IMPLEMENTATION OF LOCAL CONTENT SUBJECT IN ELEMENTARY SCHOOL LEVEL IN KONAWE REGENCY

This research wants to achieve purpose is to determine and analyze description clearly about planning, implementation and performance of Local Content Curriculum in Elementary School level in urban, coastal, and rural areas by introducing natural conditions, cultural environment, social environment in the areas. The research was conducted in Elementary Schools in Konawe Regency namely State Elementary School 1 Unaaha and State Elementary School 2 Unaaha, State Elementary School 1 and State Elementary School 2 Analahumbuti, State Elementary School 1 and State Elementary School 2 Muara Sampara. Meanwhile, information determination used snowball sampling method. With criteria: (1) Teachers, (2) principals, (3) Head of Office, (4) Head of Curriculum Unit.(5) Public figure with knowledge on studied issues. Data collection technique was conducted by in-depth interview, observation technique and Focus Group Discussion technique. Based on results of the research and discussion, then it can be concluded that: (1) implementation of local subject curriculum consists of three stages, namely planning, implementation and evaluation. (a) in the planning stage, there is identification analysis and need analysis which then determines competence standard and basic competence. (b) in the implementation stage, it is a learning activity consisting of teaching materials/contents, approaches, teaching methods and teaching aids/media. (c) in the evaluation stage, it uses two ways, namely evaluation on learning process and evaluation at final semester test. (2) there are supporting factors on the curriculum implementation of local content, namely: (a) local content curriculum has been composed integrally in education office in section of curriculum development, (b) there are package books as a source of learning obtained from education office, (c) all schools have class teachers who are from Tolaki tribe and (d) there are School Operational Assistance funds which can be used to finance implementation of local subject curriculum, (3) there are inhibiting factors on the implementation of local subject curriculum, namely: (a) facility and infrastructure are not adequately available such as LCD or nfocus, (b) there is no enough available time to teach the local content, namely only 2 hours per weeks, (c) teachers face difficult to find learning media which must be adjusted with learning materials and (d) there are many students who do not achieve Minimum Completeness Criteria since they are from tribe beyond Tolaki so they are not easy to understand the subject.