Abstract: The development of civilization in the 21st century requires a different perspective in education. The development of technology and information torrential can not be anticipated by obstructing its use in education. A lot of knowledge and science that is conveyed through the media technology development, hard to resist. The development of civilization must be a challenge for educators to prepare superior resources and become a winner in the global competition. The curriculum is a whole view of the need for the Indonesian nation prepares Human Resources excellence, productive, and competitive in the future. Indonesian nation must be a nation that is able to compete with other nations in the world, a nation of critical, innovative, and creative and a nation that has a high literacy to be able to make Indonesia as an independent and sovereign nation. The development of literacy learners is very urgent and emergency for inclusion in the revised curriculum. The curriculum contains a draft of a new social order that must be competitive with other nations. Hope that is then poured into the design objectives, content, materials, and ways of learning, or so-called curriculum for primary and secondary education in order to prepare the nation to compete with stand upright and parallel.
Keynote: Literacy, Education Secondary, Curriculum
A. Introduction
In preparing for the Indonesian nation superior human resources planning is needed very mature and thorough. One of the efforts is the realignment of the curriculum of primary and secondary education and higher education. Curriculum is a set of plans and arrangements regarding the objectives, content, and teaching materials and methods used as an inspiration for the organization of learning activities to achieve educational goals. In other words, the curriculum is one of the tools to prepare students to have the skills to live in accordance with the conditions of life today and for the future.
Improvement and enforcement of Curriculum 2013 in primary and secondary education is done in order to equip learners with the competencies they are expected to live a life in the 21st Century In this era required Human Resources (HR) who have skills in the realm of attitudes, knowledge, and skills holistically. They will be the Indonesian human resources able to compete with other nations in the calculation of predictive demographic and global economic developments in 2030 required skilled human resources as much as 113 million whereas currently only fulfilled 55 million. Therefore, such a condition becomes a particular challenge for teachers to prepare superior human resources through the development of literacy.
In the future, human resources, Indonesia is expected to compete with other countries in the World Trade Organization (WTO), the Association of Southeast Asian Nations (ASEAN) Community or MEA, Asia-Pacific Economic Cooperation (APEC) and the ASEAN Free Trade Area (AFTA) that this challenge may not be ignored. In addition, the challenge life nation as citizens of the world must be better prepared to Indonesian people not to be a nation that is in the lower level. For it can be done through education should equip learners to enable the study of UNESCO's four pillars, namely learning to know, learning to do, learning to live together in peace and harmony and
learning to be. Therefore, the curriculum should be able to encourage the achievement of positive behavior of learners and prevent radicalism attitude.
In participated globally, our learners aged 15 years (SMP / MTs and SMA / MA / SMK has participated in the measurement of literacy skills of reading, literacy mathematical and scientific literacy organized by the Program for International Student Assessment (PISA).
Measurement this is done on a regular basis, once every three years to states that are willing to measure. the timing of the measurement for 120 minutes with samples 8000-10000 students from 350 schools, both public and private. Based on the measurements by PISA our students have increased scores for reading literacy, but when compared with countries that were measured precisely this ability always was at the bottom. this means that the learning associated with the ability to read (in Subjects Indonesian) needs to be improved, because our students have always been at the bottom of the country- countries measured. Measurement reading literacy oriented capabilities:
(1) reading comprehension;
(2) use the readings; and (3) reflect in writing.
Reading literacy score of the measurement results can be seen as the following table:
MEASUREMENT OF PISA READING LITERACY
No Year Score Order ∑ country
1 2000 371 39 41
2 2003 382 39 40
3 2006 393 48 57
4 2009 402 57 65
5 2012 396 61 64
6 2015 397 69 76
Note: Adapted from various sources
Students must obtain competence we think high-level (high order thinking skills) to resolve the problem with critical thinking, innovative, creative, to live with other human beings in peace and harmony (to live together in
peace and harmony). Our students must be coupled with students of other countries in applying the standard of reading literacy. Thus, our students must have the literacy skills to read not only reading comprehension but also should be able to use these readings as well as to reflect the content of reading into writing.
By looking at the data presented by the PISA reading literacy as above, it seems necessary to re-orient learning Indonesian in primary and secondary education. It seems that all teachers in primary and secondary education must have special attention to the development of literacy learners.
To support this, the Curriculum 2013 in Subjects Indonesian has been revised, one of which on the development of literacy learners.
Literacy is derived from the word literacy means literacy, literacy or proficiency in reading and writing (Teale
& Sulzby, 1986; Cooper, 1993: 6). Definition of literacy based on the context of use is declared Baynham (1995: 9) that literacy is the integration of listening skills, speaking, writing, reading, and critical thinking. James Gee (1990) defines literacy from the ideological standpoint discourse stating that literacy is a fluent mastery of a secondary discourse. In providing such conceptions, James Gee uses the premise that literacy is a skill that is owned by someone in the form of activities to think, speak, read, and write.
Stripling (1992) states that "literacy means being Able to understand new ideas well enaught to use them when needed.
Literacy means knowing how to learn ". This understanding is based on the basic concept of literacy as literacy so that the scope of the range in all efforts made in the understanding and control of information.
From the view of the social sciences, Robinson (1983:
6) states that literacy is the ability to read and write well to compete economically in full. Further explained that literacy is the ability to read and write are associated with success in the academic community, so that literacy is a device that is owned in order to reap success in the social environment.
National Assessment of Educational Progress defines literacy as the ability to read and write performance is required throughout life. A legal expert believes that literacy is a competency in understanding the discourse, both as a reader and as a writer so as to reveal the person as educated professionals who not only apply to for learning but applying it good forever.
Based on some of the descriptions in advance it can be stated that literacy is (1) the ability to read and write; (2) based on the use of literacy means the ability of integration between listening, speaking, reading, writing and thinking;
(3) ability to be ready for use in mastering new ideas or how to learn; (4) device capabilities as supporting their success in academic or social environment; (5) the ability to read and write performance is always necessary; (6) an academic competency in understanding the discourse professionally.
In the current development of the concept of literacy is associated with a variety of human life, hence the terminology of science literacy, technology literacy, social literacy, political literacy, business literacy, literacy follow- negative, and so on.
II. Literacy Development Efforts
The curriculum was developed with the foundation of philosophical, juridical, and sociological excellent to prepare human resources of Indonesia in the future. Indonesian curriculum developed a draft of the objectives, content, teaching materials, as well as ways of learning in primary and secondary education. Curriculum 2013 is expected to develop literacy through learning Indonesian nation through the development of reading, writing, and critical thinking are supported by the Literacy Movement Schools.
1) Development of Core Competence Attitude
The curriculum was revised in 2013 that stipulated that the competence development attitude, good attitude, spiritual and social attitudes conducted a follow directly.
Learning core competence (KI-1 and KI-2) conducted through the eyes of Religious Education and Budi Character and subjects PPKn. Meanwhile, the development of attitudes in learning Indonesian in the K13 starting from Basic Competence (KD) learning of KI-3, followed by KD at KI-4, and as an accompanist effect developed KD of KI-1 and KI- 2 relevant. For example, to write poetry didn’t learn without preceded by an understanding of the content of poetry and literary structure of the poem, as well as aspects of language used poetry. Therefore, learning to write poetry is integrated with learning to understand the content of the poem, structural and linguistic aspects of poetry. However, the lesson that way not by "telling", but instead uses a scientific approach, which encourages students to find their own.
Furthermore, the attitude of teachers to reflect the development of spiritual and social attitudes based on the interpretation of the poem. To find the "understanding" is, students learn to develop the ability to listen to poetry readings or ability to recite poetry, learn to identify the elements of poetry, identifying diction (word choice) and connotative meaning and understanding of the context of the poem, so understanding of students in poetry very complete.
From this understanding continued with the development of creative abilities of expression and literature and teach them to be honest, not same as poems by others (plagiarism), and taught how to respect other people's work.
2) Alignment Competence
Basic competence is developed from core competencies, consisting of Spiritual Attitude (KI-1), Social Attitudes (KI-2), Knowledge (KI-3), and Skills (KI-4).
Competence is in line with the development of capabilities in learning which include affective, cognitive and psychomotor. In the development of KD there are some materials that in view of the development of language and compose will lead to verbalism students and dominance in the low level of cognitive development. Therefore, in addition to the order, systematic, and the level of difficulty of teaching materials linier ranging from the ability of students in basic education (SD / MI-SMP / MTs) to secondary education (SMA / MA and SMK / MAK) so that the teaching materials language and compose balanced and sustainable.
In some KD repairs related to the material scope and sequence of material that is consistent with the view of linguistic and science education. If only rely on the scope of linguistics but neglects consideration of education for learners, the direction of learning does not match the initial
expectations. Therefore, improvement K13 primarily on coherence at the level of material vertically and horizontally education level coherence each lesson. It is very visible on the alignment of KI and KD Indonesian with other subjects in Primary School / lower grade (1-3) thematically, as well as the alignment of KD for SD / MI grade advanced (4-6) with SMP / MTs, and SMA / MA / SMK / MAK.
In understanding the framework of KI-KD at K13 many educators have difficulties, so the purpose of learning the changes are not as expected. Therefore, to facilitate users, especially teachers in understanding and developing the framework KD K13 presented in detail and biting between KD of KI-3 with KI-4. Thus, the development of KI KD-4 must be reached through learning KI-3 first. Presentation is decomposed and coupled between KD of KI-3 and KI-4 is expected to make it easier for teachers to understand the K13.
3) Learning Process Thinking
Similarly, the learning process that otherwise should always use 5M (observing, questioning [not ask], gather information, reason, and communicate) was revised, as the approach is not the only one that is used and not to be procedural. Therefore, in learning Indonesian 5M should coincide with the Pedagogic Model consisting of (1) Establish the context; (2) Examining the model / example; (3) Constructing guided; (4) Constructing independently. Thus, to produce work, learners do not always have to be in the form of work or discussion group, because that stage is only one form of self-construct heading ability. In addition, in presenting the material must consider: usefulness of content, communication functions, develop cognition and culture relevant to the learners. This consideration should be done in learning Indonesian to students of primary and secondary education.
Learning procedure each subject according to the characteristics of K13 is the approach to scientific thinking.
If previously, the learning is done by telling the students, then the K13 turned into guiding learners to find their own.
Basically the scientific approach used to develop their own learning and to train students' critical attitude towards facts and phenomena. Thus the learning procedure, the teacher is no longer "tell" but directs the activities that can be done learners to "find out". Learners gain knowledge through the steps of the scientific method: asking questions, observing the facts, filed a temporary answer, examine the facts, summarized answers, convey findings.
4) Developing Literacy via Basic Competence
In addition, the development of literacy is explicitly embodied in the Basic Competence in KI-3 and KI-4 in Indonesian subjects. Pouring literacy development activities in Indonesian subject competence in the hope of no activity that teachers and learners that lead to increased literacy. The development of literacy, such as basic competence Indonesian Lessons for SMP / MTs (numbers 1-14) and for SMA / MA (numbers: 15-28):
1) Examine the structure, language, and the text content of the report on the observation that in the form of knowledge books are read or heard (3.8)
2) Present a summary of the text of the report on the observation that in the form of book knowledge orally and in writing with attention to the rules of language or verbal aspect;
3) Find the elements of two fiction and two nonfiction books (books enrichment) is read
4) Make a mind map / synopsis of the contents of two nonfiction books (books enrichment) and two fiction books read
5) Examine the relationship of the elements in both fiction and nonfiction books (books enrichment) were read;
6) Presenting the content in response to both fiction and nonfiction books (books enrichment) were read;
7) Exploring and find information from the two books of fiction and two nonfiction books (books enrichment) were read;
8) Make a concept map / flow lines of two fiction and two nonfiction books (books enrichment) were read;
9) Review the elements of both fiction and nonfiction books (books enrichment) were read;
10) Present response to both fiction and nonfiction books (books enrichment) were read orally / writing;
11) digging the elements of two fiction and two nonfiction books (books enrichment) were read;
12) Make a concept map / flow lines of two fiction and two nonfiction books (books enrichment) is read
13) Examine the relationship between the two elements of fiction / nonfiction read;
14) Present response to both fiction and nonfiction that reads;
15) Mention the key points of two nonfiction books (books enrichment) and a book of fiction (novels) are read;
16) Develop an overview of two nonfiction books (books enrichment) and a summary of the novel being read;
17) Analyze least two fiction and one nonfiction books (books of knowledge enrichment) is read;
18) Commenting at least two books of fiction and one nonfiction books (books of knowledge enrichment) that have been read
19) Find the key points of the fiction book (book collection) is read;
20) Prepare reports on the key points of the fiction book (book collection) is read;
21) Find the key points of two nonfiction books (books of knowledge enrichment) is read;
22) Exhibiting personal impression of one nonfiction books (scholarly books or books enrichment) is read in the form of a short explanatory text;
23) Analyze the message of the two books of fiction (novels and books of poetry) and one non-fiction books (books enrichment) were read;
24) Prepare a review of the message of the two books of fiction (novels and books of poetry) that are associated with the present situation;
25) Assess the contents of two books of fiction (short story collection or a collection of poetry) and one non-fiction books (books enrichment) were read;
26) Prepare reports on the results of discussions of books on the topic
27) Identify the values contained in two books of nonfiction (enrichment) and a book of fiction (drama) are read;
28) Writing a reflection on the values contained in nonfiction books (books enrichment) and fiction (drama) were read.
Thus the development of literacy has been incorporated into the basic competencies contained in subjects Indonesian based Curriculum 2013.
5) Development of Reading Literacy
It is very essential in efforts to develop literacy is a literary movement School (GLS). This reading literacy development requires the students to read 15 minutes before school starts, but instead of reading textbooks, but books enrichment, both the enrichment of knowledge, skills, and personality. On Curriculum 2004 has determined the number of books students should read, but because it is not incorporated into the learning, habituation it is often ignored by teachers. On SBC was expressed about the need to read a number of books, but because it does not result in a charge as a result of learning, this ability becomes ceremonial return.
At K13 learning literacy reading is done and put in KD should be billed by the teacher as learning outcomes.
Students SD / MI who have otherwise been thoroughly studied Indonesian language if they had read at least 6 books, other than textbooks. The books in question are books enrichment of knowledge, skills, and this means affection.
Since students are in grade 4 literacy should be able to read at least 2 books, so that by the sixth grade he would have been able to read 6 books. Meanwhile, for students of SMP / MTs should have read at least 12 books, so that at each grade level should read at least 4 book titles or two titles each semester. Similarly, for high school students / MA / SMK should have read at least 18 books.
Development of reading literacy is incorporated into KD so that educators can measure the read performance of learners. Educators can also apply various theories of reading to students, for example, apply SQ3R, PQRST, and other reading strategies are developed based on the results of the study in accordance with the capabilities and the development of our learners. The impact of the development of literacy reading is expected to also encourage educators to become educators learners, so that they will diligently read as diligent students reading to find information about strategies and learning model that can improve the ability of learners in each subject. So expected to grow the ecosystem good education, as well as with the publication of the book.
They will continue to be encouraged to improve quality reading books.
The development of literacy reading books, other than textbooks this in order to provide the foundations of literacy to them, in order to equip them with literacy needed in life. It was not the target of achieving the number of books to be read, but to accustom them to read and empowers them to think critically based on the insight that can be developed through reading activities. The students should have the literacy skills environment, spatial literacy, mathematical literacy, technology literacy, cultural literacy, social literacy, and other aspects that come into contact with the lives of young people in the future. The development of literacy skills have been developed in the late educational institutions, however, we should be able to start from now in order human resources of Indonesia which is expected to be achieved.
III. CLOSING
Such a glimpse of the need for the development of literacy through education by teachers in order to prepare
superior human resources and competitive. Preparation of the curriculum as a lesson plan by the government do in order to prepare the people of Indonesia in the future. The government's efforts to be a tit for tat with the efforts of the teachers in a leading sector in preparing Indonesian literary nation.
Without careful preparation of human resources, Indonesia will again be a nation by other nations. Indonesia is a nation independent so that in the international arena need to have parallels with other nations in all aspects of life. This setup can only be done through education.
The curriculum is a whole view of the need to prepare human resources of Indonesia in the future. By looking at the data "demographic bonus" that in the years 2030-2045 the Indonesian nation will require human resources productive age are very large, so they need to be given the ability and skill as a superior human character and noble character. Indonesian nation must be a nation that is able to compete with other nations in the world, a nation of critical, innovative, and creative and a nation that has a high literacy to be able to make Indonesia as an independent and sovereign nation.
The development of literacy learners is very urgent and emergency for inclusion in the revised curriculum. The curriculum contains a draft of a new social order that must be competitive with other nations. Hope that is then poured into the design objectives, content, materials, and ways of learning, or so-called curriculum for primary and secondary education. In the context of the development of literacy, it seems necessary literacy movement that is not only a slogan but in the form of real activity and be implemented immediately so that our nation can catch up with other nations to compete by standing straight and parallel.
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