Penelitian ini bertujuan untuk mendeskripsikan penerapan kurikulum 2013 pada proses pembelajaran matematika. Jenis penelitian ini menggunakan penelitian kualitatif deskriptif yang dilaksanakan di SDN 036 Tarakan. Adapun sumber data pada penelitian ini berupa data primer dan data sekunder dengan informan yaitu kepala sekolah dan guru. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Teknik analisis data kualitatif melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Rencana Pelaksanaan Pembelajaran yang dikembangkan guru kelas IV pada pembelajaran matematika di SDN 036 Tarakan telah sesuai dengan komponen yang mengacu pada kurikulum 2013. Hanya saja rancangan penilaian matematika masih belum sesuai dikarenakan guru kurang memahami penilaian berdasarkan kurikulum 2013. Pada pelaksanaan pembelajaran juga telah sesuai dengan kurikulum 2013 yang terdiri dari kegiatan pendahuluan, kegiatan inti dimana di dalamnya telah mencakup pendekatan saintifik walaupun kegiatan menanya masih jarang muncul dalam proses pembelajaran, dan kegiatan penutup. Adapun penilaian hasil belajar yang dilakukan guru yaitu penilaian sikap dengan menggunakan teknik pengamatan sikap dan catatan jurnal, penilaian pengetahuan dalam bentuk tes tertulis dan penugasan serta penilaian keterampilan berupa tes praktik. Adapun faktor pendukung yaitu keikutsertaan guru dalam mengikuti sosialisasi ataupun pelatihan kurikulum 2013 dan kemampuan guru dalam menguasai teknologi. Akan tetapi sarana dan prasarana yang masih terbatas seperti media pembelajaran yang berbasis teknologi masih kurang, dan penilaian yang rumit serta terlalu banyak sehingga rangkaian kegiatan pembelajaran tidak selalu terlaksana dalam satu hari menjadi faktor penghambat.

Kata Kunci: Guru, Kurikulum 2013, Pembelajaran, Matematika

This study aimed to describe the implementation of the 2013 curriculum in the mathematics learing process 'This descriptive qualitative rcscarch was conducted at the SDN 036 Tarakan The data sources in this study were primary data and secondary data wnth nformants included the principal and teachers The data collection techniques used were interviews, observation and documentation. Qualitative data analyses were done through data reduction, data presentation and drawing conclusions. The results showed that the learning implementation plan developed by the fourth grade teachers in mathematics learning at SDN 036 Tarakan was in accordance with the components referred to in the 2013 curriculum. However, the mathematics assessment design was still not appropriate because the teacher did not understand the assessment stated in the curriculum. The learning processes were in accordance with the 20 13 curriculum which consisted of preliminary activities, core activities which included a scientific approach even though questioning activities still rarely appeared in the learning process, and closing activities. The assessments of learning outcomes carried out by the teacher included attitude assessment using attitude observation techniques and journal notes. knowledge assessment in the form of written tests and assignments and skills assessment in the form of practical tests. The supporting factors included teacher participation in the 2013 curriculum socialization or training and the teacher's ability to master technology. However, there was also a shortage of resources such as technology-based learning media, and an inhibiting factor was tests that were too complicated and so numerous so that a sequence ofleaming tasks were not always completed in one day. Keywords: Teacher, 2013 Curriculum, Learning, Mathematics