Isep Ali Sandi1, Mulyawan Safwandi Nugraha2
1, State Islamic University Sunan Kalijaga of Yogyakarta, 2 College Islamic Sukabumi
1[email protected], 2[email protected], Abstract
Basic education curriculum leading to the development of the characters is a very important requirement in implementing human development, thus, the system uses a curriculum based on the structure of the curriculum and the hidden curriculum required a special formulation in order to run the program, to be achieved. To that end, the National Education Standards Agency (BSNP) need to create a system that emphasizes curriculum and program projections to build positive characters on the learner. Government regulation as the holder of the highest policy in directing the entire education system is appropriate to create a policy that leads to an ideal curriculum in Indonesia. Because, so far, the educational system which is based on Law No. 20 year 2003 has always done based on a formula that the system is still experimental, its even more trial and error.
Study conducted by researchers is the use of qualitative research methods, based on the texts of government policy, public opinion, and information from experts in both education and anti agrees to have done. To get an overview of the changes related to the implementation of policies related to curriculum, and a recommendation for further.
Keywords: National Education Standards Agency (BSNP), Basic Education, Structure Curriculum, and Hidden Curriculum
1. Introduction
Curriculum changes often occur in the Indonesian education system, it is certainly not yet a big problem if the quality of educators and education has to meet certain qualification standards, but it is happening in the country of Indonesia is inversely proportional, because almost the majority of educators and education are not designed to be ready to face the due process of the system changes in higher education that have led to it.
Besides even then, the curriculum changes often happen with a change of ministers of education, as the primary holder of the national policy in the field of education. So that curriculum change is only seen as a re-orientation to the policy holders, but not so understood by other stakeholders, for a number of reasons such as, lack of socialization, the change is not based on the requirement, imposed policies, preparedness educators are still weak, and the education budget setting needs to be clear.
Because basic education institutions in Indonesia, an institution that is very much influenced and affected by policies made by the ministry of national education, for implementing the curriculum in 2013. And the thing to remember is that the standardization of teachers in basic education is still weak, because remember educators and education in remote areas sometimes lacking in accordance with the standards mandated
by Law No. 14 of 2005 concerning teachers and lecturers, while if there might not be appropriate quality with hope because graduates are forced to meet certain standards regardless of the specific values of education especially in teaching methodology and educational management.
Therefore, here the author or researcher attempted to provide a snapshot of conditions in Indonesian adan curriculum curriculum especially for 2013 that much public attention, as it seemed to be done too quickly, the public testing of the curriculum is still conducted in the cities established in the infrastructure such as Yogyakarta and Palembang, systems curriculum changes that have not been planned and organized, the role of the national standards bodies that are not present data that curriculum change is important, the role of the curriculum is not yet otimal, a part that contributes to the character of the feasibility of the curriculum in 2013, which is still floating to implement.
Various opinions that continue to accuse each other badly to change the system by the Ministry of Education curriculum curriculum called the character in 2013, actually implies that it is not a problem for policy changes, but rather tends to standardize the preparation and specific problems to be able to implement it. As writers we only present some data that we can take, because given the limitations in finding the source of the data, although it is the socialization of data provided by the ministry of education we have had it, coupled
with the opinion data in the media, we also do reportage own view of the academics in response to changes in the curriculum, we present simply because given the space and our discussion is too broad.
2. Research Methods
The method used in this paper is a descriptive qualitative analytics: reviewing books, journals, opinions newspapers, magazines, and interviews relating to the problems being discussed. Besides, the data was also obtained by taking other sources that if it can support in this study.
3. The Indonesian Education System Policy Ideally the implementation of the education system is also followed by the implementation of the decentralization of education or the so-called Autonomous Education is still not completely worked as expected, due to unpreparedness social institutions, political and economic. Educational autonomy will give effect to the curriculum, administrative efficiency, revenue and cost of education and equality in practice. Because of the number of repairs and testing of the developed education system needs to be done especially bonded with the management system.
There are 6 factors that led to the decentralization of education has not, namely:
1) There are clear rules of the game about the role and functioning of the county and city level. 2) Management of the public sector education Including management is not ready to be implemented autonomously Because limited human resources and inadequate facilities. 3) Fund education and inadequate budgets. 4) Lack of attention of the government and local authorities to involve the community in the management of education. 5) Authority leadership in the Regent, the Mayor as the sole ruler in the area less attention in earnest to the state of education in the area of education budget has not been a top priority. (6) and the condition of each region does not have the same power in education due to differences in facilities, infrastructure and funds owned. This will lead to gaps between regions, so the government needs to create a rule in determining the quality of national education standards with attention to the condition of the development of autonomy of each region.
(http://pakguruonline.pendidikan.net/otonomi_
pendidikan.html in access an download in 11 March 2013)
While financing the budget calculations include more rest areas, reception area loans, reserve funds and the sale of local regional assets separated. Hence, it is in the area of financial management required to perform public
accountability, clear goals required standard of competence in managing the reception area so that each receipt should be formulated within a budget that preparation should refer to the Regulation of the Minister of the Interior issued every year, such as as required to meet the provisions of the 2012 Regulations interior minister No. 32 of 2011 on the procedure for arranging and Revenue Expenditure (Budget). Content or content / materials budget must be based on government accounting standards are set out in Regulation number 17 in 2011, when the management of education must meet national education standards set to Regulation No. 19 of 2005.
As explained in the Ministry of National Education Regulation No. 22 of 2006 that the process of personal formation of a learner who has actually been done by the teacher and can be carried out in accordance with the direction and objectives of educational programs that have been outlined in the curriculum. Therefore the success and failure of teachers in translating, designing and developing learning programs will determine the formation of personality of students.
4. Structured Curriculum and the Hidden Curriculum
There are three types of organizations ie curriculum, Curriculum Separated (Sparated Subject Curriculum), related curriculum, and integrated curriculum. Or better described in the paper over the problem described in the curriculum structure with a number of provisions such as.
Further in planning and organizing the material covering the curriculum structure as described in A Hamdan as follows: (1) the structure of school subjects (2) eyes essential lesson materials (3) subject essential, major themes, (4) Sub essential subject, the main theme of the child to be evaluated by (1) end of school exams, competency testing, (2) the summative test subjects, test subjects competencies described by some mastery of the competency standards set, (3) formative test, test stansar competencies described by some mastery of basic competencies defined, (4) the final evaluation and learning activities, described by the achievement of several indicators of learning. (A. Hamdan, Manfaat Manajemen Kurikulum Pendidikan Dalam Pengelolaan
Pendapatan Daerah, pp 1. at
http://www.sukabumikota.go.id/artikel/Manfaat_M njmn_Kurikulum_Pendidikan.pdf download in 10 Maret 2013.)
For further explanation of the Hamdan opinion as formulated in a number of existing image below:
Figure 1. Curriculum Design
Figure 2. Management Education
Figure 3. Management of the Curriculum What is meant by Hidden Curriculum or Hidden Curriculum is each relating to the outside of the structure of the curriculum so in other words it can be stated that the Hidden Curriculum is a curriculum that develops planting certain values that can be applied in the process of learning that takes place.
Or in other words, the hidden curriculum includes providing education to the field of cognitive, affective and psychomotor associated with exercising carefully planned curriculum and are not intentionally planned. Therefore it is, in improving the quality of education is not the turn of the curriculum, and policy management capabilities at the central or local governments, but rather the internal factors that exist in the school, namely the role of teachers, educational facilities and their
utilization. Principal as top management must be able to empower all units owned to be able to manage all of the existing infrastructure for maximum performance achievement.
Even for that, Wahidmurni mentioned in the report in the scientific journal stating that the hidden curriculum is an established part of the education process preformance implemented by the following explanation: "Because of the activities involved in the curriculum is not structured, or in other words not designed. Most of this type of curriculum aktiviti effect on students as the central meeting place Sports, dormitory, canteen, library.
The hidden curriculum is recognized as soft skils or skills Insaniah. The elements in this curriculum dizahirkan and has a system and structure that systematically and professionally. Between the values or qualities that are categorized as proficiency Insaniah here is the qualities of leadership, quality decision making and problem solving, quality learning resources, quality of pure self (just past, present it to the class, right assignment conductivity appointments etc.) and working qualities of teamwork.” (Wahidmurni, Pembelajaran Ilmu Pengetahuan Sosial Terpadu Pada satuan Pendidikan MI/SD dan MTs/ SMP, (Jurnal Madarsah Vol. II No. 1 Januari- Juni, Malang; UM Press), 2009, pp 2)
As for the various needs of the curriculum to note that everything that happened at the time of implementation of the curriculum could be the influence of teachers, principals, administrative staff, or even of the learners themselves. In other words, the hidden curriculum or hidden curriculum is not planned or programmed, but can not affect change in student behavior. This can be sourced from a number of aspects such as: customs, culture, habits and so on, including teacher behavior and classroom organization. Therefore, everything else will be a hidden curriculum that will influence the creation of the learner's personality either be positive or negative.
As consideration for curriculum assessment in 2013, can be seen in a number of image presentation public test as follows:
Figure 4. Proposed design of the curriculum
Figure 5. reason for the separation of natural science education and science social
education
Figure 6. development of curriculum structure Of a number of reasons, the actual authors assume that the reasons put forward have not been grounded in educational institutions the value needs to be changed in the structure of the curriculum, because, if you look at the historical development of Indonesian curriculum. Every turn of the curriculum, sometimes less able to respond to the needs of the students as learners.
The Indonesian curriculum development, curriculum until 2013, can be seen in the image below:
Figure 7. Indonesian History Curriculum
5. Reasons Underlying Changes in the Curriculum in Rrimary Schools
At this time the Indonesian economy continued to grow in the shadow of a global recession. Indonesia's economic growth from 2005 to 2008 respectively 5.7%, 5.5%, 6.3%, 2008: 6.4%
(www.presidenri.go.id / index.php / indicators).
Indonesia's economic growth in 2012 is estimated to be higher than the economic growth of ASEAN countries amounted to 6.5 to 6.9% (Agus DW Martowardojo, the Plenary Session of the Parliament, 31/05/2012).
The growth momentum should be maintained and enhanced. The younger generation formidable entrepreneurial, creative, hard working, honest, and independent, indispensable to strengthen Indonesia's economic growth in the future.
Generation such as this should not arise as a result of natural selection, but because the results gemblengan at every level of education with a curriculum unit as the referring.
Characteristics of the curriculum in 2013 based on competency-based education system, with the standard as follows:
1. The content or the content of the curriculum is a competency that is expressed in the form of Core Competence (KI) subjects and further detailed in the Basic Competency (KD).
2. Core Competencies (KI) is a categorical overview of the competencies that should be studied learners to a school level, class, and subjects
3. Basic Competency (KD) is a learned competence of learners for a course in a particular class.
4. Emphasis attitude sphere of competence, cognitive skills, psychomotor skills, and knowledge for an educational unit and the number of subjects is characterized by a KD subjects. For elementary development of the attitude to be the main concern of the curriculum.
5. Core Competencies to be an element of organizational competence is not a concept, generalization, topics or something that comes from a "disciplinary-based curriculum" or "content-based curriculum".
6. Basic competence is developed based on the principle of cumulative, mutually reinforcing and enriching between subjects.
7. The learning process is based on efforts to master the competencies at a satisfactory level by taking into account the characteristics of competence in which knowledge content is content that is complete (mastery). Cognitive and psychomotor skills is the ability to control content that can be practiced. While the attitude is the ability to master the content
more difficult to develop and require educational process indirectly.
8. Assessment of learning outcomes covering all aspects of competence, are formative and results soon followed by remedial learning to ensure mastery of competencies at a satisfactory level (minimum completeness criteria / KKM may be satisfactory level).
Curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the implementation of learning activities to achieve specific educational objectives (Act No. 20 of 2003;
Government Regulation No. 19 of 2005). The curriculum is competency-based curriculum is designed in the form of documents, processes, and the assessment is based on the achievement of objectives, content and learning materials and learning organization based on the Competency Standards.
Educational content in the Competency Standards curriculum units developed in the form of education and level of education as a written plan (documents) and the curriculum as a process (implementation). In dimension as a written plan, the curriculum should develop curriculum content SKL be derived from the nation's achievements in the past, the present national life, and the life of the nation in the future. In the dimension of a written plan, the curriculum content packaged in a variety of subjects as the smallest unit of organization of content. In each subject there is specific content knowledge and content sharing with other subjects that the attitude and skills. Subjects directly into source-specific teaching materials and sharing to be developed in a process of curriculum dimensions.
Curriculum implementation is a joint venture between the government and the provincial government and the local government district / city.
1. Government responsible for preparing teachers and principals to implement the curriculum.
2. Responsible government in evaluating the implementation of the national curriculum.
3. The provincial government is responsible for supervision and evaluation of the implementation of the curriculum in the relevant province.
4. District / city government is responsible for providing professional support to teachers and principals in implementing the curriculum in the district / city governments.
A number of things are the reason for the development of Curriculum 2013 were
1. Changes in the learning process [of students were told to students to find out]
and the assessment process [of output-
based to process-based and output] require additional teaching hours.
2. The trend of late This adds a lot of state school hours.
3. Comparisons with other countries show hours of lessons in Indonesia are relatively short, and.
4. Although learning in Finland is relatively short, but supported with learning tutorial.
Meanwhile, the 2006 Curriculum includes a number of issues including:
1. competency-based curriculum is not fully in accordance with the demands of function and purpose of national education,
2. competency domains holistically not describe the attitudes, skills, and knowledge,
3. Some of the competencies required according to the development needs (eg, character education, active learning methodology, the balance of soft skills and hard skills, entrepreneurship) has not been accommodated in the curriculum,
4. curriculum has not been sensitive and responsive to social change at local, national, and global levels;
5. The standard describes the learning process has not been so detailed sequence of learning opportunities and a diverse interpretations lead to teacher-centered learning,
6. assessment standards has not led to the competency-based assessment (process and outcome) and not explicitly demanded remediation on a regular basis, and 7. The SBC requires a more detailed
curriculum documents in order not to give rise to multiple interpretations.
Three other factors also be a reason for Curriculum Development 2013 were, first, future challenges include globalization among others, environmental issues, advances in information technology, the convergence of science and technology, and the knowledge-based economy.
Second, future competencies which include communication skills, ability to think clearly and critically, the ability to consider the moral aspect of a problem, the ability to be an effective citizen, and the ability to try to understand and tolerate different views.
Third, the social phenomena which arise as student fights, drugs, corruption, plagiarism, cheating in various types of exams, and social upheaval (Social Unrest). The fourth is that assess the public perception of education has been too focused on cognitive aspects, student load is too heavy, and less charged character.
6. Textbooks as Teaching Materials
Research on the legibility of the book has been going on since the 1920's, among others, performed by Lively and Pressey were found readability formula based on word and sentence structure as well as the meaning of words as measured by the frequency and prevalence of use (Klare, 1984).
Dale (in Tarin, 1985) studied the vocabulary used by the novice learner children in the United States. 1,500 words have been mastered them, especially the vocabulary related to the words that are used everyday. Entering its second year, the students have mastered a vocabulary of 3000 words. The addition of approximately 1000 vocabulary words each year, so the average number of vocabulary words for high school graduates around 14000 words, and for the student body of about 18,000 to 29,000 words (Harris & Sipay in Zuchdi, 1995). Flesch (1974) for example, states that the number of sentences (English) for less than eight words would make it easier for readers to understand the reading. Standard sentence length is between 14 to 17 words, while the use of more than 25 words are too difficult to understand.
Based on a review of aspects of the paragraphs of the research, it is known that the elementary school textbooks which have high legibility is a textbook that is presented by using deductive paragraphs. Inductive paragraph can be used to increase students' understanding of grade four, five, and six if used in narrative discourse.
Based on a review of aspects of the sentence, then the elementary school textbooks that have high readability for students of classes two and three is if the sentences are used in the form of a simple sentence, whereas for grade four to six can use a broad phrase that can improve the overall understanding more good. If discourse is the use of argumentation discourse, then simple sentences in discourse can improve the readability of a textbook.
Based on a review of aspects of the use of words or word choice then elementary school textbooks for grade one to three that have high readability if the vocabulary used in the book is simple, has a simple syllables, and vocabulary related to the social context of the students. The use of vocabulary in textbooks for grade four to six should avoid the use of specific terms, foreign or connotative meaning.
Based on a review of the literature questions or exercises in textbooks, it is known that the elementary school textbooks for grade one to grade three reading questions should use the form of limited entry, word gaps, or complete a word in the context of the sentence.
Meanwhile, questions or exercises for grade four to grade six can use questions, orders, or exercise that demands the development of logical thinking skills and ability to think abstractly.
In connection with the legibility of a reading or measurement of textbooks for primary schools, it can be stated that the formula SMOG (Simplified Measure of gobbledygook) Test can be used to predict the suitability of a reading before the reading is used as teaching materials for elementary school students. This formula is quite simple and can be used to measure the readability of a reading that consists of at least 10 sentences.
Measurement experts or teachers to the legibility of a reading material can only be done if the assessor (assessor) master the subject matter will also be measured and controlled aspects of language used in the text. The measurement results can be used to predict the level of legibility, before being used as teaching materials to students.Government develop a textbook manuscript through a system, procedures and mechanisms that are expected to ensure the quality of textbooks. In addition to the script written by the author who is considered an expert and experienced in their field, the manuscript was assessed and analyzed by various parties. In addition, the Center of Books is technically responsible for the provision of textbooks manuscript editing the manuscript and to coordinate all the activities of writing and script development until ready to print.
Systems, procedures, and mechanisms that helped extend the time in addition to the provision of the script, it also does not guarantee that the resulting text is free from weaknesses.
The results (Sitepu, 1994 & 1999; Nugraha, 1995; Setyowati, 1997, and Ahmad, et al. 2000) indicate the presence of textbooks published by the government that does not comply with the demands of curriculum and the views of the subject sequence, as well as the language and style used in the textbooks was considered convoluted causing difficulties for students to understand the concepts presented.
Meanwhile, there are illustrations which are not generally considered to be less attractive colored students in addition to a number of illustrations relevand considered the concept to be explained (last seen in textbooks in elementary school, the curriculum unit level of education).
Illustrations in the form of still images or explanations of gender differentiate between men and women in terms of men are still considered superior to women. In addition, illustrations and still images representing all parts of Indonesia (particularly the eastern part of Indonesia) seem even more reflective of the state on the island of Java. Illustration begs for adult foreign students who lack or are not familiar with the appearance or state of being presented (the World Bank, 1995).
Even this was proven when the author tries to ask a number of students reading level grade 5 elementary school teachers as educators and direct test using the 5th grade book released book