CURRICULA IN INDONESIA
Warta Madrasah - Indonesia has applied many curricula in education. The modernity is
to make Indonesian educational quality to be better than before. According to
Nasution’s statement, the modernity of curricula follows two procedures.
The first is Administrative Approach. In this procedure, a change of
modernity is planned from the high function to relegate in institutions of low
function until teachers. So, in this aspect, the top-down modernity that depends
on initiative administrators.
The second is Grass Root Approach. Grass Root Approach is the modernity
made from the root (low function) to high function. It means that this modernity
comes from the teacher or school individually and has a hope to increase to
other schools.
So many curricula in Indonesia, but the writer only explain them
to be several points.
Before 2004 Curriculum
The curricula had been applied in Indonesian education before 2004
were 6 times. The first was Rencana Pelajaran 1947. At that time, used the leer
plan (Dutch, red). This curriculum was applied by schools in 1950. Secondly,
the curriculum was Rencana Pelajaran Terurai 1952.
This curriculum was more detail than Rencana Pelajaran 1947. Next period
was 1968 curriculum. The purpose of this curriculum is creating of the real
people who support pancasila (pancasilais). This curriculum was emphasizing in organizational approach. The
fourth was 1975 curriculum. Its purpose to make an education to be effective
and efficient. It changed by 1984 curriculum. 1984 curriculum process is skill
approach. It was called by Kurikulum 1975 yang Disempurnakan. Pupils were
subjects. This was known By Cara Belajar Siswa Aktif (CBSA) or Pupils Active
Learning (SAL). Sixthly, Indonesia used 1994 curriculum and 1999 curriculum’s
supplement. In this period, education in Indonesia modified all of curricula
which used before.
The explanation above is the short explanation about curricula which
used in Indonesia before 2004 or Competence Based Curriculum (KBK).
Competence Based Curriculum (KBK)
Competence Based Curriculum is a set of plan and arrangement of
competence and achievement which are got by pupils. In materials, this
curriculum is not far from the 1994 curriculum. The difference is about the
pupils’ way in teaching learning process. In this curriculum, pupils must be
active and improve their skill to apply science and technology without less of
solidarity and cooperating.
Thus, teachers are only as facilitators, but education is educating
in all of sides. In the class, pupils were not only objects but also subjects
of teaching learning process. Since the middle of 2001, Departemen Pendidikan Nasional
(National Education Department) socialized this curriculum, but it was used in
beginning of 2004 although there were schools had applied this curriculum
before it was defined. After several years, the result of this curriculum was
not significant. It caused many factors. The first is the concept of Competence
Based Curriculum (KBK) which was not understood by teachers in the class yet.
All the while, the draft of competence based curriculum changed. This is the
second factor. The last factor is there was no guidance of standard teaching
strategies for teacher.
According to Departemen Pendidikan
Nasional (National Education Department), there are several
characteristics of Competence Based Curriculum. They are:
a. Emphasizing on achieving of pupils’
competence individually and classically
b. Orienting in teaming outcomes and religion
c. Transferring in teaching learning process
using variational approaches and methods
d. Resources were not only from teachers but
also all of educative documents
e. Assessment in emphasizing of teaching
learning process and learning outcomes to achieve pupils’ competence.
School Based Curriculum (KTSP)
Curriculum is never static. The need to adjust to the development
of education of other countries and the discoveries of new theories and
knowledge help to explain this condition. The School Based Curriculum (KTSP) is
the revised version of the previous curricula including 1994 and 2004
curriculum.
Beginning of 2006, test-drive of Competence Based Curriculum (KBK)
had been stoned. School Based Curriculum was combined. The materials of School
Based Curriculum were still choking up. There was no difference in contents and
objectives of competence between Competence Based Curriculum (KBK) and School Based
Curriculum (KTSP) until evaluation phase.
The School Based Curriculum (KTSP) is the operational curriculum
which is designed and done in each educational institutions or educational
groups. The School Based Curriculum (KTSP) is a set of plan and arrangement
about objectives, contents, materials, and methods which is used as a guide for
teaching learning process to achieve the objectives of education.
The purpose of middle level is to improve the intelligence, knowledge,
behavior, skills to stand alone, and follow the next education. The contents of
this curriculum are learning materials, curricular materials, and
self-development activity.
Curriculum must be replaying the national education’s objectives
of the appropriateness with the conditions and regional potencies, education
and the pupils themselves. That curriculum is designed to give the possibility
of the accommodation of education programs with the regional need and potency.
Thus, every school may have different curriculum depending on the need and the
condition of the school itself. However, the government has given a national standard
of the curriculum, which serves as a model for the schools.
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