Lestari, Ayu Endah. (2015). K-13 in Turbulent Weeks: A Study of Curriculum Contestation in Indonesia, November and December 2014. Yogyakarta: Sanata Dharma University Out of nine previous curricula implemented nationwide, the most recent curriculum (dubbed as K-13) has been recorded as the shortest curriculum in its nationwide implementation. It was launched in July 2014, under Yudhoyono's second term administration and was suspended by Joko Widodo's administration on the first week of December 2014. The K-13 implementation was suspended to be nationwide and only implemented in limited school i.e. 6,221 schools in Indonesia. The curriculum itself was signed as a national mandate by the former Minister of Education, Muhammad Nuh. The curriculum was then examined by a new team formed by the current Minister of Education, Anies Rasyid Baswedan, to assess its applicability and acceptability. Upon a comprehensive review, the team recommended the curriculum be suspended.
The suspension of K-13 implementation that leads to some controversies becomes a central issue in the study of curriculum. Drawn from Bourdieu's conception of fields and Bauman's contemporary popular knowledge, this paper sets to present a discourse analysis on the K-13 during its turbulent weeks around its suspension. Two major research questions proposed are: (a) Who are the proponents and opponents of the K-13 suspension presented in online news reports? (b) What issues did they raise in relation to the suspension of the curriculum?
The study was drawn from 85 online news reports, in the turbulent weeks, started from 11/12 up to 12/31. The news reports were taken from major online news agencies, such as Kompas, Tempo, Liputan6, Detik, Okezone, Republika, Merdeka, and Antara. The data analysis was conducted by multiple readings. Both proponents and opponents and also their perspectives were recorded in a graphic representation with two opposing positions and a compare and contrast table. To maintain the validity of the analysis, the researcher presented both the graphic representation and compare and contrast table to the research adviser. The analysis was largely drawn from a series of discussions during the consultative meetings.
It was found that controversies had been around since the inception of the curriculum. The K-13 suspension to be nationwide was followed by pros and cons. The big issues around the K-13 suspension were Foundation Considerations, Teaching-Learning Process, Assessment, Professional Teacher Development, and Provision of Resources.
Lestari, Ayu Endah. (2015). K-13 in Turbulent Weeks: A Study of Curriculum Contestation in Indonesia, November and December 2014. Yogyakarta: Universitas Sanata Dharma. Dari sembilan curriculum sebelumnya yang pernah berlaku di Indonesia, kurikulum yang baru (K-13) terekam sebagai kurikulum yang paling singkat pelaksanaannya. Kurikulum tersebut diluncurkan pada Juli 2014, di bawah pemerintahan Yudhoyono yang kedua dan ditunda dan dihentikan sementara oleh pemerintahan Joko Widodo di minggu pertama Desember 2014. Kurikulum itu sendiri diperintahkan untuk diterapkan serentak oleh Menteri Pendidikan, Muhammad Nuh. Kurikulum tersebut kemudian diselidiki oleh tim baru yang dibentuk Menteri Pendidikan sekarang ini, Anies Rasyid Baswedan, untuk menilai relevansi dan akseptabilitasnya. Atas dasar peninjauan kembali secara menyeluruh, tim tersebut merekomendasikan K-13 untuk dihentikan sementara.
Sebuah akhir dari penghentian K-13 ini memancing kontroversi yang menjadi isu utama dalam studi tentang kurikulum. Digambarkan melalui konsep field Bourdieu dan pengetahuan kontemporer Bauman, paper ini disusun untuk menampilkan analisis wacana pada K-13 dalam masa minggu-minggunya yang bergolak dalam penghentiannya yang sementara. Dua rumusan masalah yang diajukan adalah: (a) Siapa saja aktor-aktor yang ditampilkan di berita online? (b) Isu apa yang mereka angkat dalam hubungannya dengan penghentian sementara K-13?
Data yang dipakai adalah 85 berita online dalam minggu-minggu yang kacau-balau, mulai dari 12 November sampai 31 Desember. Berita online tersebut diambil dari agensi online news, seperti Kompas, Tempo, Liputan6, Detik, Okezone, Republika, Merdeka, dan Antara. Analisis data dilakukan dengan membaca berulang. Pendukung dan penentang penundaan K-13 dan opininya digambarkan dalam sebuah representasi grafik dengan dua posisi yang berlawanan untuk dilanjutkan dan sebuah tabel perbandingan compare dan contrast. Untuk menjaga keabsahan analisis tersebut, peneliti mempresentasikan representasi grafik dan tabel compare and contrast pada dosen pembimbing. Analisis tersebutsebagian besar digambarkan melalui serangkaian diskusi selama minggu-minggu konsultatif.
Ditemukan bahwa adanya kontroversi sudah sejak awal mula kurikulum diterapkan.Penundaan K-13 secara nasional diikuti oleh pro dan kontra. Isu utama dalam penundaan K-13 itu adalah mengenai Pertimbangan Dasar Hukum, Proses Belajar-Mengajar, Penilaian, Pengembangan Guru, dan Ketersediaan Sumber Daya.
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L K-13 in Turbulen tWeeks : A Study o fCurriculum . 4 1 0 2 r e b m e c e D d n a r e b m e v o N , a i s e n o d n I n i n o it a t s e t n o
C Yogyaka tra :
y ti s r e v i n U a m r a h D a t a n a S t n e c e r t s o m e h t , e d i w n o it a n d e t n e m e l p m i a l u c ir r u c s u o i v e r p e n i n f o t u O K s a d e b b u d ( m u l u c ir r u
c -13 )ha sbeen recorded a sthe sho tres tcur irculum in ti s d n o c e s s ' o n o y o h d u Y r e d n u , 4 1 0 2 y l u J n i d e h c n u a l s a w t I . n o it a t n e m e l p m i e d i w n o it a n d n a n o it a rt s i n i m d a m r e
t wa ssuspended byJokoWidodo' sadminisrtaiton ont he f ris t K e h T . 4 1 0 2 r e b m e c e D f o k e e
w -13 i mplementaiton wa ssuspended t obe naitonwide e h T . a i s e n o d n I n i s l o o h c s 1 2 2 , 6 . e .i l o o h c s d e ti m il n i d e t n e m e l p m i y l n o d n a l a n o it a n a s a d e n g i s s a w f l e s ti m u l u c ir r u
c mandate by the forme r Ministe ro f
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a eam
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r tobes uspended.
K f o n o i s n e p s u s e h
T -13 implementaiton tha tlead sto some conrtoversie s s e m o c e
b a cenrta l issue in the study o f cur irculum . Drawn from Bourdieu' s d e l w o n k r a l u p o p y r a r o p m e t n o c s ' n a m u a B d n a s d l e if f o n o it p e c n o
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K e h t n o s i s y l a n a e s r u o c s i d a t n e s e r p o
t -13 du irng ti sturbulen tweek saround ti s s t n e n o p o r p e h t e r a o h W ) a ( : e r a d e s o p o r p s n o it s e u q h c r a e s e r r o j a m o w T . n o i s n e p s u s K e h t f o s t n e n o p p o d n
a -13 suspension presented in onilne new srepo trs? (b )Wha t ? m u l u c ir r u c e h t f o n o i s n e p s u s e h t o t n o it a l e r n i e s i a r y e h t d i d s e u s s i , s k e e w t n e l u b r u t e h t n i , s tr o p e r s w e n e n il n o 5 8 m o r f n w a r d s a w y d u t s e h T s w e n e h T . 1 3 / 2 1 o t p u 2 1 / 1 1 m o r f d e tr a t
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a Kompas ,Tempo ,Liputan6 ,Deitk ,Okezone ,Repubilka ,Merdeka ,
d n
a Antara .The data analysi swa sconducted by mulitple r eadings .Both proponent s n o it a t n e s e r p e r c i h p a r g a n i d e d r o c e r e r e w s e v it c e p s r e p r i e h t o s l a d n a s t n e n o p p o d n a d n a s n o it i s o p g n i s o p p o o w t h ti
w a compare and conrtas ttable .To maintain the d n a n o it a t n e s e r p e r c i h p a r g e h t h t o b d e t n e s e r p r e h c r a e s e r e h t ,s i s y l a n a e h t f o y ti d il a v n w a r d y l e g r a l s a w s i s y l a n a e h T . r e s i v d a h c r a e s e r e h t o t e l b a t t s a rt n o c d n a e r a p m o c e h t g n ir u d s n o i s s u c s i d f o s e ir e s a m o r
f consutlaitvemeeitng .s
e h t f o n o it p e c n i e h t e c n i s d n u o r a n e e b d a h s e i s r e v o rt n o c t a h t d n u o f s a w t I K e h T . m u l u c ir r u
c -13 suspension t o be naitonwide wa sfollowed by pro sand cons . K e h t d n u o r a s e u s s i g i b e h
T -13 suspension were Foundaiton Consideraitons , e
T aching-Learning Process ,Assessment ,Professiona lTeache rDevelopment ,and .s e c r u o s e R f o n o i s i v o r P : s d r o w y e
ii i v K A R T S B A . ) 5 1 0 2 ( . h a d n E u y A , ir a t s e
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C Yogyaka tra :
. a m r a h D a t a n a S s a ti s r e v i n U , a i s e n o d n I i d u k a l r e b h a n r e p g n a y a y n m u l e b e s m u l u c i r r u c n a li b m e s i r a D K ( u r a b g n a y m u l u k i r u
k -13 ) terekam sebaga i kurikulum yang pailng singka t
a y n n a a n a s k a l e
p secaranasional .Kurikulumt ersebu tdliuncurkanpadaJul i2014, d i a r a t n e m e s n a k it n e h i d n a d a d n u ti d n a d a u d e k g n a y o n o y o h d u Y n a h a t n i r e m e p h a w a b i r u K . 4 1 0 2 r e b m e s e D a m a t r e p u g g n i m i d o d o d i W o k o J n a h a t n i r e m e p h e l
o kulum tiu
, n a k i d i d n e P i r e t n e M h e l o k a t n e r e s n a k p a r e ti d k u t n u n a k h a t n i r e p i d i r i d n e s g n a y u r a b m it h e l o i k i d il e s i d n a i d u m e k t u b e s r e t m u l u k i r u K . h u N d a m m a h u M i a li n e m k u t n u , n a d e w s a B d i y s a R s e i n A , i n i g n a r a k e s n a k i d i d n e P i r e t n e M k u t n e b i d b a t p e s k a n a d i s n a v e l e
r litiasnya .Ata sdasa rpeninjauan kembal isecara menyeluruh , K n a k i s a d n e m o k e r e m t u b e s r e t m
it -13untukdihenitkans ementara.
K n a it n e h g n e p i r a d r i h k a h a u b e
S -13i n imemancingkontrovers iyangmenjad i
u l a l e m n a k r a b m a g i D . m u l u k i r u k g n a t n e t i d u t s m a l a d a m a t u u s
i i konsep ifeld
k u t n u n u s u s i d i n i r e p a p , n a m u a B r e r o p m e t n o k n a u h a t e g n e p n a d u e i d r u o B K a d a p a n a c a w s i s il a n a n a k li p m a n e
m -13 dalam masa minggu-minggunya yang
g n a y h a l a s a m n a s u m u r a u D . a r a t n e m e s g n a y a y n n a it n e h g n e p m a l a d k a l o g r e b a n a k u j a i
d dalah :(a )Siapa saja pendukung dan penentang penundaan K- 31 yang a y n n a g n u b u h m a l a d t a k g n a a k e r e m g n a y a p a u s I ) b ( ? e n il n o a ti r e b i d n a k li p m a ti d K a r a t n e m e s n a it n e h g n e p n a g n e
d - ?1 3
u g g n i m m a l a d e n il n o a ti r e b 5 8 h a l a d a i a k a p i d g n a y a t a
D -minggu yang
k a l o j e g r e
b ,mula idar i12 Novembe rsampa i31 Desember .Bertia onilne tersebu t e n il n o a ti r e b i s n e g a i r a d l i b m a i
d ,sepert iKompas ,Tempo ,Liputan6 ,Deitk ,Okezone ,
a c a b m e m n a g n e d n a k u k a li d a t a d s i s il a n A . a r a t n A n a d , a k e d r e M , a k il b u p e R K n a a d n u n e p g n a t n e n e p n a d g n u k u d n e P . g n a l u r e
b -13 dan opininya digambarkan
k u t n u n a n a w a l r e b g n a y i s i s o p a u d n a g n e d k if a r g i s a t n e s e r p e r h a u b e s m a l a d a g a j n e m k u t n U . t s a r t n o c n a d e r a p m o c n a g n i d n a b r e p l e b a t h a u b e s n a d n a k t u j n a li d e b a t n a d k if a r g i s a t n e s e r p e r n a k i s a t n e s e r p m e m i ti l e n e p , t u b e s r e t s i s il a n a n a h a s b a e
k l
r a s e b n a i g a b e s t u b e s r e t s i s il a n A . g n i b m i b m e p n e s o d a d a p t s a r t n o c d n a e r a p m o c u g g n i m a m a l e s i s u k s i d n a i a k g n a r e s i u l a l e m n a k r a b m a g i
d -minggukonsutlatfi .
m u l u k i r u k a l u m l a w a k a j e s h a d u s i s r e v o r t n o k a y n a d a a w h a b n a k u m e ti D K n a a d n u n e P . n a k p a r e ti
d -13 secara nasiona ldiikut ioleh pro dan kontra .Isu utama K n a a d n u n e p m a l a
d -13 tiu adalah mengena iPeritmbangan Dasa rHukum ,Prose s
r a j a l e
B -Mengajar ,Penliaian ,PengembanganGuru ,danKetersediaanSumbe rDaya.
: i c n u k a t a
x i
S T N E M E G D E L W O N K C A
l u f r e d n o w s i H r o f d r o L e h t t s ir h C s u s e J y m k n a h t o t e k il d l u o w I , ll a f o t s ri F
, e fi l y m t r o p p u s s y a w l a o h w e l p o e p y l e v o l e m g n i v i g r o f o s l a m i H k n a h t I . g n i s s e l b
. y d u t s y m g n i h s i n if n i y ll a i c e p s e
il d l u o w
I ke to expres smy deepes t grattiude fo r my advisor , Marku s .
D . d E , . d E . M , o j r a h a r i d u
B ,fo rhi sguidance ,suppotr ,moitvaiton ,and atteniton . I d a h I l u f e t a r g w o h t l e f I .s n o it a tl u s n o c y n a m g n ir u d d a h e w g n ir a h s e h t r o f m i h k n a h t
o s i v d a y m s a m i h e v a h o t n e e
b r . Ihave received so many meaningfu llesson stha t
.r e tt e b d n a r e tt e b e b o t e m e t a v it o m
, s t n e r a p d e v o l e b y m o t s e o g e d u ti t a r g l a i c e p s y
M Gunarjo and Maria
i m r a p u
S ,fo rthei rlove ,prayers ,care and suppor tgiven to me .They are my bes t h
w e fi l y m n i e l p o e
p o alway ssrtengthen me . Ialso addres smy grattiude to my
, s r e t s i
s Chandra and Retnowho alway sbecome t he bes tsister sfo rme.I t hank fo r .
e m o t n e v i g e p o h d n a s r e y a r p e h t
: e m t r o p p u s s y a w l a o h w s e v it a l e r y m k n a h t o s l a
I my cousin s(Mbak Fani ,
, a n i R k a b
M Mbak Feb iand Riska) who alway sremind and suppor teach other t o ,
r e h t a f d n a r g d e v o l e b y m ; y d u t s r u o h s i n
if MbahkakungDirjoSumarto ,whomake s
t h g if s y a w l a o h w 0 1 0 2 s t n e d u t s I B P k n a h t I . r e t h g u a d d n a r g e l b i s n o p s e r a e m
, r e h t e g o
t Emak-emakKece(Fani ,Gtia ,Guida ,and Sisca)who alway sbecome t he ,
e m o t s r e t s i s d n a s d n e ir f t s e
b Keluarga Skripsweet (Afri ,Yos ,Dee ,Edo ,Fani , )
a ti T , a i R , o n o N , i d n I , a ti
x
d n
a Anggun) who helpme i n ifnishing t het echnica lmatter sof t hi s ifna lpaper ,my s
d n e ir f t s e s o l c d n a d n i k r e h t
o (Ade sand Sophia) who accompany me du irng the t o n n a c o h w s d n e ir f t s e s o l c y m f o l l a s a l l e w s a r e p a p l a n if s i h t g n i h s i n if f o s s e c o r p
. e r e h e n o y b e n o d e n o it n e m e b
i x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... i .... S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... iv
T C A R T S B
A ... iiv
K A R T S B
A ... iiv i S
T N E M E G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... ix C
I H P A R G F O T S I
L ... iix i T
S I
L OFAPPENDICES ... vx i
N O I T C U D O R T N I I R E T P A H
C ... 1 .
A ResearchBackground... 1 .
B ResearchMethod ... 6 ....
E S E R I I R E T P A H
C ARCHFINDINGSANDDISCUSSION ... 8 .
A Theoreitca lDesc irpiton ... 8 .
1 Cur irculumPoilcyMaking ... 8 .
2 FieldTheory ... 10 .
B Discussion ... 31 .
1 T he Proponent sandtheOpponent soft heK- 31 n
o i s n e p s u
ii x .
2 ThePerspecitve sont heK-13Suspension :Pros s
n o C d n
A ... 16 .
a Proponent soft heK-13Suspension ... 71 )
1 Foundaiton:J u irdical ,Phliosophical ,andSubstanitve s
n o it a r e d i s n o
C ... 17 )
2 Teaching-LearningProcess ... 1.. 2 )
3 Assessment ... 52 )
4 Professiona lTeache rDevelopment... 82 )
5 Provisiono fResources ... 03
.
b Opponent soft heK-13Suspension ... 33
)
1 Foundaiton:J u irdica landSubstanitve s
n o it a r e d i s n o
C ... 33 )
2 Teaching-LearningProcess ... 5.. 3 )
3 Professiona lTeache rDevelopment... 73 )
4 Provisiono fResources ... 83
C N O C I II R E T P A H
C LUSIONSANDRECOMMENDATIONS ... 04 .
A Conclusion s ... 04 .
B Recommendaiton s ... 1.. 4
S E C N E R E F E
R ... 2.. 4 S
E C I D N E P P
ii i x
C I H P A R G F O T S I L
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K e h t f o s t n e n o p p O d n a s t n e n o p o r P e h T 1 .
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I R E T P A H C
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. d o h t e m h c r a e s e r d n a d n u o r g k c a b h c r a e s e r e h t s t n e s e r p r e t p a h c s i h T
.
A ResearchBackground
K s a d e b b u d r o , 3 1 0 2 m u l u c ir r u
C -13, i s t he newes tcur irculum replacing t he
, m u l u c ir r u c s u o i v e r
p Kurikulum Tingka tSatuan Pendidikan (KTSP )o rschool-based
K . m u l u c ir r u
c -13 implemented naitonwide in Indonesia since July 2014 .I twa s
h t n i d e d n e p s u s y l n e d d u
s esecondweeko fDecembe r2014 .Thecur irculumwa sonly
e d i w n o it a n d e t a d n a m s a w t I .s n o it a rt s i n i m d a t n e r e f fi d o w t r e d n u d e v il d n a s h t n o m x i s
s ’i w o k o J e h t r e d n u d e d n e p s u s d n a n o it a rt s i n i m d a s ’ o n o y o h d u Y e h t r e d n u
. n o it a rt s i n i m d a
t a h t e l b a i n e d n u s i
tI cur irculum decision making by t he authortiy matter sso
d e h t n i h c u
m iscourse o feducaiton .Egan (2003 )stated t ha tchlidren o fal lsocieite s
d e e n y e h T . n o it a c u d e d n a s g n i n i a rt e m o s d e e
n to be i nrtoduced t o “a se to fnorms ,
s e h t h c i h w s ll i k s d n a , e g d e l w o n
k ocietyr equ riesf o rti sconitnuance”( p .9) .However ,
s i d lr o w t n e c e r e h t t a h t t c a f e h t n e v i g y ll a i c e p s e h c a e t o t t a h w e d i c e d o t y s a e t o n s i ti
s i e g d e l w o n K “ , ) 0 0 0 2 ( o n n o K d n a , o m o y o T , a k a n o N y b d e t a t s s i t I . c i m a n y d o s
i c o s n i d e t a e r c s i t i e c n i s , c i m a n y
d a l interaciton s amongst individual s and
s n o it a z i n a g r
o ” (p.7) . Beside ,st he i nformaiton t echnology grow srapidly and make s
s n o i s i v e r t n e u q e r f s d e e n m u l u c ir r u c a , y l g n i d r o c c A . t s a f e t e l o s b o e g d e l w o n k
I t i s expilcilty stated in the Kompasiana educaitonal webstie ,
m o c . a n a i s a p m o k .i s a k u d e . w w
w , tha t Indonesia ha s implemented ten dfiferen t
a l u c ir r u
c since tis i ndependence i n 1945 .They cur ircula t ha thad been i mplemented
e r a a i s e n o d n I n
i Cur irculum Renjtana Pelajaran in 1947 , Cur irculum Renjtana
i a r u r e T n a r a j a l e
P in 1952 ,Cur irculum Renjtana Pendidikan in 1964 ,Cur irculum
d n a 4 9 9 1 m u l u c ir r u C , 4 8 9 1 m u l u c ir r u C , 5 7 9 1 m u l u c ir r u C , 8 6 9
1 SuplemenKurikulum
9 9 9
1 ,KBK (Kurikulum Berbasi sKompetensi )o rCompetence-based Cur irculum in
( P S T K , 4 0 0
2 Kurikulum Tingka tSatuan Pendidikan )o rSchool-based Cur irculumin
K r o 3 1 0 2 m u l u c ir r u C s i m u l u c ir r u c t s e w e n e h t d n a , 6 0 0
2 - .13 I n the cur irculum
d n a , s c i m e d a c a , s tr e p x e e g a g n e o t d e e n l li w n o it a c u d E f o t n e m tr a p e D e h t , g n i k a m
l o h e k a t
s derst odevelopt hecur irculum.
K e h
T -13ast hel ates tcur irculumearnedpro sandconsf o rti ssuspension .The
K e h t f o n o it a t n e m e l p m
i -13 i srecorded a sthe shotres tcur irculum which wa s
d e t n e m e l p m
i naitonwideinI ndonesia .Ass tatedi nwww.edukas.ikompa .scom,t heK
-d l e if a s a 3 1 0 2 n i d e c u d o rt n i s a w 3
1 -tesitng i n6,221 schools i n Indonesia (Kompas ,
5 / 2
1 ) .Then t he Ministe ro fEducaiton mandated t he cur irculum t o be i mplemented
e r e h t h g u o h tl a 4 1 0 2 y l u J n i e d i w n o it a
n w asno tprogramevaluaitondonet oasses sti s
. s e s s e n k a e w d n a s h t g n e rt
s Accordingly, t here are a l o to fargumentaiton srelated t o
K-13 .There are so many pro sand cons t ha tcame from t eacher sand student swho
u d e , s l a i c if f o t n e m n r e v o g , d l e if e h t n i e c n e ir e p x
e caitona lexpe trs ,even from society
e h t f o s n o c d n a s o r p e h t , 4 1 0 2 r e b o t c O n i g n i g n a h c n o it a rt s i n i m d a e h t n o p U
K-13 became s rtonger . I tmade the new Ministe r o f Educaiton , Anie s Rasyid
K e h t y d u t s o t m a e t r e w e i v e r m u l u c ir r u c a d e m r o f , n a d e w s a
B - 31 . The team
K e h t d e d n e m m o c e
r -13 to be suspended .Thi spape ri sse tto capture the pro sand
. n o it a c u d E f o r e t s i n i M w e n e h t f o n o i s i c e d e h t g n i w o ll o f s n o
c The data were t aken
5 8 m o r
f onilne new srepo trs ,gathered from majo rnew sagencies ,such as Kompas ,
e
T mpo , Liputan6 , Deitk , Okezone , Repubilka , Merdeka , and Antara . Du irng
K e h t t u o b a s tr o p e r s w e n , r e b m e c e D d n a r e b m e v o
N -13 weremassivelypub ilshedby
h s il b u p a i d e m s s a m e n il n o y n a m e r e w e r e h T . a i d e m s s a m t n ir p d n a e n il n o h t o
b i ngthe
K e h t t u o b a s w e
n -13 everydaywtihmoret han onet opic .Thep irn tmas smedia also
K e h t d e s
u -13new sast hei rheadilne.I twa sdu irngt het urbulen tweek so fti sof ifcia l
K e h t t a h t n o i s n e p s u
s -13 new srepo tr swere frequenlty pubilshed .Novembe rand
e m it n o it a ti m il e h t e r a r e b m e c e
D for t he data gathered .The new srepo trs t aken are
K e h t g n i n i a t n o
c -13i ssue.
f o s k e e w t n e l u b r u t e h t n i h ti w s tr o p e r s w e n g n i d a e r f o e c n a c if i n g i s e h t s i t a h W
K e h
t -13 being suspended? tI i s t o present t wo basic arguments , .ie. t he dynamic o f
d e l w o n k r a l u p o
p ge and cur irculum inquriy .Frist ,according to Bauman (2013) ,
today’ sknowledge i scharacte irzed by a high degree o f lfuidtiy .Everybody can
e l p o e p e s u a c e b e g d e l w o n k s s e c c
a ilve i n t he globailzaiton era .Media i s one of t he
y r e v e , w o N . e g d e l w o n k f o s e c r u o
s body can expres sthei ridea sfreely ,can upload
f o m r o f a s i t I . w o n k o t t n a w y e h t t a h w d a o l n w o d d n a n o it a m r o f n i l a n o s r e p
o f n i e m u s n o c d n a e t a e r c n a c n e z it i c e h t s y a d a w o N . e r o m y n
a rmaiton which i s
e l p o e p y b e g d e l w o n k f o n o it c u rt s n o c r a l u p o p e h t n e v i G . t e n r e t n i h g u o r h t e l b a li a v a n o it c u rt s n o c e g d e l w o n k m u l u c ir r u c e h t e r u t p a c l li w y d u t s s i h t , e l p o e p r e h t o r o f .s e c n e ir e p x e d n a , s a e d i ,s n o i n i p o s ’ e l p o e p g n i w o ll o f o e n il p i c s i d e h t , d n o c e
S f curirculum inquriy i s iflled wtih dfiferent
e l p o e p p l e h l li w t a h t s n o it a z ir o e h
t to understand the complextiy of the ifeld .I ti s
e l p o e p t a h t d e u g r
a wli lobtain more understanding i fthere are more perspecitve s
i o p n i e s a c a s e v i g ) 4 0 0 2 ( d r a b e il K . d e il p p
a n t viewed from the histo irca l
e h t n i t n e m p o l e v e d m u l u c ir r u c f o n o it a m r o f y lr a e e h t t a h t d e b ir c s e d e H . n o it a g it s e v n i l a c i g o l o e d i y b d e z ir e t c a r a h c n e e b d a h 6 5 9 1 d n a 6 9 8 1 n e e w t e b s e t a t S d e ti n U a rt s t n e r e f fi d e h T . s d n a rt s t n e r e f fi d r u o f g n i v l o v n i s n o it a t s e t n o
c nd swere i ntellectua l
d e n i a l p x e s i tI . t s i n o it c u rt s n o c e r d n a , t s il a t n e m p o l e v e d d li h c , y c n e i c if f e , t s il a n o it i d a rt e l p o e P . y ll a n o it i d a rt d l e h s a w n o it a c u d e n e h w d e e r g a t s il a n o it i d a rt l a u t c e ll e t n i t a h t d e t a c u d e e r e
w tobecome intellectual l eader .I twa sexpected t hatt heycould be able
f o d l e if e h t o t n i e m a c d n a rt s y c n e i c if f E . d e r o n o h e r e w y e h t e s u a c e b s r e h t o d a e l o t f o y ti r o ir p e h T . a r e n o it u l o v e r y rt s u d n i n i n o it c u d o r p s s a m e h t n o p u m u l u c ir r u c d s i t x e n e h T . y ti v it c u d o r p c i m o n o c e e h t e v o r p m i o t s a w n o it a c u d
e evelopmentails t
. e r u t u f s ’ n e r d li h c t c u rt s n o c o t d l e h s a w n o it a c u d e t a h t d e e r g a d n a rt s s i h T . d n a rt s e z i n a g r o o t t n a tr o p m i y l e m e rt x e s a w n o it a c u d e t a h t d e b ir c s e d t s i n o it c u rt s n o c e r e li h W . g n it c u rt s n o c e r y b d lr o w e h t y c n e i c if f e n a d e c u d o rt n i ) 9 4 9 1 ( r e l y T h p l a
R -based mode la sa cur irculum
, y a d s i h t o t p U . t n e m p o l e v e
r e l y
T explained tha t in al l cur irculum developmen t project s included fou r
, s l a o g l a n o it c u rt s n i e r a y e h T . e l o r r o j a m a s a s t n e n o p m o
c necessary mate irals to
r e v o
c , impo tran tsrtategie ,s and assessments o revaluaiton steps .However ,anothe r
. m u l u c ir r u c e t a g it s e v n i o t y a w t n e r e f fi d a n i g e b o t t u o t e s s r a l o h c s f o p u o r g l l a m s
K f o y ti x e l p m o c e h t d n a t s r e d n u o
T -13 ,we have to know wha tmas smedia
d e h s il b u
p in the pe irod o f“turbulen tweeks” in Novembe ra nd Decembe r2014 .In
K e h t e z y l a n a l li w r e h c r a e s e r e h t , y d u t s s i h
t -13 news r epo tr spubilshed i n t he onilne
d n a e t a d i d n a c r e h c a e t h s il g n E n a s i r e h c r a e s e r e h t , g n i k a e p s y ll a n o s r e P . a i d e m s s a m
p x e d a
h e irenced i n i mplemenitng t hi sK-13 .The researche rsta tred t o t each i n July
s a w m u l u c ir r u c e h t n e h w e m it e h t , 4 1 0
2 implemented naitonwide .A sa teache r
K t u o b a e g d e l w o n k h g u o n e t u o h ti
w -13, t he r esearche rhad t o f ollow many t echnica l
h t o n f o e s u a c e B . s e l u
r aving enough background knowledge ,the researche rgo t
K e h t g n it n e m e l p m i n i s e it l u c if fi
d -13 .Thi sstudyallowedt her esearchert o developa
, s n o it p m u s s a f o t e s , s n o it i s o p ’ s r e h t o o t s d r a g e r h ti w g n i k n i h t l a c it ir
c and beile f
r a e s e r e h t , y l g n i d r o c c A . s m e t s y
s cher l earn thow t o bemore appreciaitve o fdfiferen t
.s e v it c e p s r e p d n a s l e g n a
Thi s study also ha s much greate r signi ifcance beyond the researcher’ s
s d lr o w e v it c e j b u s d n a e v it c e j b o h t o b d n e c s n a rt o t s e ir t y d u t s e h T . e p o c s l a n o s r e
p .tIi s
d l e if n i d e b ir c s e
d theory ( Poston ,LiPuma& Calhoun ,1993) t ha t ifeld t heorycan be
e v it c e j b u s d n a e v it c e j b o . e .i , s e g a t s t n e r e f fi d o w t d n e c s n a rt o t d e s
u . In thi s
a t u o b a y a s s e ir a ti n g i d h g i h t a h w s s e r d d a o t s k e e s r e h c r a e s e r e h t , n o it a g it s e v n i
t e m a s e h t n I . e u s s i r a l u c it r a
s e c i o v e h t f o s t n e m t a e rt r i a f e v i g o t s d n e t n i r e h c r a e s e r e h t , e g a t s s i h t t A . m e h t t u o b a
.s l e v e l t n e r e f fi d m o r f g n i m o c
r , t a h t s e d i s e
B ecen tinvesitgaiton done i sltilte to ilnk between inqui ire so f
ir r u
c culum wtih ti s socia l poilitca l context . Thi s inquriy i s to offe r anothe r
g n i k a m y c il o p m u l u c ir r u c f o y g o l o i c o s . e .i , e v it c e p s r e
p upon which mas smedia
e c r u o s e
r .Thi sinquriy i sintended to provide a more plurailsitc view o fcur irculum
w t g n ir e w s n a y ri u q n
i o r esearch problems:(a )Whoaret heproponent sandopponent s
K e h t f
o -13 suspension presented i n onilne new srepo trs? (b )What i ssue sdid t hey
K e h t o t n o it a l e r n i e s i a
r - 31 suspension?
.
B ResearchMethod
K s e t a g it s e v n i h c r a e s e r s i h
T -13 new srepo tr staken from many onilne mas s
, y r A o t g n i d r o c c A . e v it p ir c s e d s a w h c r a e s e r s i h t f o a t a d e h T . a i d e
m Jacobs ,and
4 2 4 : 0 1 0 2 ( n e s n e r o
S ) ,documents ,interviews ,videotapes ,and many othe rmedia
t p ir c s e d e h t f o m r o f e h t e r a a t a d e h t r e h t a g o t d e s u e r a h c i h w s n o it a c i n u m m o
c ive
. s t n a p i c it r a p d e v l o v n i e h t m o r f s e v it c e p s r e p d n a s e c n e ir e p x e n o d e s a b e r a y e h T . a t a d
e v it a ti l a u q s i h c r a e s e r s i h t n i d e s u d o h t e m e h t , e v it p ir c s e d s a w a t a d e h t e s u a c e B
n a m t h c i L . d o h t e
m (2013 )states ,“Qualtiaitve research i sa way o fknowing tha t
e m u s s
a stha tthe researche rgather sorganizes ,involve in-depth interview and/o r
l a i c o s d n a l a r u t a n n i n a m u h f o s n o it a v r e s b
o setitng”(p.9) .Arye ta.l( 2010 )statest ha t
qualtiaitver esearchhelpsr esearche rtounderstandphenomena ,processe sandpoin to f
f w e i
n e w u e e L . s i s y l a n a e s r u o c s i d s i y d u t s s i h t n i d e s u h c r a e s e r f o e p y t e h
T (2005 )
d e d n e t x e n a f o s i s y l a n a e h t‘ s n a e m n e h t ’ s i s y l a n a e s r u o c s i D ’ “ , s e t a t
s text ,or t ype o f
’t x e
t ” (p.94 .)Media discourse analysis i sone kind o fdiscourse analysis . tI i sstated
y
b Schfif irn ,Tennen and Hamitlon (2001) ,“Media discourse analysi s(from the
r o s a i b f o e c n e s e r p e h t f o g n ir e t s i g e r e h t n e tf o s i ) l a c i g o l o i c o s e h t o t c it s i u g n il
t a l e r r e w o p f o g n i z it a m e l b o r p e h t r o , e g a u g n a l n i y g o l o e d
i ions i n society” (p .420) .
t a h t s e t o n ) 8 0 0 2 ( n e il u
J conten tanalysis ,which i ssimlia rto discourse analysis ,i s
a t n e t n o c a g n i s U . t x e t f o g n i d a e r e s o l c g n i v l o v n i , e v it e r p r e t n
i nalyitc approach , ti i s
t n i e v it c e j b u s o t n e p o e r e w s t x e t t a h t d e z i n g o c e r y ll u
f erpretaiton ,re lfected mulitple
g n i n a e
m s ,andwerecontex tdependent.
K e h t f o t n e t n o c e h t e b l li w r e h c r a e s e r e h t f o s u c o f e h t t a h t r a e l c s i
tI -13news .
y n a m m o r f n e k a t s tr o p e r s w e n f o t o l a d e r e h t a g r e h c r a e s e r e h t , y d u t s s i h t o d o T
d e l p m a s e h t s a s e c r u o
s u irng November-December .Then the researche rread the
e h t d e t o n r e h c r a e s e r e h t t a h t r e tf A . s e m it y n a m s tr o p e r s w e
n proponent s and
K e h t f o s t n e n o p p
o -13 suspension found i n t he new srepo tr sand made summary o f
s a e o t r e d r o n i s tr o p e r s w e n e h t f o t n e t n o c e h
t e the catego irzaiton .The researche r
e h t t a h w d e z i s a h p m
e proponent sand opponent sof t he K-13 suspension said i n t he
m e h t d e c a l p n e h t s tr o p e r s w e
n into catego irzaitons .These summa ire so fthe new s
a e s e r e h t , m e h t g n i z y l a n a r e tf A . d e z y l a n a e r e w n e h t s tr o p e
r rche rcatego irzed t hedata
e h t f o c i h p a r g e h t w o H . s n o it a z ir o g e t a c e m o s o t n i d n u o
f proponent sandopponent so f
K e h
t -13 suspension and the complextiy o fthe new srepo tr shopefully can be
8
I I R E T P A H C
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
.s g n i d n if h c r a e s e r d n a n o it p ir c s e d l a c it e r o e h t f o s t s i s n o c r e t p a h c s i h T
.
A Theore itca lDescrip iton .
1 CurriculumPoilcyMaking
s i g n i k a m y c il o p m u l u c ir r u
C a highly complex and dynamic enterp irse and
o t t n a tr o p m i s i t I . ) 9 0 0 2 , e l p p A ( s n o it a t s e t n o c l a c i g o l o e d i d n a l a c it il o p h ti w d e ll if
n o it a c u d E . n o it a c u d e f o s t x e t n o c r e g g i b e h t t u o b a g n i d n a t s r e d n u e v it n a t s b u s p o l e v e d
a v f o t e s a h ti w d e ll if s i d l e if l a i c o s s
a lues ,norm ,sr ules ,and regulaiton upon which
, n a m l u h S ( r e w o p e r a h s d n a , s n o it a l e r , s n o it a c i n u m m o c h s il b a t s e s r e b m e m d l e if e h t
l a c it e r o e h t s u o ir a v , w e i v f o t n i o p t n e r e f fi d m o r f t u o e m o c s h t u rt e l p it l u M . ) 7 9 9 1
e b m e m d l e if e h t g n o m a s e i g o l o e d i d n a , k r o w e m a r
f rs . Being knowledgeable to
l a c it e r o e h t n w o r i e h t d n e tt a o t s r e b m e m s ti w o ll a l li w s e v it c e p s r e p t n e r e f fi d
.s e s a i b n w o r i e h t n o l a c it ir c g n i e b p e e k d n a s e i g o l o e d i d n a s k r o w e m a r f
) 1 8 9 1 ( s ’ n o y n A . s h t a p y n a m n e k a t e v a h n o it a c u d e n o s e ir i u q n i l a c i g o l o i c o S
i s s a l
c cal i nvesitgaiton son socia lclas sand socia lknowledge havef ou rsocial-classe s
m u l u c ir r u c e h t f o s n o i s r e v t n e r e f fi d h ti w s l o o h c s y r a m ir p n
i - ni -use (Luke ,2010) .
d n a l a i c if f o m u l u c ir r u c , y h p o s o li h p l o o h c s w o h f o t n u o c c a n a s p o l e v e d n o y n A
d n a s e it i n u m m o c “ s t n e d u t s e h t f o s g n i d n a t s r e d n u r e h c a e t d n a m o o r f f a t s , s e c r u o s e r
n e n a d n a , s e v
il acted classroom curirculum t ogethe rcont irbute t o srtait ifed version s
.l a ti p a c l a r u tl u c ” s t n e d u t s r o f s n o it a c if i m a r h ti w , e g d e l w o n k f
ti c il p x e e h t s e b ir c s e
d ideologica lmessage sabou tagency, power ,poilitca leconomy
h t s a n o it i s o p s s a l c d n
a e focu son socia lstudie scur irculum .She add stha tsocia l
t n e r e f fi d o t y c n e g a d n a s s e c c a e t u ti t s n o c o t n e k a t e b l li w e g d e l w o n k f o n o it a z i n a g r o f o s m r e t n i t c e f f a l li w t I . e g d e l w o n k d n a , g n i d n a t s r e d n u , g n i k n i h t f o s l e v e l d n a s d n i k n a , t n e m y o l p m e , n o it a c u d
e d clas sposi iton .She desc irbe stha tthe disposiitona l
. n o it c a r e t n i m o o r s s a l c n i n e e s e b n a c s n o it a l e r r e w o p r o e g d e l w o n k f o s n o it a r u g if n o c f o e p a c s d n a l l a c i g o l o i c o s e h t g n it a g it s e v n i f o t p e c n o c ) 1 8 9 1 ( s ’ n o y n A n o it c u d o r p e r l a r u tl u c a s t h g il h g i h m u l u c ir r u
c theory(Bowle s& Ginits ,1976) .I tha s
a y a rt r o p n a c n o it a g it s e v n i l a c i g o l o i c o S . y ti l a e r f o w e i v c it s i n i m r e t e d d n a t s i m o t o h c i d y c il o p f o l e v e l o s e
m -making .Chisholm( 2003 )capturest heegaltia irananddemocraitc
f o s s e c o r p e h t d e t a g it s e v n i e H . s e v it c e p s r e
p cur irculum r evisioni n SouthAf irca .Hi s
e r e h t ,s t s e r e t n i d n a s r o t c a f o y ti e n e g o r e t e h s a w e r e h t h g u o h tl a t a h t d l o t n o it a g it s e v n i s c it il o p e h t t a h t t n a e m t I . e m o c t u o d n a e c i o v n e e w t e b p i h s n o it a l e r ti c il p x e n a t o n s a w l o r e h t d n u o r a d e t a t o r m u l u c ir r u c e h t f
o e o fparitcula rplayers .He desc irbed tha t
m u l u c ir r u c e h t n o l a it n e u lf n i t s o m e h t t o n e r e w p u o r g s n a it s ir h C t s il a t n e m a d n u f e h t m o r f e m a c e l o r t n a n i m o d t s o m e h T . s e c i o v t s e d u o l e h t e r e w s e c i o v r i e h t h g u o h tl a y ti s r e v i n u d n a s n o i n u r e h c a e t e h t , C N
A -based intellectual .The ANC inrtoduced a
d e m ri f n o c n o i n u r e h c a e t e h T . h c a o r p p a c it a m g a r p d n a , t s i n a m u h l a r e b il , g n i z i n r e d o m t s o p r o f y h p o s o li h p n o it a d n u o f e h
t -apa trheid curirculum .They untied fo ra secular ,
s t h g ir d n a t s i n a m u h l a r e b
il -based cur irculum tha trecognize the diverstiy in South
e h t n o d e c n e u lf n i o h w s r e y a l p t n a n i m o d e h t e r e w e s e h T . m r o f e
r cur irculum r evision
. a c ir f A h t u o S n i m o r f n e k a t s i e v it c e p s r e p c it a r c o m e d d n a n a ir a ti l a g e f o e l p m a x e r e h t o e h T t a h t d n u o f e h S . g n i k a m y c il o p s ’ d n a l a e Z w e N e h t d e t a e n il e d e H . ) 3 0 0 2 ( s ’ h c t u M n o i s i c e d m u l u c ir r u c n i g n i v l o v n i e r e w s d n a rt s l a n o s r e p d n a , l a u t x e t n o c , l a n o it u ti t s n i . g n i k a
m Thei nsttiuitona lsrtand t endst ot el l“wha thappened” .Thecontextua lsrtand
d n a ” s e c n a t s m u c ri c t a h w n i “ , ” d i d y e h t s a d e n e p p a h s g n i h t y h w “ n i a l p x e o t s m i a n i e c n e n i m o r p e r o m e v i g o t s m i a d n a rt s l a n o s r e p e h T ” .t n a tr o p m i e b t h g i m s i h t y h w “ n i s l a u d i v i d n i f o e l o r e h
t such a process .I ti sstated ,“who wa sinvolved ,how did
t c a p m i s s e c o r p e h t d i d w o h d n a n o it c u rt s n o c m u l u c ir r u c n o p u t c a p m i s l a u d i v i d n i .) ii i . p ( ” m e h t n o p u .
2 FieldTheory
a n i h ti w d e s s u c s i d s i m u l u c ir r u c a w o h e t a g it s e v n i o t d e s u e b n a c y r o e h t d l e i F y b d e p o l e v e d d n a d e t a g it s e v n i n e e b s a h y r o e h t d l e if n a u e i d r u o B . y r o e h t n a u e i d r u o B ; 1 9 9 1 , i o
M Brubaker ,1993 ;Postone ,LiPuma ,& Calhoun ,1993 ;Benson ,1999 ;
i o M . 6 0 0 2 , o d n u m o r
D (1991)s tates ,“A ifeldmaybede ifneda sacompeititves ystem
” s e l u r r o c i g o l c if i c e p s n w o s ti o t g n i d r o c c a s n o it c n u f h c i h w s n o it a l e r l a i c o s f o r o s l a u d i v i d n i n e e w t e b e k a t s e m a s e h t r o f e t e p m o c a s i e r e h t t a h t s d d a e H . ) 0 2 0 1 . p ( W . s n o it u ti t s n
i hlieaccordingt oDromundo ( 2007) ,“Bourdieu de ifnest he concep to f
s i y r o e h t d l e if e h
T impo trantf ort hi sstudyf ort wor easons .Thef ristr easoni s
) 9 9 9 1 ( n o s n e B . n o it a t s e t n o c l a c i g o l o e d i s a d e w e i v s i ti d n a d l e if a s i m u l u c ir r u c t a h t g n i n i a t n o c d e w e i v s i d l e if a , t s ri F . s n o it i s o p e e r h t g n i n i a t n o c d l e if a t a h t s e b ir c s e d .s p u o r g g n i s o p p o o w
t Theyare t he dominan tgroup and t he dominated group .I tcan
e h T . t s e r e h t d a e l o h w s p u o r g e r a e r e h t t a h t e r u t c u rt s l a i c o s f o y h c r a r e i h a n i n e e s e b y b d e d i s e r p y lt s o m e r a o h w s t o o r s s a r g s a d e b ir c s e d e b n a c e r e h s p u o r g d e t a n i m o d h c a e , d n o c e S . s p u o r g r e h t
o group consist so fdfiferen tlayer swtih thei rown sefl
s p u o r g ) d e d i s e r p e h t( d e t a n i m o d e h t d n a ) r e d a e l e h t( t n a n i m o d e h t h t o B . s t s e r e t n i fl e s n w o r i e h t d l o h t a h t s n o it c a r f e v a
h -interests .Thrid ,opposing agent shave genera l
it a t s e t n o c e h t s n r e v o g t a h t e l u
r ons .There i sautonomy which i sd irven by cutlura l
d n a l a c it il o p y b n e v ir d s i h c i h w y m o n o r e t e h s i e r e h t , d n a h r e h t o e h t n O . t c e p s a : s e ti r w y lr a e l c ) 9 9 9 1 ( n o s n e B . s e l u r c i m o n o c e i m e s f o r e b m u n a o t n i d e t a it n e r e f fi d s a y t e i c o s s e e s u e i d r u o
B -autonomou s
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