CURRICULUM AND SYLLABUSES IN INDONESIA CONTEXT
A. Development of Curriculum in Indonesia
LESSON VIII
CURRICULUM AND SYLLABUSES
3. 1964 Educational Plan (Rentjana Pendidikan)
Educational Plan is characterized by learning program which focused on moral development “pancawardhana” namely, morality, intelligence, art,, skill and physical development.
4. 1968 Curriculum
The curriculum was the refreshment of the curriculum 1964. It changed the education structure from pancawardhana into the development of five basic principles of Indonesia namely Pancasila, basic knowledge, and particular skill.
5. 1975 Curriculum
Curriculum emphasizes the goal of education to be more efficient and effective. Methods, materials and the goal of teaching are presented Procedure Instruction System Development / Prosedur Pengembangan Sistem Instruksional (PPSI) in detail like lesson plan. Each unit must present: general instructions, specific instructioanl purpose/ Tujuan Instruksional Khusus (TIK), the subject matter, media, teaching and learning activities, and evaluation.
The implementation of this curriculum takes many criticisms. It reveals that the teachers seem busy preparing what should be achieved in teaching learning process.
6. 1984 Curriculum 1984
Curriculum employs skills approach that emphasizes the teaching and process. It views learners as learning subject. The learners are directed to observe, classify, discuss, and report the object that they study. This model is called the model of CBSA / Cara Belajar Siswa Aktif or Student Active Leaming (SAL).
7. 1994 Curriculum
1994 curriculum elabore the 1975 Curriculum and 1984 Curriculum 1984, which take the goal and the process into account.
Therefore, it influnces the learning distribution time system. The semester system was changed into quarter. It is expected to provide opportunities for students master a lot of subject matter. Unfortunately, the implementation of the 1994 curriculum creates several problems in society.
Because of the large number of subject matter, natioanal and local subject, the
students face a great burden. The subject matter is considered less relevant to the developmental level of students' thinking.
8. Competence-Based Curriculum (KBK).
Competence-Based curriculum is a set of plan and rules about competencies that must be achieved by students. It focused on (1) the result and effect of the learners (2) diversity that can be manifested to fulfill the needs.54
The characteristics of the CBC are as follows:
a) Emphasis on student achievement of both individual and classical competencies.
b) Results-oriented learning (learning outcomes) and diversity.
c) Provision of learning by using various approaches and methods.
d) Source of learning not only from teachers, but also other learning resources that meet the educational component.
9. School based Curriculum (KTSP)
SBC is a form of implementation of Law no. 20 of 2003 on national education systems which are translated into a number of regulations, among others, Government Regulation No. 19 of 2005 on national education standards. Government Regulation enlightened eight national education standard, namely: (1) content standard, (2) process standard, (3) competency standards, (4) educational personnel standard, (5) infrastructure standard (6) managerial and financial standard and (7) educational assessment standard.55 10. 2013 Curriculum
K-13 is in fact the extension of SBC in several components. The main purpose of this curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens and positive contributors to the civilization (Ministry of Education and Cultures, 2012). This framework has been supported by Government Regulations Number 32 Year 2013 (The revision of Government Regulations Number 19 Year 2005 about the National Standards of Education). This regulation is elaborated by Education and Culture Ministerial Regulations Number 67, 68,
54 Depdiknas. 2002. Kurikulum Berbasis Sekolah. Jakarta: Pusat Kurikulum Balitbang Depdiknas.
55 Alvyanto. 2010. (online) (http://alvyanto.blogspot.com/2010/04/perkembangan-kurikulum- indonesia-dari.html, accessed on May 5, 2012)
69, and 70 on Fundamental Framework and Curriculum Structure from Elementary to Senior Secondary and Vocational Secondary School.
K-13 is a curriculum of values that occupied by character building. The values can be tracked from the Core Competences, abbreviated with KI-1 to KI- 4. KI-1 is designed for spiritual competence, KI-2 for social competence, KI-3 refers to knowledge competence and KI-4 is for learning process through with the KI-3, KI-2 and KI-1 can be observed. The learning paradigm encompass direct and indirect learning model, and indirect learning model refers to KI-1 and KI-2. These two competences have no specific learning materials as it is integrated into cognitive and psychomotor domains. This formulation is aimed at reducing or eliminating verbalism in learning. Basic Competence which is abbreviated with KD is the reference for teachers to develop achievement indicators. KD in KI-1 and KI-2 is the accumulation of KD in KI-3 and KI-4. KD in KI-3 is linear with KD in KI-4 and the number of KD in KI-3 is equally sized with the number of KD in KI-4.
11. 2013 Curriculum (revised Edition)
The 2013 Curriculum / The Rivised edition was applied at 2018 at 2018/2019 Academic year. The characteristics are in the following:
a. The name of curriculum is the same with the previous one but there is additional name“ 2013 Curriculum: Revised Edition which is applied all over the country.
b. The assessment for attitude which is stated in Core Competence (KI) 1 and 2 in every lesson except Religion and PPKN lesson; however, they are still stated in lesson plan.
c. Scientific Approach is not the only method to be applied in the teaching and learning process. If teachers are intended to apply scientific approach, it must not be presented in order. It can be suited to the students’ need.
d. The syllabus for this Revised Edition is simpler than the previous one, including Main Competence, Teaching Materials and Teaching and Learning Process.
e. The terms for Daily Quizz / Ulangan Harian (UH) become Daily Assessment / Penilaian Harian (PH), Final Test/ UAS becomes Penilaian Akhir Semester for the first semester and Penilaian Akhir Tahun (PAT) for the second semester.
f. The Assesment scale is at 1-100. The Assessment attitude is in the form of description.