CHAPTER V TEACHER'S STRATEGIES IN
C. Philosophical Foundations, Core Competences, and
The curriculum serves as a comprehensive framework encompassing subjects and educational programs designed by educational institutions, outlining a structured plan of lessons to
be delivered during the educational period. The introduction of the K-13 curriculum is a continuation of the development of the Competency-Based Curriculum (KBK), which was initiated in 2004 with the integration of attitudes, knowledge, and skills in a holistic manner (Erizar et al., 2021). To effectively realize its goals, the curriculum encompasses a range of processes including exploration, elaboration, confirmation, observation, inquiry, analysis, reasoning, description, inference, evaluation, and creation.
The K-13 curriculum places a strong emphasis on character development and is underpinned by a values-based approach.
The Core Competences, designated as KI-1 through KI-4, serve as markers of values integration. KI-1 corresponds to spiritual competence, KI-2 pertains to social competence, KI-3 encompasses knowledge competence, and KI-4 encapsulates the learning process, which is a synthesis of KI-3, KI-2, and KI- 1. This learning paradigm incorporates both direct and indirect learning models, with the latter encompassing KI-1 and KI-2.
Notably, there are no explicit learning materials dedicated solely to these two competencies as they are seamlessly integrated within the cognitive and psychomotor domains. This integration aims to minimize or eradicate rote learning and verbalism from the educational experience. The construction of achievement indicators is guided by Basic Competence,
abbreviated as KD, which assists educators in aligning teaching strategies with curriculum objectives (Ahmad, 2014b).
Regulation No. 69 issued by the Minister of Education and Culture of the Republic of Indonesia underscores that the K-13 Curriculum is established upon three foundational pillars:
philosophical, legal, and conceptual dimensions. These pillars collectively provide the framework that governs the implementation and execution of the K-13 curriculum within the Indonesian education system.
In the pursuit of crafting a curriculum that nurtures well- rounded individuals, the notion of adhering exclusively to a singular educational philosophy is deemed inadequate. The complex endeavor of curriculum construction requires a fusion of various educational philosophies to yield individuals of quality, reflecting the dynamic nature of contemporary society.
Rooted in the ideologies of "standard-based education" and
"competency-based curriculum," the K-13 Curriculum was meticulously formulated. The imperative of establishing national standards to uphold a minimum standard of societal quality forms the bedrock of standards-based education. This encompasses a spectrum of domains including content standards, process standards, graduate competence requisites, faculty standards, infrastructural standards, management
standards, funding criteria, and education assessment benchmarks. Parallelly, the competency-based curriculum is structured to provide a multifaceted learning journey to learners, fostering their behavior, knowledge, and capabilities.
Central to the K-13 Curriculum is the duality of its construction:
(1) the pedagogical framework underpinning teacher-led learning, manifesting as learning activities within educational institutions and their surroundings; and (2) students' individualized direct learning experiences, which are informed by their backgrounds, characteristics, and initial capacities. The amalgamation of these two facets results in tailored individual learning outcomes, which collectively coalesce to shape the broader curriculum outcomes.
The K-13 Curriculum is anchored in a robust juridical foundation, drawing legitimacy from several pivotal documents including the 1945 Constitution of the Republic of Indonesia, Law Number 20 of 2003 Concerning the National Education System, Law Number 17 of 2005 Concerning the National Long-Term Development Plan, in conjunction with the stipulations outlined in the National Medium-Term Development Plan, and Government Regulation Number 19 of 2005 Concerning National Education Standards, as further refined by Government Regulation Number 32 of 2005. These legal pillars not only affirm the curriculum's standing within the
national framework but also provide a clear directive for its development and implementation.
The integration of the K-13 Curriculum heralds a paradigm shift towards interactive learning environments, fostering heightened student engagement, dynamism, and character development, alongside transformative shifts in their cognitive processes.
Instructors are tasked not only with imparting knowledge but also with devising effective learning strategies, infusing scientific approaches into pedagogy, and nurturing students' moral fabric (Depdikbud as cited in Erizar et al., 2021) (Depdikbud, as cited in Erizar et al., 2021). Nevertheless, Mulyasa's perspective introduces a nuanced view, asserting that the K-13 carries both advantages and drawbacks, as its successful implementation remains a work in progress, notably in terms of teachers' grasp of the curriculum. Many educators express uncertainties in teaching and assessing core competencies and fundamental competencies (Erizar et al., 2021).
Perception is an intricate cognitive process involving the transmission of information to the brain. Human beings are equipped with sensory organs that enable them to perceive their surroundings and interact with others. This process of sensory engagement shapes their perception of self and the external world. Employing their senses, individuals meticulously
observe, experience, and interpret external stimuli, enabling them to craft responsive actions following the presented stimuli (Erizar et al., 2021).
Snyder's (2001) analysis unveils three distinctive lenses through which curriculum implementation can be viewed: the integrity perspective, the mutual adaptation perspective, and the curriculum enactment viewpoint. The integrity and mutual adaptation perspectives posit that professionals and experts craft the curriculum, which educators then incorporate into their instructional plans. In contrast, the curriculum enactment viewpoint underscores the role of teachers and students in shaping the curriculum through evolving conceptual frameworks. This perspective treats government-provided curricula and instructional materials as tools that facilitate dynamic interactions between teachers and students within the classroom context (Iskandar, 2020).
Greenberg et al's (2014) elucidation clarifies teaching strategy as a systematic approach rooted in an understanding of the key variables inherent to instructional scenarios. This entails a meticulous selection of courses, specific classes, or even entire curricula to cater to distinct educational contexts. A teaching strategy transcends mere instruction by responding to community needs, catering to individualized learning, and tailoring interventions based on students' experiences and
emotions. In the educational realm, teaching strategies epitomize the mechanisms through which students assimilate knowledge and assimilate it into diverse facets of their lives, ultimately facilitating comprehensive and profound understanding.