Development of Curriculum

The Development of Curriculum and Relevant Prominent Changes

In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone change several times, namely in 1947, 1952, 1964, 1968, 1975, 2008, 1994, 2004, KTSP 2006, and the last 2013. Those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology change in the living of state community (Soekisno, 2007). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesia’s national curricula were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the Constitution 1945; the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it.

The first curriculum has a name Subject Plan 1947 (Rencana Pelajaran 1947). At that time, Indonesia's education curriculum in the Netherlands and Japan education system influenced. Rencana Pelajaran 1947 organized to replace the Netherlands education system. The curriculum was developed as development conformism, which emphasizes the establishment of the Indonesian people character.

In the year 1952, Indonesia experienced curriculum improvement. In 1952, curriculum was named as Unravels Subject Plan 1952 (Rencana Pelajaran Terurai 1952). It led the curriculum of national education system. The 1952 curriculum was that every lesson plan must consider the content of subjects connected with everyday life.

In 1964, Indonesia improved the national education curriculum, which is known as the Education Plan 1964. Curriculum 1964 was critically concerned with science, so that the learning program focused on Pancawardhana (Hamalik, 2004), namely the development of moral, intellectual, emotional/artistic skills, and physical.

Changing in the structure of the education curriculum Pancawardhana became the soul of Pancasila, knowledge base, and a special skill, written in the Curriculum 1968. Curriculum 1968 had a goal to form a human Pancasila sincere, strong, and healthy physical, enhanced skills and acumen physical, moral, moral character, and religious.

Curriculum 1968 was renewal of curriculum 1964. It changed the structure of pancawardhana in coaching spirit of Pancasila, basic knowledge, and special skills. Learning activities directed at enhancing intelligence and skills as well as physical development of a healthy and strong.

Curriculum in 1975 was a replacement for curriculum 1968 in the goal emphasis, making education more efficient and effective. The methods were detailed material on Development Procedure Instruction System (ITS). According to Mudjito in Dwitagama (2008), the period was known as the unit of learning every lesson unit of discussion. Each unit broken down again: general instructions, specific instructional goals (ICT), learning materials, learning tools, learning activities, and evaluation.

Curriculum 1975 brought the skills of curriculum approach. Although the approach prioritizes process, but an important factor that purpose. The curriculum is also often referred to as an enhanced curriculum in 1975. The position is placed students learn as the subject. Of observing something, classify, discuss, to report. This model is called the Active Student Learning Model Method (CBSA).

Curriculum 1994 was rolled over on a combination of previous curricula. Its soul wanted to combine the Curriculum 1975 and 1968. Curriculum 1994 was the curriculum improvement made in 1968 and implemented in accordance with Law no. 2 of 1989 on National Education System. This produced a time-sharing system lesson, namely by changing from a semester system to the quarter system. With a quarter of the distribution system within one year to three phases expected to provide opportunities for students to be able to receive the subject matter quite a lot.

2004 curriculum is more popularly known as CBC (Competency-Based curriculum). This born in response to demands for reform, including 2 of Law No. 1999 on local government, Law No. 25 of 2000 concerning the authority and the authority of the provincial government as an autonomous region, dam MPR Decree No. kebijakan.j IV/MPR/1999 on the direction of national education.

Competency-Based Curriculum - Version KTSP (Level Curriculum Education Unit) 2006, Education Unit Level Curriculum (SBC) is an operational educational curriculum developed by and implemented in each unit of education in Indonesia. SBC legally mandated by Law No. 20 Year 2003 on National Education System and the Indonesian Government Regulation No. 19 Year 2005 on National Education Standards. Preparation of SBC by the start of the school academic year 2007/2008 with reference to the Content Standards (SI) and Competency Standards (SKL) for primary and secondary education, as published by the National Education Minister, respectively No. 22 of 2006 and No. 23 of 2006 , as well as SBC Development Guide issued by the National Education Standards.

In CBC 2004 and 2006 (SBC version), the schools were given full authority in the education plan with reference to the standards set, ranging from the purpose, vision, mission, structure and content of the curriculum, the burden of learning, education calendar to syllabus development.

The core of the curriculum in 2013 is no simplification effort and thematic-integrative. Curriculum 2013 is prepared to print generation in the future because the curriculum is structured to anticipate the future developments.

Putri (2014) said that curriculum 2013 aimed to encourage learners or students to better able to make observations, ask questions, reasoning, and communicating (present) what they earn or they know after receiving learning materials. The object became the structure of learning and curriculum improvement in 2013 emphasized on natural phenomena, social, art, and culture.

Through this approach, students’ attitudes, skills, and knowledge will be much better. They will be more creative, innovative, and more productive so that they can be successful later in dealing with various problems and challenges, entering a better future.

The implementation of curriculum 2013 is a part of the continuing development of Competency Based Curriculum (CBC) has been initiated in 2006 with competencies including attitudes, knowledge, and skills in an integrated manner, as mandated by Law No 20 of 2003 on National Education System in the explanation of article 35, in which competence of graduates are qualified graduate capabilities that include attitudes, knowledge, and skills in accordance with the agreed national standards. This exposure is a part of the public test in curriculum 2013 which is expected to capture the opinions and input from the community.

The curriculum 2013 was implemented on the last semester, but many schools and teachers are not ready to face this curriculum. Sarifah (2014) said that the implementation of the curriculum in 2013 that brought the era of Education and Culture Minister Muhammad Nuh, finally stopped. Minister for Primary and Secondary Education, Anies Baswedan ordered schools to reuse the 2006 Curriculum. Jakarta Post (19/12/2014) also stated that Culture and Elementary and Secondary Education Minister Anies Baswedan has warned schools to follow his instruction to stop using the 2013 curriculum or the ministry will halt support for them. He reasoned that because the previous government had implemented the curriculum after only a one-year trial, many schools were evidently not ready to take it on. Those set on Kemendikbud through the Director General and Director General of Dikmen release the regulatory letters with numbers: 5496 / C / KR / 2014 and number: 7915 / D / KP / 2014 concerning the technical guidelines (Technical Guidance) the implementation of the curriculum in 2006 and 2013 at the school basic education and secondary education.

Anies has issued Permendikbud number 160 2014 on the application of curriculum 2006. In Article 1 states that implement the school curriculum in 2013 since the first half of the school year 2014/2015 to re-use the SBC started the second half of 2014/2015 lessons.
Meanwhile, the school has been running for three semesters in using curriculum 2013, this school is asked to keep using the new curriculum until waiting for the evaluation. He hopes that the school could be used as a model in 2013 that the ideal curriculum implementation.