Presented on SEAMEO RECSAM-University of Tsukuba Joint Seminar:
Searching for Quality Mathematics Curriculum Framework on the Era of Globalization
MINISTRY OF EDUCATION AND CULTURE REPUBLIC OF INDONESIA
Center for Curriculum and Literature Agencies of Research and Development
The National Curriculum for Mathematics in
Primary and Secondary Education
Standard of graduate competence (SKL)
Standard of contents (SI)
Standard of education process
Standard of education assessment
Standard of education facilities and infrastructure
Standard of education budgeting
Standard of teachers and education personnel
Standard of education management
STANDARD FOR NATIONAL EDUCATION
POLICY IN DEVELOPING THE CURRICULUM
Graduate Competence
• Attitude
• Knowledge
• Skill
Standard of Contents
Curriculum
• Core
Competence
• Basic
Competence
Syllabus Lesson plan
NATIONAL SCHOOL
The national contents:
• Religious and moral education (legally: islamic, christian, catholic, hindu, buddha, confucianism)
• Pancasila (the five principles of Indonesian Republic) and civic education
• Indonesian language
• Mathematics
• Natural sciences
• Social sciences
• English (junior and senior high school)
• Indonesian history (senior high school)
The regional content in accordance with the national reference
• Cultural arts and crafts
• Physical education, sports and health
Group of subjects for specialization: senior high school
• a group of subjects of math, chemical, physics, biology
• a group of subjects of geography, economy, sociology, history
• a group of subjects specialization in language and anthropology Group of subjects for specialization: vocational high school
• Areas of expertise in vocational schools consists of: technology and engineering; information and communication technology; health; agribusiness and agro-technology; fisheries and maritime affairs; business and management; tourism; arts and crafts; and performing arts
THE CURRICULUM STRUCTURE
• Law No. 20 of 2003 on the national education system (article 3): National education serves to develop the ability and character development and civilization in order to achieve a dignified life nation
Providing education aimed at developing students' potentials in order to become a man of faith and fear of God, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible.
• Math education at school are expected to contribute in supporting the achievement of the competence of graduates of primary and secondary education through experiential learning, in order to be able to:
⁻ understand the concepts and apply mathematical procedures in everyday life,
⁻ make generalizations based on patterns, facts, phenomena or existing data,
⁻ perform mathematical operations for simplification, and analysis of existing components,
⁻ solve problems and communicate ideas through symbols, tables, diagrams, or other media to clarify the situation or problem,
⁻ Have a positive attitude like the attitude of the logical thinking, critical, careful, meticulous work, and not easily give up in solving problems.
• The future development of the mathematics curriculum directed to improve life skills, particularly in developing creativity, critical thinking, collaboration or cooperation and
communication skills. In addition, the development of mathematics curriculum also emphasizes the skills to use technology tools to perform technical calculations (computational) and a
presentation in the form of pictures and graphics (visualization), which is important to support other skills are skills across disciplines and skills that are noncognitive and the development of values, norms and ethics (soft skills).
CURRICULUM DEVELOMENT POLICY
Strand Competencies
Up to Y3 Up to Y6 Up to Y9
Numbers Using natural/whole numbers, simple fractions in problem solving everyday life
Using integers, prime, fractions, multiples and factors, powers and simple roots in problem solving everyday life
Using integers, fractions, powers and roots, patterns of numbers, sequence and series in problem solving everyday life
Algebra - forming sentences in
mathematical symbol of a situation or everyday problems
Using the set, algebraic expressions, relations and functions, comparison, social arithmetic, linear equations and inequalities of one variable, systems of linear equations of two variables, equation of a straight line, quadratic equations and functions in problem solving everyday life
Geometry and Measurement
Using simple plane geometry and the geometry of space, the concept of units (weight, length, and time), in solving the problems of
everyday life
Using plane geometry and the geometry of space, the relationship between lines, measurements (weight, length, area, volume, angles, time, speed, and debit), the coordinates of an object in problem solving everyday life
Using lines and angles, plane geometry and the geometry of space, similarity and congruence, and the Pythagorean theorem, geometric transformation in problem solving everyday life
Statistics and probability
Presents a simple data in the form of diagram
Collect, present and interpret data in problem solving everyday life
Processing, presenting and interpreting data, and using empirical and theoretical
probabilities in problem solving everyday life
Strand Competencies (up to Y12)
Algebra Using absolute value equations and inequalities in the form of a linear form with one variable, systems of linear equations of three variables, functions, mathematical logic, mathematical induction, linear program two variables, matrices, sequence and series in problem solving everyday life
Geometry and
Measurement Using a matrix for transformation geometry, plane geometry and geometry of space in solving problems Statistics and
probability Using descriptive statistics of the data groups, the rules of enumeration, and probabilities for problem solving everyday life
Trigonometry Using trigonometric ratio in right-angled triangles and angles related and trigonometric identity, law of sines and cosines, trigonometric function in problem solving everyday life
Calculus Using limit, derivative and indefinite integral of algebraic
function in problem solving
• Based activity (especially for primary school)
• Using the contextual approach
• An integrated thematic approach in primary school
• An integrated approach for natural and social sciences in junior high school
• Each discussion covers three areas of competence: knowledge, skills, attitudes
• Using a scientific approach (observation based learning)
• Invites students to figure out based on the context of the discussion
• Each chapter / theme contain one or more projects to be done and presented by a group of students
• Starting from the observation of real/concrete problems, and then to the semi-concrete, and finally abstraction problems
• The formula derived by the students and the problems posed should be done only students with formulas and basic understanding (not only use but also to understand its origin)
• Balance between mathematics with numbers and symbols and not the numbers [pictures, graphics, patterns, etc.]
• Is designed so that students must think critically to solve the problems posed
• Familiarize students in reasoning and thinking algorithmic
• Extending material includes opportunities, data processing, and statistics from class VII and other materials in accordance with international standards
• Introduce the concept of approximations and estimates
