Chapter 2. Kurikulum 2013 – What are Students Learning?
2. Overview of Kurikulum 2013
In August 2012, the Minister for Education and Culture announced a curriculum review. The existing documents were immediately reviewed and a new curriculum for primary, junior secondary and senior secondary was developed. The work was guided by the Deputy Minister for Education and Culture, assisted by an Expert Group and a team of Resource Persons, together with the considerable resources of the Ministry.
The theoretical basis underpinning the new curriculum included many features of good practice from across a range of countries. In particular, the new curriculum specified competencies in each subject in terms of knowledge, skills and attitudes. It supported a more integrated approach to learning (e.g. integration of ICT, language and culture in Junior Secondary) and aimed to foster a more open and student-centred teaching/learning paradigm, including enquiry methods, using multiple sources of information, and learning to collaborate to solve problems. This replaced the old paradigm which had been teacher-centred, teacher- directed and dominated by rote learning and memorisation in the majority of schools.
The approach to formulating content for the new curriculum involved nominated experts reviewing current content and process standards in terms of relevance and level of difficulty, streamlining and eliminating
content where necessary and adding new topics in line with international curriculum expectations (e.g.
incorporating knowledge and skills assumed by PISA and other international tests).
The review of the existing curriculum and the draft Kurikulum 2013 were completed in approximately 12 - 14 weeks, with four weeks of consultation afterwards. Compared to many other countries, this was an extremely fast process and very “top-down”. The draft curriculum was issued only in outline form (PowerPoint slides), which limited the opportunity for deep professional dialogue and community engagement on its educational and philosophical underpinnings. Following the short consultation period and considerable commentary in the media, several significant changes were made, including re-installing science as a subject within the curriculum for Primary Grades IV – VI.
The final version was a total package comprising a new structure, new content, new pedagogy, centrally- developed textbooks (to be developed) and a phased teacher training and implementation plan for 2013-16.
For the first year, the initial objective was to roll out the curriculum to 30,000 schools but this was scaled back to a pilot of 6,410 schools by a decision of the Parliament. Following the pilot, the new curriculum was formalised by a series of regulations in 2013 and the phased implementation plan for 2014-15 was commenced, with full implementation to be achieved in 2015-16. Training of 1.4 million teachers was scheduled to take place in the first half of 2014 for the 2014–15 school year.
2.1 Primary curriculum – summary of changes
The number of lessons per week is increased by four from 26 to 30 in Lower Primary and from 32 to 36 in Upper Primary. Bahasa Indonesia is positioned as the foundation for learning in all subjects and the allocation of lesson units to subjects includes additional lessons in Bahasa Indonesia for Grades I – III but this increase also incorporates the teaching of science and social science within Bahasa Indonesia using an integrated thematic approach. Lessons are 35 minutes each and, therefore, the total hours of scheduled formal face-to-face lessons ranges from 17.5 hours (Lower Primary) to 21 hours per week (Upper Primary).
For a detailed list, see Appendix 1, Table A1.
In upper primary, core academic subjects make up just over half (approx. 56 %) of the total learning time:
22 lessons are allocated to the basic skills (language, maths), science and social sciences
9 lessons to arts, Physical Education (PE)/Health/Sports and Culture
8 lessons allocated to Religion and Civics/Citizenship.
The integrated thematic approach in Lower Primary incorporates content from all the disciplines into the teaching of basic competencies using themes to integrate knowledge. This approach is to be supported by the provision of a single student textbook/workbook for each semester which includes activities relevant to the themes. This removes the necessity for separate textbooks and workbooks for each subject in the lower primary. It also reduces some of the burden on teachers for lesson planning, but may have the unintended effect of stifling creativity and professionalism if they simply follow the student workbook.
2.2 Junior Secondary curriculum – summary of changes
The number of lessons per week was increased from 32 to 38 lessons of 40 minutes each. The number of subjects was reduced from 12 to 10 by deleting Personal Development and taking out Local Content as a separate subject, giving schools the option to include Local Content in Arts and Culture (e.g. a local language) or in Craft. English language was retained as a compulsory subject for four lessons per week.
As in the primary curriculum, Bahasa Indonesia is positioned as a tool for integrating knowledge across the curriculum. Each subject is designed to support all competencies and use a problem-solving (scientific) approach.
Information and Communications Technology (ICT) is not listed as a separate subject but intended to be integrated in all subjects. This may be difficult to implement for two reasons – the majority of schools do not have the resources in every classroom for this to occur andmost subject teachers lack the skills and knowledge themselves to teach their students about the effective use of ICT and its creative learning opportunities. Some educators have argued for more expert teaching of ICT at all levels of schooling, in particular to provide more equity for students who do not have ICT access at home. For a detailed list of lessons by allocation, see Appendix 1, Table A2.
Compulsory Scouting (for both Primary and Junior Secondary) is included as an extracurricular activity to support character development and is to be conducted in addition to the timetabled lessons. Academic subjects (Maths, science, social science and language) comprise about 66% of total learning time. The balance is made up of six lessons for Religion and Civics/Citizenship and eight lessons for PE/Health/Sport, Arts and Crafts. The total lesson time is 25.3 hours per week.
2.3 Senior Secondary curriculum – summary of changes
After completing Junior Secondary, students may choose either the academic (SMA) or vocational (SMK) stream for Senior Secondary. The majority of parents prefer SMA over SMK and have a preference for public rather than private Madrasah however their choices are significantly constrained by supply side limitations, which are reinforced by entrance exams, enrolment criteria and by a number of fees.
In both SMA and SMK there are compulsory and elective subjects. The compulsory general education component for both the academic and vocational streams of Senior Secondary includes:
12 lessons of academic study
5 lessons for Religion and Civics/Citizenship
7 lessons for Arts, PE/Health/Sports and Craft.
The total of 24 lessons in the compulsory component constitutes about half the overall minimum curriculum pattern for Senior Secondary. See Appendix 1, Table A3: Allocation of lessons in Senior Secondary School.
The elective curriculum choices for SMA (academic stream) include three streams, each of which contains four subjects. The elective streams and subjects are: Maths/Science (comprising Maths, Biology, Physics, Chemistry); Social Studies (comprising Geography, History, Sociology/ Anthropology, Economics) and Languages (comprising Bahasa Indonesia, English, another foreign language, Anthropology). These subjects are allocated three lessons each in Grade X and four lessons each in Grades XI and XII. In addition, four to six lessons per week are provided for advanced (deeper) study in students’ elective disciplines. For the allocation of lessons, see Appendix 1, Table A4.
Students in SMA must study a minimum of 42 lessons per week in Grade X and 44 lessons in Grades XI and XII. This minimum pattern of study is made up of their general compulsory subjects (24 lessons) and one discipline (12 to 16 lessons) plus four to six lessons of advanced (deeper) level study. Students may elect more than one discipline, taking their total up to 60 lessons in Grade X and 72 lessons Grades XI and XII.
The curriculum for SMK (vocational stream) includes similar basic compulsory core subjects as SMA in Grades X and XI, but these are reduced in Grade XII and additional lessons taken in the chosen electives. There are two compulsory general vocational strands and two specialised elective vocational studies.
The compulsory general vocational subjects are Life and Career Skills (Grades X to XII) and Computer and ICT studies (Grade X only). The specialised vocational electives are selected from six broad vocational skills areas:
Engineering Technology; Information and Communications Technology, Health Professions; Arts, Crafts and Tourism; Agro-business and Technology; and Business and Management. In all, 40 courses of study are offered under these vocational areas but each SMK school usually is only able to provide a small range of these. The subjects offered by individual SMK are intended to reflect the demand for skills, both locally and nationally, to maximise employment opportunities for youth and to enhance national productivity and
competitiveness through a better skilled young workforce. For the allocation of lessons, see Appendix 1, Table A5.
2.4 Pedagogical changes
The Ministry describes the pedagogy envisaged by the new curriculum as a “paradigm shift”. The published curriculum documents list the nature of the transformations that are required in classroom practice to foster independent learning, observation, questioning, processing, making judgements, communicating and creating. There is an emphasis on problem solving, collaboration and teamwork in the classroom. The concept of the teacher as the source of all information is replaced by a concept of the teacher as the manager of a rich learning process which takes place both inside and outside the classroom. These are all elements of good teaching practice but they require focused leadership, support and supervision to become established as habits of daily teaching. Achieveing the paradigm shift envisaged in a short time frame would be a challenging task in any country and is especially challenging in Indonesia given the issues of scale, diversity and level of teacher professionalism.
2.5 Enriching assessment
Kurikulum 2013 proposes a change from the old approach of assessment based on tests of memorised knowledge and competency. The new approach aims for a more “authentic assessment” of the learning process using qualitative instruments, such as student portfolios, to assess students’ attitudes as well as their skills and knowledge. It also proposes that teachers should employ a wide range of assessment tools to enrich the teaching and learning process: self-assessment, project assessment, daily tests and assignments, mid-year and final tests and competency level testing by the system for quality assurance purposes.
This is a change in emphasis from assessment of learning to assessment for learning. In the trial of Kurikulum 2013, this is the aspect which teachers found most challenging. Aligning qualitative judgements with reporting in quantitative terms (school marks) is a complex task requiring deep knowledge of the standards and of assessment principles and experience to judge student performance.
2.6 More focus on character development
Policy-makers and other stakeholders have been concerned, especially over the past five years, by an apparent increase in student bullying and physical violence on the way to school and at school, and by incidents of sexual misbehaviour. Such incidents have been reported to occur mainly at secondary schools or outside the school, involving secondary students, especially those from SMK.
In response, the curriculum emphasises character education as a responsibility of the school and of all teachers acting as positive role models. Kurikulum 2013 also proposes compulsory Scouting as an extracurricular activity to build character. It is also intended that Religion and Civics/Citizenship lessons will contribute to character development across all grades. This is a complex area of the curriculum and is discussed in another chapter of the Background Study.
2.7 Other changes relating to assessment
The Minister announced in November 2013 that the Grade 6 National Exams would be abolished. The decision appears to be a response to many factors including that the exam is no longer needed for entry to Junior Secondary as universal access has almost been achieved. In general, there are now sufficient places for all students to progress to junior secondary, although in many districts the transition rates are still low.
Other factors relevant to the abolition of national exams at Year 6 include: the widely-held perception that the teaching–learning process is distorted by intensive exam preparation in the final year of Primary; the cost and logistics burden on the Ministry; the cost burden on parents to pay for coaching and exam fees; the stress on young students who are transitioning out of Primary and will receive no beneficial impact on their learning as a result of the exam. From 2014, Grade 6 National Exams are being replaced by Provincial Exams, which will include 25% of questions from the National Standards Board (BSNP). At the time of writing, there is no current information on the nature of the provincial component however it can be expected that there will be significant variability in the technical capacity of provincial personnel to manage this task with an appropriate level of technical expertise.
The Minister also announced a pilot project in 150 schools to phase out grade repetition. This “No student held back” policy is in line with considerable international research which finds that grade repetition generally does not facilitate an improvement in learning and is most frequently associated with poor learning performance in later years. A review by Hattie3 of 861 studies concluded that “repetition is overwhelmingly disastrous…at enhancing academic achievement”. An Indonesian study, the Quality of Education in Madrasah4, also reported a negative correlation of grade repetition with student achievement.
The rationale of this policy change is consistent with the new teaching paradigm in which teachers must become more skilled in formative (ongoing) assessment and adapting learning to meet individual needs however the socialisation of the policy has been met with some resistance.