Remedial and enrichment programs are very important in the learning
process especially in the 2013 curriculum, because this activity is a positive
feedback given by the teacher to students. The conditions in the field of remedial
and enrichment programs are carried out modestly, not paying attention to aspects
of the remedial and enrichment programs. The purpose of this study is to: (1)
describe the implementation of 2013 curriculum remedial activities in class IV;
(2) describes the implementation of 2013 curriculum enrichment activities in class
IV; (3) find out the obstacles in the implementation of remedial activities and
2013 curriculum enrichment in class IV. The subjects in this study were grade IV
in three primary schools in the East Purwokerto district, consisting of two public
elementary schools and one private elementary school. The three schools have
carried out remedial and enrichment progrmas. This research uses qualitative
research methods, the type of case study research. Data collection by interview,
observation and documentation. The results of the study can be concluded that in
the implementation of remedial activities and teacher enrichment start by
identifying problems based on student evaluation results. The teacher still has not
made a lesson plan specifically for remedial and enrichment programs, so that
planning activities are carried out spontaneously. Remedial programs carried out
by reworking the questions that have been done, while for enrichment activities
carried out by assigning students to read textbooks related to sub
themes/subsequent themes. The implementation of remedial and enrichment
programs has not fully run optimally due to time constraints and the conditions of
the students who are not conducive. Before carrying out remedial programs
teachers should carry out the stages, such as identifying problems based on
learning, class teachers can also collaborate/collaborate with other teachers in
developing remedial programs.