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Many teachers complain about difficulties the implementation of the 2013 curriculum in elementary school, t he re difficulties about the 2013 curriculum assessment process which considered complicated, the difficulty in applying the scientific approach, and the difficulty of encouraging students to be active in learning. The purpose of this study was to describe the level of difficulty of teachers and knowing what dimensions are difficult for teachers in the 2013 curriculum implementation in elementary school. This research is a descriptive study with a qualitative approach. The results of this study indicate that: (1) The teacher in carrying out the stages of planning and implementing learning based on the 2013 curriculum is categorized as not difficult, meanwhile in conducting learning assessments based on the 2013 curriculum it is categorized as quite difficult; (2) the dimension that is most difficult for teachers in learning based on the 2013 curriculum is the authentic assessment dimension.

ANALYSIS OF TEACHERS DIFFICULTY BASED ON 2013 CURRICULUM IMPLEMENTATION IN ELEMENTARY SCHOOL 1 KALIJOYO ALIAN DISTRICT KEBUMEN REGENCY