integrated IPS curriculum development at MTsN Banda Aceh is

established through the main organization of the school's curriculum development team and also the organization of

the IPS subject curriculum itself. In addition to having the madrasah's curriculum development team, there is also a

group called MGMP Madrasah (Subject Teachers' Working Group). In this case, according to the statement of the

Head of MTsN 1 Banda Aceh:

"As we know, we have MGMP organization, where our MGMP team has a local level in schools and also a

city/district level MGMP. But, of course, there may be differences between schools here and other schools. What we

do is in accordance with the government regulations for curriculum content. As for the responsibility of implementing

the curriculum development, I, myself, act as the supervisor, then there is the curriculum department vice-head,

teachers, supervisors, and committee members. Together, we carry out our tasks according to our respective

responsibilities."

A similar statement was made by the Head of MTsN 2 Banda Aceh, who said, "The curriculum development

team does exist. It is left to the curriculum itself how to achieve the IPS learning objectives, how to follow the MGMP,

and it is already entrusted to the individual teachers."

Furthermore, to ensure the accuracy of the research data, the researcher also interviewed an IPS teacher from

MTsN 2 Banda Aceh, who also provided an explanation about the MGMP IPS Madrasah team:

"That's right, the establishment of our madrasah's MGMP is recent. We've only had two meetings so far.

Those two meetings were mainly about discussing Lesson Plans (RPP), and each teacher was asked to create their own

RPP. However, the meetings haven't covered the appropriate concept yet. During the curriculum training, there was a

new format for the current curriculum. Previously, our local MGMP only involved teachers within the school, but now,

it follows the regulations set by the education department. In addition to the local MGMP team, MTsN 2 Banda Aceh

also actively participates in the city-level MGMP."

This statement is also confirmed by the Vice Head of the Curriculum Department at MTs Darut Tahfidz Al

Ikhlas Banda Aceh regarding the IPS curriculum development team in the madrasah:

"Yes, that's correct. The head of the school always ensures that the curriculum department performs its duties

according to the established procedures. So, we have a local MGMP team in the school and also participate in the city-

level MGMP. The local MGMP meetings are held according to the agreed-upon schedule. However, outside of the

scheduled days, because we often meet in our daily lives, if there are problems or issues that need to be solved, we still

communicate. So, if there are issues related to classroom learning activities or material development, we can share and

discuss them with other IPS teachers."

After the planning process, the school's principal and the curriculum development coordinators will organize

the teams. There is a curriculum development team at the school level and also a curriculum development team for

each subject, including the IPS subject, known as the Local MGMP at the school.

In conclusion, the organization of curriculum development is the responsibility of the curriculum department,

which continuously coordinates with the school's principal and supervisors to achieve the planned development of the

integrated IPS curriculum. Furthermore, the development of each subject is entrusted to the respective MGMP teams,

both at the local madrasah level and at the city/district level.

3. Preparation of Integrated Social Studies Subject Curriculum Development Staff at MTsN Banda Aceh

City

In the staff placement system at MTsN Banda Aceh, the main manager responsible for supervision and

control, and policy-making is the Madrasah Principal. Meanwhile, the coordinator role is assigned to the Head of the

curriculum development team, who is the Vice Principal for the curriculum department.

This is confirmed by the statement made by the Head of MTsN 1 Banda Aceh as follows: "As the manager, I

perform the function of supervising the work, especially concerning the Vice Principal for the curriculum department,

to continually develop the curriculum in line with the changing times and to provide solutions to various educational

issues."

A similar sentiment is also acknowledged by the Vice Principal for the curriculum department at MTsN 1

Banda Aceh, who confirms the statement. He stated to the researcher: "As the Vice Principal for the curriculum

department, my duty is to develop the curriculum. Regarding other development matters, the highest manager is the

school Principal. Our task is to implement the program we will develop and ensure that all programs developed by the

curriculum development team can be carried out effectively by all teachers."

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Furthermore, the researcher also conducted another interview with the Vice Principal for the curriculum

department at MTs Darut Tahfidz Al Ikhlas to confirm staff placement in the curriculum development team. He stated:

"Regarding staff placement, we arrange it together according to their abilities. We, along with the assistance of the

Vice Principal and the Madrasah Principal for the curriculum department, put together the job descriptions and

responsibilities. Placement is usually done based on their expertise, but we also ensure an equal distribution of

workload. So, no one person has too much workload, while another has very little, ensuring a balanced distribution.

We don't conduct a formal recruitment and selection process, except for managerial positions, where we make choices

for the Vice Principals."

In conclusion, the staff placement system at MTsN Banda Aceh is the responsibility of the main manager, the

Madrasah Principal, who oversees and controls the process and makes policy decisions. The coordinator role is

assigned to the Head of the curriculum development team, who is the Vice Principal for the curriculum department.

The process of staff placement for the IPS curriculum development at MTs Negeri Banda Aceh is directly

managed by the Madrasah Principal, with assistance from the coordinator of the school's curriculum development

department. In the implementation process, the researcher observed that the curriculum development team holds

meetings regarding curriculum development before the start of the new academic year.

Furthermore, in staff placement at MTs Negeri Banda Aceh, they do not apply a recruitment and selection

system. The ideal approach is to place staff according to their expertise. However, the Madrasah Principal also

considers the issue of workload distribution to ensure that responsibilities are not excessively concentrated on one staff

member. Staff selection is only conducted for coordinator positions, namely the Vice Principal for the curriculum

department.

4. Implementation of Integrated Social Studies Subject Curriculum Development in MTsN Banda Aceh

City

In the management function of implementation or execution, there will be a process of checking the extent to

which the goals have been achieved. This includes evaluating the developed curriculum and assessing the work that

has been done. In this Madrasah, evaluations are conducted in the following year after the planning process carried out

in the previous year. This is in line with what the Head of MTsN 1 Banda Aceh stated: "Regarding the implementation

of the curriculum development program, it has been excellent. The curriculum development is also carried out through

the MGMP (Subject Teacher Working Group). I also supervise to ensure that everything goes according to the plan.

Then, as for curriculum evaluation, it is done at the end of the academic year when we review what has been done.

This allows us to identify any shortcomings, whether in terms of strategies or methods, and make necessary

adjustments. By doing this, we can identify weaknesses and find solutions for better program implementation and

planning in the following year."

To strengthen the statement above, the Head of MTs Darut Tahfidz Al Ikhlas Banda Aceh also explained:

"Yes, that's correct. We implement the program according to the plan, and I will supervise its progress. Through teacher

discussions, we will address any issues teachers face in preparing their teaching materials in accordance with the

curriculum used. Then, the curriculum department will conduct evaluations first, and from the evaluations, we

determine the next steps. For instance, for subjects with fixed materials, we use references set by the government. The

follow-up is to see if the results achieved align with the targets set at the beginning of the planning process. The

curriculum evaluation is based on direct observations of learning outcomes through tests or examinations that have

been conducted and also the students' output. For example, if we set a goal, the evaluation will assess whether the set

goal has been achieved according to the targets and whether there were any obstacles. The ultimate goal is to see if the

set objectives will lead to the improvement of the Madrasah. That's why curriculum development is crucial."

The IPS teacher at MTsN 2 Banda Aceh also reaffirmed the statement above, stating: "The Principal goes

around to supervise the teaching process in classrooms. This includes observing how the classes are conducted and,

perhaps, the discipline of the teachers. For instance, the Principal checks whether there are any teachers absent from

their classes and so on. This is one form of control performed by the Principal."

The researcher also interviewed an IPS teacher at MTsN 1 Banda Aceh to confirm the Principal's statement.

The teacher stated: "Yes, the Principal directly oversees the supervision, whether it is scheduled or unscheduled. If it's

unscheduled, it means the schedule is random, and the Principal goes around the school. This is done to supervise the

IPS teachers or other subject teachers to ensure they carry out their duties properly. On the other hand, scheduled

supervision is where the Principal holds a schedule and checks whether teachers are present and teaching. The Principal

also directly observes the classes, from how the teachers conduct their teaching to the closing. The supervision is

limited to classroom performance, not specifically about the curriculum development team in the IPS department."

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Based on these statements, it is evident that the Head of Madrasah himself is the one overseeing and

controlling the implementation process. This control is carried out directly or indirectly. In direct control, the Principal

personally observes and supervises teachers' performance, which becomes the basis for further evaluation. In indirect

control, the Principal visits different parts of the school to observe the program's implementation and teachers'

discipline. The Principal may also inquire about the curriculum development implementation to the Vice Principal for

the curriculum department at MTsN Banda Aceh.

5. Obstacles experienced by the Deputy Head of Madrasah for MTsN Curriculum in Banda Aceh City in

Developing an Integrated Social Studies Subject Curriculum

In implementing the development of the IPS curriculum, there are several obstacles perceived in the

curriculum development management process. One of these obstacles is related to the use of the 2013 curriculum for

seventh-grade students. The Vice Principal for the curriculum department at MTsN 1 Banda Aceh stated to the

researcher: "The factors hindering the planning of curriculum development are: teachers having inadequate mastery of

the materials they teach, the lack of adequate facilities and infrastructure, and unachieved programs. Additionally, the

teacher training (diklat) that has been conducted, from what I observed, still lacks specificity. For example, the Teacher

Training (Bimtek) conducted is still too general, combining teachers of religion, IPS, and English. Ideally, the Bimtek

related to the teaching-learning process should be specific to each subject because the approach to the teaching-learning

process differs. As for the 2013 curriculum, our teachers are already accustomed to it, and alhamdulillah (thank God),

every year there are teacher training sessions for them."

Similarly, the Vice Principal for the curriculum department at MTsN 2 Banda Aceh provided a statement

regarding obstacles experienced in the implementation process of curriculum development: "Indeed, there are obstacles

to the development and implementation of the new curriculum. The factors hindering the planning of curriculum

development are: the lack of adequate facilities and infrastructure, teachers having inadequate mastery of the materials

they teach, and unachieved programs. In terms of developing the IPS curriculum, there may be some issues with the

IPS Subject Teacher Working Group (MGMP) for the local Madrasah. It's somewhat difficult to gather all IPS teachers

at the same time. The solution is to continue striving to arrange a gathering time, especially to discuss issues related to

the Integrated IPS curriculum."

To reinforce the statements above, the researcher once again interviewed the Vice Principal for the curriculum

department at MTs Darut Tahfiz Al Ikhlas Banda Aceh to confirm the obstacles in developing the curriculum. The

Vice Principal stated: "Indeed, the factors hindering the planning of curriculum development are: unachieved

programs, teachers having inadequate mastery of the materials they teach, and the lack of adequate facilities and

infrastructure. Additionally, for the local MGMP team, we still haven't maximized our gathering time because each

member has their own busy schedule."

Based on the interviews above, it can be concluded that there are obstacles in implementing the 2013

curriculum. These obstacles include teachers' inadequate mastery of the materials they teach and unachieved programs.

There are also difficulties in arranging meeting times or discussions for all IPS teachers and the lack of adequate

facilities and infrastructure. However, efforts are still made to arrange gathering times, especially to discuss issues

related to the Integrated IPS curriculum.

6. Solution of the Deputy Head of Madrasah for MTsN Curriculum in Banda Aceh City in Developing an

Integrated Social Studies Subject Curriculum

Based on observations, interviews, and documentation that researchers found during research in the two

schools, it has been found that there are supporting factors for the Deputy Head of Madrasah for Curriculum in

developing the curriculum at MTsN Banda Aceh. The results of the interview with the Deputy Head of Curriculum

MTsN 1 Banda Aceh who stated to the researcher that:

Of course, we have to prepare adequate facilities, the latest and complete books. The internet is also a fully

equipped audio-visual room. MGMP both at the school and city/district levels must be able to support the

implementation of curriculum development. In addition, the school often communicates about curriculum development

in accordance with their respective subjects. Students also actually influence the implementation of learning. Every

month there is also an assessment system for the work of teachers and student learning outcomes.

In line with the statement above, the researcher again interviewed the Deputy Head of Curriculum MTsN 2

Banda Aceh to confirm the statement of the Deputy Head of Curriculum MTsN 1 Banda Aceh to obtain the similarities

and differences of the madrasah. To the researchers, the Deputy Head of Curriculum of MTsN 2 Banda Aceh said that:

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Supporting factors in this school are facilities such as laboratories, libraries, teaching staff have also been

certified. Many teachers also have internet access so that they can access learning resources. Every Thursday there is

also an MGMP meeting. In the meeting, it was discussed about Integrated Social Studies learning and if there are

problems, they are always overcome together. We as social studies teachers often communicate with each other and

work together to achieve student learning outcomes.

Then from the statement of the Deputy Head of Curriculum MTsN 1 Banda Aceh and MTsN 2 Banda Aceh,

the Deputy Head of MTsS Curriculum Darut Tahfidz Al Ikhlas also confirmed the statement above, to the researcher

he said that: "Yes, there are various solutions that we apply in the development of an integrated social studies

curriculum. These solutions are: involving social studies teachers in MGMP, completeness of school infrastructure,

teachers' ability to design learning, teachers' willingness to continue to upgrade skills in preparing learning tools."

Based on the results of the interview and the data above, it can be concluded that there are several solutions

and supporting factors in the development of an integrated social studies subject curriculum by the Deputy Head of

Curriculum. The solutions are: involving social studies teachers in MGMP, providing all school infrastructure,

providing support to teachers in the implementation of the educational process, and there must be a willingness of

teachers to continue to upgrade skills in preparing learning tools.

Discussion

The discussion of the results of this study is intended to provide an explanation of the findings obtained at the

research location, both in the form of interpretation and in the form of argumentation as findings. This allows

researchers to draw conclusions about the findings and the implications of the findings themselves.

Based on the main focus, namely the management of integrated social studies subject curriculum development

at MTsN Banda Aceh City. The sub-focus of this research is planning, organizing, compiling, implementing, obstacles,

and solutions faced in developing an integrated social studies subject curriculum.

The conclusion of the findings and their implications is expected to be able to give birth to new ideas,

concepts, principles and theories that need to be developed in studying curriculum problems and social studies lessons,

especially those concerning the management of curriculum development of integrated social studies subjects in MTsN

Banda Aceh City. The following will be discussed the following points of findings:

1. Planning for Curriculum Development of Integrated Social Studies Subjects in MTsN Banda Aceh City

Basically, planning involves making decisions regarding the selection of actions or activities to be carried out

by an organization or company and its components. Based on this statement, planning activities must include decision-

making regarding the objectives to be achieved and how the process will be carried out in an organization or company.

In the management system, planning is the primary function that must be carried out before implementing

other management functions. Planning is essential because it helps us determine the goals to be achieved, the steps to

be taken to achieve those goals, and the time and resources needed for the achievement of those goals, all of which are

discussed during the planning phase.

According to Hamalik (2017:135), "Planning is an action for the future. The purpose of planning is to achieve

a set of consistent and coordinated operations to obtain desired results. Planning is the main task of management."

Planning should be arranged before implementing other management functions as it sets the framework for

implementing those functions.

Hamalik (2017:137) further explains that, "Fundamentally, planning is an intellectual process that involves

decision-making. This process demands mental predisposition to think before acting, to act based on reality, not

assumptions, and to act systematically." This cognitive action aligns with planning requirements. The process of

planning the development of the Integrated IPS curriculum at MTsN Banda Aceh is carried out by holding meetings

before the start of the new academic year.

In this process, the objectives to be achieved are determined, and then the parts to be developed are

formulated. Planning essentially determines the activities to be carried out in the future. These activities are intended

to organize various resources to achieve the desired outcomes. Planning is a process of determining the objectives or

goals to be achieved and defining the ways and resources needed to achieve those objectives as efficiently and

effectively as possible.

In every planning process, there are three activities that, although distinct, cannot be separated from each

other in the planning process. These activities are: formulating the objectives to be achieved, selecting programs to

achieve the objectives, and identifying and deploying limited resources.

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Planning involves setting in advance what will be done, how it will be done, what needs to be done, and who

will do it. Planning is also called a bridge that connects the gap between the present situation and the desired situation

in the future. Although it is difficult to predict the future because many factors beyond human control influence the

plans, the plans do not leave the present situation and the desired situation in the future. Additionally, during the

planning phase, it is necessary to identify and select problems that need attention. Next, the causes of the problems are

sought, then the main or dominant causes are determined, and finally, a plan for improvement and target determination

is made.

In line with this theory, MTsN Banda Aceh has implemented the planning function effectively because the

first thing done in the planning process is to formulate the objectives to be achieved and then to determine which parts

will be developed. According to Law No. 20 of 2003 concerning the curriculum, "The curriculum serves as a guideline

or management tool that includes instructions on the types and sources of participants needed, the media of delivery,

actions that need to be taken, the required sources of funding, personnel, facilities, control and evaluation systems, and

the roles of the elements of personnel to achieve specific objectives."

Then, the steps to be taken in achieving these objectives are determined. The Madrasah does not always

change what is already in place immediately. Instead, it revises the curriculum that has been implemented and then

looks at which parts of the curriculum need to be changed or developed.

So, in this planning process, the development team, including the Head of the Madrasah, will consider the

vision and mission of the Madrasah and then determine long-term objectives, which are yearly goals. In this planning

process, the development team will also consider the aspects of scientific and technological developments and take

into account the opinions of the school committee and stakeholders. Only after that, the team will determine the steps

to be taken to achieve those objectives.

2. Organizing Curriculum Development of Integrated Social Studies Subjects in MTsN Banda Aceh City

In curriculum development management, the process of organizing is essential. According to Kristina and

Widyaningrum (2019:3), management involves coordinating all resources through the process of planning, organizing,

staffing, directing, and controlling to achieve predetermined objectives. Hamalik (2017:136) states that: "Organizing

can be viewed from two approaches, namely structurally in the management context, and functionally in the academic

or curriculum context. Curriculum organizing should be seen from both of these approaches, namely in the

management context and in the academic context."

The organization of the curriculum should be viewed in two contexts: management and academic. In the

management context, the curriculum organizing at MTsN Banda Aceh involves forming a development team,

consisting of a chairperson who is the Deputy Head of the Curriculum Department, and members of the curriculum

development team, who are selected directly by the Head of the Madrasah. Meanwhile, in the academic context, the

curriculum organizing is developed in the form of subject-based curriculum organizations.

In this subject-based curriculum organization, it is accomplished through the Local Subject Teacher Working

Group (MGMP) in the school, which consists of teachers who teach the same subject, in this case, IPS (Integrated

Social Studies). Later, this organization will be part of the Madrasah MGMP at the city level. In this case, the researcher

focuses only on the school-level MGMP organization, where there is a specific organizational structure comprising a

chairperson and members.

The curriculum organizing in MTsN Banda Aceh, based on the existing theory, is well-organized. The

researcher observed that the organizing starts from the school-level curriculum development team to the subject-level

curriculum development team. However, there is a lack of clear job descriptions in the organization. The functions of

the formed organization have not fully been operational, giving the impression that the organizing is merely a formality.

Nevertheless, the school's efforts to organize the curriculum development team are commendable.

In conclusion, based on the presented data, the process of organizing the development of the Integrated IPS

curriculum at MTsN Banda Aceh is carried out by forming a development team, consisting of a chairperson who is the

Deputy Head of the Curriculum Department, and members of the curriculum development team, who are selected

directly by the Head of the Madrasah.

Furthermore, in the academic context, the curriculum organizing is developed in the form of subject-based

curriculum organizations. This is done through the Local Subject Teacher Working Group (MGMP) in the school,

consisting of teachers who teach the same subject, in this case, IPS. Later, this organization will be part of the Madrasah

MGMP at the city level.

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3. Preparation of Integrated Social Studies Subject Curriculum Development Staff at MTsN Banda Aceh

City

In a management system there is what is called the Staffing function. This function is a function where the

activities in it are activities in the preparation of staff in a management system. According to Hamalik (2017: 137) staff

preparation is: "A function that provides people to carry out a system that is planned and organized. This function

supplies human resources to carry out the mission and vitalize the department/institution".

The staffing occurs after such tasks are established in advance. Staff preparation consists of recruitment,

selection, hiring, placement, training, assessment, and compensation. Staffing is the activity of selecting and placing

people in appropriate positions in accordance with their abilities and expertise in the organization.

So that in achieving the selection and placement of people in the right positions, the right selection and

recruitment process is needed . In accordance with the results of the research that the formation or preparation of staff

from the Curriculum development team at MTsN Banda Aceh did not go through a staff preparation process, starting

from recruitment to full selection.

In accordance with the interview results that for the manager level in this case who acts as the main manager

is each Head of Madrasah, while the one who acts as the implementing manager is the leader of the curriculum

development team, namely the Deputy Head of Curriculum. In terms of staffing from the curriculum development

team, this is only through direct election by the Head of Madrasah.

Of course, this is not fully in accordance with the rules in the staff preparation function that must go through

several processes ranging from selection to compensation. However, the researchers only saw that the policy on the

management system in each madrasah was different. Indeed, in terms of staff preparation in the curriculum developer

management system in this madrasah needs to be improved again, this is important because with good staff

management it will affect the success of achieving the desired goals.

In accordance with the data exposure, it was found that the preparation of staff from the integrated social

studies subject curriculum development team at MTsN Banda Aceh did not go through a staff determination process,

starting from recruitment to full selection. According to the interview results, the main manager level is the Head of

Madrasah himself, while the one who acts as the executive manager is the leader of the curriculum development team,

namely the Deputy Head of Curriculum.

In terms of staff preparation from the curriculum development team, this is only through direct election by

the Head of Madrasah. Only at the level of Deputy Head of Division is the selection or selection process carried out,

while the staff members are appointed directly by the Head of Madrsah by looking at their abilities and work

experience.

4. Implementation of Integrated Social Studies Subject Curriculum Development in MTsN Banda Aceh

City

At the school level, the principal plays a role and at the grade level, the teacher plays a role. This explains

that in the implementation or implementation of curriculum developer management see how the process of

implementing the curriculum that has been planned aims at the beginning of the planning process. Hamalik (2017:

139) suggests that: "The implementation of the curriculum is divided into two levels, namely the implementation of

the curriculum at the school level and the grade level".

The implementation of the school level is controlled directly by the Head of Madrasah as the leader by setting

policies and conducting supervision and guidance both directly and indirectly. While in the classroom the

implementation is left to the task of a teacher.

One of the functions of the management system that cannot be eliminated is the control function. According

to Hamalik (2017: 139) the control function includes: "Procurement activities of a reporting system that is compatible

with the overall reporting structure, developing behavioral standards, measuring results based on desired qualities in

relation to objectives, implementing corrective actions and providing rewards."

Implementation is carried out to achieve the desired goal. The implementation of curriculum development in

MTsN Banda Aceh is controlled directly by the Head of Madrasah and assisted by curriculum development staff. The

control carried out can be in the form of direct supervision of existing activities and also control on the results of the

evaluation of the program implemented. Based on the results of the interview, researchers understand that the

implementation of the control function on the management of the curriculum development of Integrated Social Studies

subjects itself has not fully run optimally.

The implementation is still limited to how teachers collect learning tools on time, and follow the direction of

the curriculum by following MGMP. This control process is also related to evaluation activities. Meanwhile, if we talk

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about evaluation in Islamic rules, we will find the concept of muhasaba / introspection rather than the mistakes that

have been made. Actually, the concept of evaluation in the Islamic world wants continuous improvement. So with the

evaluation we can find out the mistakes that have been made and we try to make new improvements by making plans.

In accordance with the explanation of the data above, it was found that in the process of implementing and

supervising the development of the curriculum of integrated social studies subjects in MTsN Banda Aceh was carried

out directly or indirectly. Directly it is through coaching carried out by the Head of Madrasah, while indirectly it is by

looking at the results of the evaluation held before planning for the coming year.

5. Obstacles experienced by the Deputy Head of Madrasah for MTsN Curriculum in Banda Aceh City in

Developing an Integrated IPS Subject Curriculum

In its implementation, it often experiences several obstacles so that various solutions will be sought in

overcoming these obstacles. Obstacles in the implementation of curriculum development management can be seen

from various things ranging from the planning process to the control process. In MTsN Banda Aceh itself in its

implementation there are many obstacles ranging from the quality of human resources that are poorly prepared, the

lack of adequate infrastructure, to the time needed in the development process itself.

Madrasah has been appointed to implement the 2013 curriculum by the central education department, so the

application itself is not optimal. Starting from the training conducted in connection with the implementation of the

2013 curriculum itself, it was recognized that it did not go well. Social studies teachers find it difficult with the

curriculum system that must be combined between one material and another.

Then also the obstacle is that the time needed for the gathering of the Madrasah Local MGMP team in

particular is still difficult to determine. So that in implementing curriculum development management, especially for

the development of Integrated Social Studies subjects, it still needs to be improved and evaluated starting from the

management system to the implementation and evaluation process.

In accordance with the data exposure, it was found that in the process of implementing curriculum

development, integrated social studies subjects in MTsN Banda Aceh experienced various obstacles, including human

resource quality problems, the time needed for the development process, and the determination of the implementation

of the new curriculum, namely the 2013 curriculum which ultimately affected the availability of teaching materials in

the form of books that were still inadequate.

6. Solution of the Deputy Head of Madrasah for MTsN Curriculum in Banda Aceh City in Developing an

Integrated IPS Subject Curriculum

Every problem certainly has a solution or resolution, and concerning the issues in the development of the

Integrated IPS curriculum, there are indeed solutions, which involve cooperation and acknowledging what is lacking.

There are several ways to overcome the problems that arise due to curriculum development:

First, according to Alawiyah (Wahyudi, 2019), it is necessary to "Provide education and training to teachers,

especially subject teachers, so that they can understand and comprehend what they will teach."

Second, providing learning media and learning resources so that the curriculum content and teaching materials

can be continuous, benefiting from available media and learning resources.

Third, motivating the students by making them understand that with the 2013 curriculum, they will become

more creative and enthusiastic in their learning.

Fourth, providing technology-based learning media in accordance with the curriculum content to ensure that

there is no lag.

(Sudarsana, 2018) stated that: "The use of technology also greatly influences the development of students,

how they must discover and transform complex information, check new information with old rules, and revise them if

the rules are no longer suitable. From this, teachers must also play a role in setting the boundaries of the learning that

will be studied."

It can be concluded that another solution for the Deputy Head of Madrasah in curriculum development is the

fulfillment of school facilities and infrastructure. With the availability of adequate facilities and infrastructure, it is

expected that teachers can carry out teaching and learning activities well, especially in the development of the

Integrated IPS curriculum.

Furthermore, the high enthusiasm or spirit of the teachers to enrich themselves with new knowledge and gain

experience can be beneficial, especially after attending training provided by the school principal. Therefore, if the

school principal frequently organizes training sessions for teachers, the competence of each teacher will increase, and

the quality of the curriculum and instructional materials will improve.

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Moreover, (Sudarsana, 2018) explains that: "Optimizing the use of technology in the implementation of the

curriculum at school consists of three stages: planning, implementation, and analysis. In terms of planning, the teacher

formulates problems and motivates students, which are adjusted to the syllabus and the Lesson Plan (RPP)."

In terms of implementation, during the exploration phase, the teacher involves students in searching for

extensive and in-depth information about the problems to be discussed using technology. During the elaboration phase,

the teacher divides students into small groups to develop their ability to work together and communicate. In the

confirmation phase, the teacher provides feedback and affirmation regarding the results of exploration and elaboration.

4. Conclusion

Based on the results of research and data analysis conducted by the author regarding the management of

integrated social studies subject curriculum development in MTsN Banda Aceh City, it can be concluded that: 1) The

planning process for the development of an integrated social studies curriculum in MTs Negeri Banda Aceh is carried

out in meetings held at the end of each school year or before the beginning of the new school year begins. In this

planning stage, the development team will set goals to be achieved, formulate the current state to develop a series of

activities to achieve educational goals; 2) Organizing the development of an integrated social studies curriculum in

MTsN Banda Aceh City consisting of the main organization of the school curriculum development team and also the

organization of the social studies subject curriculum itself. So, in addition to the madrasah curriculum development

team, there is also the Madrasah MGMP team; 3) The process of preparing staff for developing an integrated social

studies curriculum curriculum at MTsN Banda Aceh City will be closed directly by the Head of Madrasah assisted by

the coordinator for school curriculum development. The staffing must be in accordance with their expertise, but the

head of the Madrasah also considers the issue of equal distribution of jobs. So that the responsibility does not gather

only on one staff. Staff selection is only carried out to choose the position of coordinator or leader of the curriculum

development team, namely Waka for Curriculum; 4) The implementation or implementation of curriculum

development of integrated social studies subjects in MTsN Banda Aceh City is very good, has been effective and

efficient. The implementation of curriculum development is also carried out through MGMP. The deputy head of the

curriculum section is responsible for carrying out the curriculum development of social studies subjects, while the

principal will control the implementation so that everything runs according to the initial planning; 5) The obstacles

experienced by the Deputy Head of Madrasah for MTsN Curriculum in Banda Aceh City in developing an integrated

social studies curriculum are due to teachers who lack mastery of the material delivered during joint deliberations and

programs that have not been achieved. Then the difficulty in arranging meetings or deliberation time for all social

studies lesson teachers and the lack of adequate infrastructure; 6) The solution of the Deputy Head of Madrasah for

MTsN Curriculum in Banda Aceh City in developing an integrated social studies subject curriculum, namely: involving

social studies teachers in MGMP, providing all school infrastructure, providing support to teachers in the

implementation of the educational process, and there must be a willingness of teachers to continue to upgrade skills in

preparing learning tools.

In connection with the results of the research that the author conducted, the author should provide suggestions

for input and improvement in the management of social studies curriculum development at MTsN Banda Aceh.

Without the intention to patronize, the authors describe these suggestions as follows: 1) Management of curriculum

development of integrated social studies subjects is already on the basis of a very good concept but requires

perseverance and creativity in its implementation; 2) The organization of curriculum development needs more

supervision in order to achieve educational goals, and the performance of employees or teachers needs to be improved

in order to achieve better quality of higher education institutions. For this reason, it is necessary to be firm from the

principal and deputy head of curriculum and other policymakers in determining the schedule of MGMP meetings,

training schedules to improve employee performance, provide work motivation, and provide other supports. 3)

Curriculum development staff must receive support in the form of training or workshops for the successful

implementation of curriculum development. 4) The implementation of curriculum development must be carried out

wisely and consistently in developing more creative learning, in order to adjust to the development of science and

technology. 5) Obstacles to adequate hardware and software facilities and infrastructure require attention from all

parties, in order to realize the quality of integrated social studies curriculum development as desired. 6) Deputy heads

of curriculum, principals, school supervisors, school committees, and related education offices in order to provide

solutions to various problems that will occur or have occurred for better implementation good the next year.

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