Teachers’ Efforts in Understanding the Factual, Conceptual, Procedural and Metacognitive Assessment Using the Revised 2013 Curriculum

. This paper aims at analysing the efforts of forty teachers of the
Madrasah Tsanawiyah School in Indonesia in understanding the Revised
2013 Curriculum (RC-13), particularly on how to implement the Factual,
Conceptual, Procedural, and Metacognitive (FCPM) knowledge
dimensions in assessments. This case study was carried out using the
lecturing, discussion and implementation (LDI) approach to understand
the RC-13 conceptually, discuss teachers’ problems and implement
assessments using FCPM. The results of an in-depth observation and data
analysis indicated that 30 out of 40 participants gained a better
understanding on the RC-13 concept. They are now in a better position to
know what should be done to prepare their RC-based instructional
programs and they are conceptually able to implement the RC-13, except
for the metacognitive dimension. The ten other teachers are still having
some difficulties with FCPM as they did not have real classes such as
Guidance Counselling, Sport and Health, and Scouting teachers. The
results imply that teachers must be proactively trained to continually
update their knowledge, particularly on curriculum development so that
the quality of education can be improved.