Overview
The
history curriculum in Indonesia often experience changes every turn of the
Minister of Education, so the quality of education in Indonesia has yet to meet
the quality standards are clear and steady. In the course of history since
1945, the national education curriculum has undergone changes, namely in 1947,
1952, 1964, 1968, 1975, 1984, 1994, 2004, and 2006.
The
changes are a logical consequence of the change of political system,
socio-cultural, economic, and science and technology in the community state and
nation. Because education curriculum as a set of plans should be developed
dynamically in accordance with the demands and changes that occur in society.
All national curriculum is designed based on the same basis, the Pancasila and
1945 Constitution.
The
following curriculums ever and is being implemented in the education system in
Indonesia:
Curriculum 1947
The first curriculum which was born during the
freedom to use the term "leer plan". In the Dutch language means plan
lessons. At that time the curriculum in Indonesia is still influenced by the
Dutch colonial education system and Japan, so the only forward who never used
before. Plan designation curriculum lessons that 1947 was a replacement for the
Dutch colonial education system. Because the atmosphere of national life was
still in fighting spirit of independence seize the development of education as
conformism more emphasis on the formation of human character of Indonesia's
independent and sovereign with other nations. Educational change of orientation
of the Dutch education to the national interest. Established educational
principle of Pancasila. The new 1947 Plan lessons implemented in 1950 schools.
The form contains two main things that is a list of subjects and hours of
teaching, and teaching outline. 1947 Plan, prioritize education lessons nature,
state and community awareness, the subject matter associated with daily events,
attention to the arts and physical education.
Curriculum 1952
Plan lessons after 1947, in 1952 the curriculum in Indonesia has
improved. In 1952 it was named Plan lessons Unraveling 1952. This curriculum
has led to a national education system, more details and syllabus subjects is
obvious. The most prominent characteristic feature of the curriculum and at the
same time 1952 is that each lesson plan must consider the content associated
with everyday life.
Curriculum 1964
By the year 1964, the government re-tune the
curriculum system in Indonesia. This time it was named Education Plan 1964.
Principles of curriculum thought in 1964 that became a hallmark of this
curriculum is that the government has the desire to get people's academic
knowledge for debriefing at primary level, so the learning is centered on
programs Pancawardhana (Hamalik, 2004), namely the development of moral,
intellectual, emotional / artistic, craft, and physical.
Curriculum 1968
Curriculum 1968 is the renewal of Curriculum 1964,
which does change the structure of the educational curriculum Pancawardhana
Pancasila soul into coaching, knowledge base, and special skills. Curriculum
1968 is a manifestation of the change in orientation on the 1945 implementation
of a genuine and consistent.
In terms of educational objectives, Curriculum 1968
aims that education is emphasized in an effort to establish Pancasila true man,
strong, and healthy physical, enhance intelligence and physical skills,
morals, manners, and religious beliefs. The contents of education are focused
on enhancing the intelligence and skills, and develop a healthy and strong
physically.
Curriculum 1975
In
lieu of the 1968 curriculum is a curriculum 1975. In this curriculum using the
approach procedure Instructional Systems Development (ITS), lead to the
achievement of specific goals, which can be measured and formulated in the form
of student behavior. In practice many adopt behavioral psychology with an
emphasis on the stimulus and response exercises. The 1975 curriculum emphasizes
the goal, making education more efficient and effective. Methods, materials,
and teaching purposes specified in the Procedure Instructional Systems
Development (ITS). At this time, the technical term lesson units, each unit
that is subject lesson plans. Each unit more detailed lesson, namely: general
guidelines, specific instructional goals (ICT), the subject matter, learning
tool, teaching and learning activities, and evaluation. In the 1975 curriculum
focused on math lessons, Pancasila and citizenship. According to this
curriculum, in preparing the curriculum of physics (then called the Natural
Sciences), need to consider the general instructional objectives, specific
instructional objectives; new learning and then move the contents fisiska who
will be taught. In formulating specific instructional objectives, must arrive
at the ability of students to be able to do something after they learn the
specific physics of materials. For example, students can couple the parallel
circuit correctly; students can calculate the magnitude of the overall
resistance in parallel circuit correctly. (Suparno, Paul. 2009. Review of
Physics Curriculum SMA / MA Based on KTSP. London: University of Sanata
Dharma). Teachers are preoccupied with writing the details of what will be
achieved from each learning activity. Curriculum by the year 1975 to 1983 are
considered unable to meet community needs and demands of science and
technology. That's why in 1984 the government set a change of curricula
curriculum 1975 by 1984.
The
curriculum 1975 prepared as a substitute for the curriculum 1968, where changes
were made using the following approach.
a. Goal-oriented
b. Integrative approach adopted in the sense that
any lessons have meaning and role of support to the achievement of goals more
integrated.
c. Emphasizing the efficiency and effectiveness in terms
of resources and time.
d. Confessional approach instructional system, known
as Development Procedure of
Instructional System (Pengembangan Prosedur Sistem
Instruksional). That system always leads to the achievement of specific goals,
can be defined and measured in the form of student behavior.
e. Influenced behavior psychology that emphasizes
the stimulus to response and training (drill).
Curriculum 1984
By
the year 1983, the curriculum 1975 is considered no longer compatible with the
needs of the community and the demands of science and technology. In general,
the basic curriculums 1975 change to the curriculum 1984 are as follows.
a. There is a clash between the field of study
curriculum materials with the ability of the students
b. There is a gap between the program and the
implementation of the curriculum in schools
c. Too much curriculum content to be taught.
d. Procurement of new courses (such as in high
school) to meet the needs of employment.
Curriculum 1984 has characteristics as follows.
a. Oriented to the instructional goals. Based on the
view that the students learn in school is very limited, and then learning in
the classroom must be functional and effective. Therefore, before choosing or
set of teaching materials, which must first be defined is what the goal should
be achieved by students.
b. The approach of teaching is based on students
with student’s active learning system (Cara Belajar Siswa Aktif, CBSA). CBSA is
a teaching approach that provides the opportunity for students to actively
engage the physical, mental, intellectual, emotional, and with hope that students
get the maximum learning experience, both in cognitive, affective, and
psychomotor.
c. The lesson material is packed using spiral
approach. Spiral is the approach used in the packaging of teaching materials
based on the width and depth of learning materials. The higher the class and
school levels, the more knowledgeable in the materials and lessons provided.
d. Provide concept of science before exercises.
Concepts must be based on the understanding, then after the training given to
understand. To support the understanding, tools used to help students
understand the concept.
e. The material is given based on the level of
maturity or readiness of students.
f. Using the skills of the process. Skills in the
process of learning are the approach that
emphasizes how to acquire knowledge and communicate
results. This approach should be done with effective to achieve the goal
lessons.
Curriculum 1994
In
the curriculum 1984, the learning process emphasizes the theory of learning and
less attention to the content of lessons. Curriculum 1994 created as the
completion of curriculum 1984 and accordance implemented with the Law no. 2 in
1989 about National Education System. This change takes effect on the system of
learning time, that is the change of the semester to the quarter system. During
the curriculum 1994 implementation appear some problems, mainly as a result of
the tendency to approach content oriented, including the following.
There are characteristics that stand out from the
application of the 1994 curriculum, including the following.
• Distribution of stages
of learning in schools with a system of quarterly
• Learning more emphasis
on school subject matter is quite dense (oriented to the subject matter /
content)
• Curriculum 1994 is
populist, namely to impose a system of curriculum for all students throughout
Indonesia. This curriculum is a core curriculum so that specific areas can
develop their own teaching adapted to the environment and the needs of
surrounding communities.
• In the implementation of
activities, teachers should select and use strategies that involve students
actively in learning, both mentally, physically, and socially. In turn the
student teacher can give the form of answers to questions that lead to
convergent, divergent (open, it is possible more than one answer), and
investigations.
• In teaching a subject
should be tailored to the specific concept / subject and the development of
student thinking, so hopefully there will be harmony between the teaching that
emphasizes on understanding the concepts and teachings that emphasize
problem-solving skills and problem solving.
• Teaching of the concrete
to the abstract, from easy to difficult, and from the simple to the complex.
• Repetition, repetition
of material that is considered difficult to be done to consolidate student
understanding.
During the implementation of the 1994 curriculum
appears several problems, mainly as a result of the tendency to approach
mastery of the material (content oriented), including the following.
• The burden is too heavy
student learning because of the large number of subjects and material /
substance of each subject
• The subject matter was
considered too difficult because it is less relevant to the developmental level
of students' thinking, and less meaningful because it is less related to daily
life applications.
Competency-Based
Curriculum - Version 2002 and 2004
Government
and business in the private sector to improve the quality of education,
especially to improve students' progress in various subjects continue to be
done, such as completion curriculum, learning materials, and the learning
process. This is consistent with the contention by Soejadi (1994:36),
particularly in the subjects of mathematics said that the activity levels of
schooling in mathematics is an activity that must be continuously reviewed and
updated if necessary in order to match the students' ability and environmental
demands. Implementation of education in the schools based on a set curriculum.
One of the innovations developed in the form of government to improve the
quality of education is making innovations in the field of curriculum.
Curriculum 1994 need to be refined as lagai response to structural changes in
the government's centralized desentralistik as a logical consequence the
implementation of Law. 22 and 25 of 1999 on Regional Autonomy. Kurikukum
developed at this time given the name of Competency-Based Curriculum.
Competency-based education focuses on developing the ability to do (competence)
duties in accordance with certain performance standards that have been set.
Competency Based Education is education geared toward preparing to perform
indivisuals identified competencies (Scharg in Hamalik, 2000: 89). This means
that education efforts to the preparation of the individual device that is
capable of doing the competence have been determined. The implication is the
need to develop a competency-based curriculum as a learning guide. In line with
the vision of education that leads to the development of two, namely to meet
the needs of the present and future needs, the education in the school dititipi
of the mission in the form of packages of competence.
Competence
is the knowledge, skills and values reflected in the basic habits of thinking
and acting. The habit of thinking and act consistently and continuously could
allow someone to become competent, in the sense of having knowledge, skills and
values fundamental to do something (Puskur, 2002a). Basic idea to use the
concept of competency in the curriculum are as follows.
(1) Competence in connection with the students'
ability to do things in different contexts.
(2) Competence describes learning experience that
students are to be competent.
(3) is a competent study results (learning
Outcomes), which explains the things done after the students through the
learning process.
(4) Reliability students the ability to do something
must be defined clearly and in a broad standard that can be achieved through
the performance can be measured. (Puskur, 2002a).
Competency-Based
Curriculum and the plan is a device about the competence and results of study
that should be achieved students, assessment, learning activities, resources
and the empowerment of education in the development of the school curriculum.
Competence-oriented curriculum based on: (1) and the results show the expected
impact on the students themselves through a series of meaningful learning
experience, and (2) diversity can dimanifestasikan in accordance with their
needs (Puskur, 2002a).
Formula
competency Competency-Based Curriculum in a statement that can be expected, disikapi,
or do students in each class and school levels and described the progress of
students who achieved gradually and continuously to be competent.
A
competency-based education program should contain three main elements, namely:
1. the selection of appropriate competencies;
2. specification of evaluation indicators to
determine the success of the achievement of competence;
3. the development of the system of learning.
Competency-Based
Curriculum have characteristics as follows:
a. Emphasis on student competency ketercapaian both
individual and classical.
b. Results-oriented learning (learning Outcomes) and
diversity.
c. It is in learning to use the approach and methods
vary.
d. Source of learning not only teachers, but also
other sources of learning that meet the educational elements.
e. Emphasis on the assessment process and results of
study in an effort to control or achievement of a competency. (Puskur, 2002a).
Structure
competency in Competency-Based Curriculum subjects in a load details competence
(ability) is the basic subjects and attitudes that students are expected to
belong. Let's see an example in the subjects of mathematics, basic math
competency is a statement about the minimum or adequate knowledge, skills,
attitudes and values reflected in the habit of thinking and acting after the
students complete an aspect or subaspek subjects in mathematics. (Puskur, 2002b).
The Basic Competency Subject Mathematics is a picture of competence that should
be understood, it is known, and made as a result of students learning subjects
in mathematics. Basic competence is formulated to achieve the skills
(competence) that include mathematics reasoning ability, communication, problem
solving, and have an attitude appreciate usefulness of mathematics.
Basic
structure of the competency Competency-Based Curriculum dirinci in this aspect component,
class and semester. Skills and knowledge in every subject, organized and
divided according to the aspects of these subjects. Statement of the study is
set for every aspect of family studies at each level. The results of study is
to answer the question, "What should students know and can do as a result
of their study on this level?". Study results reflect the vastness, depth
and complexity to the curriculum stated verb that can be measured with a
variety of assessment techniques.
Each
study has a set of results indicators. The indicator is to answer the question,
"How do we know that students have been achieving results that are
expected to learn?". Teachers will be using indicators as a basis for
assessing whether students have reached the study results as expected. The
indicator is not to be defined with a narrow range, that is not intended to
restrict the activities of students, is also not intended to determine how the
teachers do. For example, if the indicators that students able to explain
certain concepts or ideas, then this can be indicated with the writing,
presentation, or through a performance or perform other tasks.
Competency-Based
Curriculum - Version KTSP (Level Curriculum Education Unit) 2006
National
education should be able to ensure equality of education opportunities, improving
quality and relevance and efficiency of education management. Equity realized
the opportunity of education programs in 9-year compulsory education.
Improvement of the quality of education is directed to improve the quality of
Indonesian human seutuhnya through olahhati, olahpikir, olahrasa and sports
that have the competitiveness in facing global challenges. Increasing the relevance
of education is intended to produce graduates with the appropriate charges
based on the needs of potential natural resources of Indonesia. Increasing the
efficiency of education management is done through the implementation of
school-based management and management of education is planned, effective and
sustainable.
The
implementation of Law No. 20 of 2003 on National Education System is described
in a number of regulations, among others, Government Regulation No. 19 Year
2005 on National Education Standards. Government Regulation is landing on the
need to provide structured and carried out eight national education standards,
namely: (1) the content of standards, (2) a standard process, (3) graduate
competency standards, (4) the standard of teachers and staff's, (5) standard
facilities and infrastructure, (6) management standard, the standard financing,
and (7) assessment of educational standards.
The
curriculum is understood as a set of plans and the setting of objectives,
content, and study ways and used as a guide providing learning activities to
achieve certain goals of education, then rising with Government Regulation No.
19 in 2005, the government has lead to implement the education curriculum in
the form of the level of the education curriculum, the curriculum developed by
the operational and implemented in each educational unit. Substantially, the
(read: naming) Curriculum Level Education Unit (KTSP) to further implement the
existing regulations, namely PP No. 19/2005. However, the essence and the
content of the direction of development are still characterized by the
achievement of packages of competence (and not on a thorough not subject
matter), namely:
a. Emphasis on student competency ketercapaian both
individual and classical.
b. Results-oriented learning (learning Outcomes) and
diversity.
c. It is in learning to use the approach and methods
vary.
d. Source of learning not only teachers, but also
other sources of learning that meet the educational elements.
e. Emphasis on the assessment process and results of
study in an effort to control or achievement of a competency.
There
are fundamental differences compared with the previous competency-based
curriculum (version 2002 and 2004), that schools are given full authority to
plan for education to thestandards that have been set, starting from the goal,
the vision - mission, structure and cargo curriculum, the burden of learning, a
calendar of education, to the syllabi development.
The Strengthens and The Weakness of School Based
Curriculum
A. The Strengthens of School Based
Curriculum
Each
curriculum is applied in Indonesia has the advantages of each depending on
circumstances at the time of the curriculum in place. Advantages of this
curriculum include:
1.
Promote the establishment of school autonomy in education.
It
is inevitable that one form of failure damasa curriculum implementation and
curriculum is that there is uniformity throughout Indonesia, did not see the
real situation on the ground, and undervalue the potential of local excellence.
For SBC's presence is expected to provide concrete answers to the quality of
education in Indonesia. In the spirit of autonomy, the school along with school
committees can jointly formulate the curriculum in accordance with the
requirements of the situation and environmental conditions.
2.
Encourage teachers, principals and the management to further enhance creativity
in the implementation of educational programs.
With
a foothold in the school curriculum guidelines given the freedom to design,
develop, and implement school curricula according to the situation, local
conditions and the potential advantages that can be raised by the school.
3.
SBC is very possible for each school to develop a particular subject for the
needs of students.
SBC
emphasis on certain subjects that are considered most needy students. For
example, schools that are in the area of tourism can be more focused on
English subjects or subjects in other tourism areas.
4.
SBC reduces the burden of student learning is very dense and burdensome
approximately 20 percent.
With
the enactment of the burden of student learning SBC SBC reduced because more
simple. But still provide pressure for the development of students. The reason
the holding of the reduction of class hours is because according to education
experts that the hour lessons in schools as long as this is too much. So that
the atmosphere created was impressed very formal. As a result of further could
affect childhood development. It was felt by elementary school students who are
still children and they need time to play enough to develop his personality
naturally.
5.
SBC provides a wider opportunity for schools to develop curriculum plus
according to his needs.
B. The Weaknesses of School Based
Curriculum
Each
curriculum is implemented in Indonesia in addition to having excess also has
its disadvantages. SBC weaknesses include:
1.
Lack of human resources is expected to describe the curriculum in most existing
educational unit.
The
pattern of the application of SBC still hampered by the lack of quality
teachers. Some teachers can not be expected to contribute thoughts and creative
ideas to describe the curriculum guide. It also caused the pattern of the old
curriculum who already curb the creativity of teachers.
2.
Lack of availability of facilities and infrastructure to support the
completeness of the implementation of the curriculum.
Availability
of facilities and infrastructure is one of the most important requirement for
the Implementation SBC. While conditions in the field shows still a lot of
educational units were minimal props, laboratory and other supporting
facilities.
3.
Many teachers still do not understand the comprehensive curriculum in both
concepts, drafting, and pelaksaannya practice in the field.
The
low quantity of teachers who are expected to understand and master the
curriculum can be caused by implementation of socialization still has not been
done thoroughly.
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