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Definition of Ktsp

Definition of Ktsp

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Published by: susastra on Aug 13, 2008
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1
EULC and Reading Materials: Some Notes
Sunu Wasono
University of Indonesia
Abstract
This paper discusses reading materials and mandatory books in accordance withEducation Unit Level Curriculum (EULC). There are three issues that need to beunderlined. First, EULC gives schools an opportunity to design their own curricula.EULC must be supported by textbooks such as literary anthologies. Third, the standard of competence and basic competence stipulated by the National Board of EducationStandard should not be used as the only reference in designing curriculum since it is notwithout weaknesses.
Keywords:
curriculum, reading materials, textbooks, local content./1/The problems of education, in particular a curriculum, have been an endlessdebate for years which still reveals the fact that Indonesian people feel unhappy with theresults of education in Indonesia. In addition, the society expects qualified graduates,meaning that they must have wide and in-depth knowledge and this is what Mochtar Lubis recorded in 1989.The above expectation of the society has not been fulfilled yet up to the presenttime. For that reason, the society has kept on discussing education and the governmenthas always tried to continuously improve the educational curricula through various policies although the society never stops reacting and commenting on the policies. Assoon as the policy and change related to that matter take place, the people express their relevant opinions on their own way. For example, when CBC (Competence-basedCurriculum) was introduced to schools, various comments on the policy from those whoagreed and opposed appeared. “Changing a minister means changing a regulation” is acommon expression we hear from the society. From the scholars, there was a criticalopinion regarding the problem. Drost, a priest and a public figure in education, stated thatCBC did not exist, but a competence-oriented curriculum did. He seems to prefer using
oriented 
to the word
based 
’ with his argument that, “ a curriculum as a tool in alearning process does not have a base, foundation.” He further argues that the definitionof CBC is certainly confusing and even questions the word
competence
itself: Is it for whom, for teachers or students? Regardless the appropriate use of the word or terminology, CBC has existed. The society has associated this expression with a jokeregarding the abbreviation of C (competence) is changed with C (confusion) and CBCstands for Confusion-based Curriculum. This shows and even sthrengthens the existenceof CBC itself. However, CBC has disappeared or at least the society has forgotten ittemporarily, because at present there is a new curriculum, called EULC (Education Unit
 
2Level Curriculum). This short article discusses literary materials and teaching materials(text books) in connection with EULC. The Competence Standard and Basic Competencewhich are some important parts and cannot be separated from EULC will be alsofocused. The presentation of KTSP will start the depiction and this will be followed bythe analysis of EULC content, especially that connected to the teaching of literarymaterials in Indonesian Language lessons and other books related to EULC. A conclusionand sound necessary suggestions will end the article./2/EULC is an abbreviation of Education Unit Level Curriculum which is actually anoperational curriculum designed and implemented by each school. The objectives of EULC are (1) to improve the education quality through the school independence andinitiatives in developing the curriculum, managing and empowering resources available;(2) to increase the care of the school and the society in developing the curriculum with aconcencus; and (3) to increase the competition among the education units on educationquality to be achieved.The above explanation of the definition and objectives leads us to the point thateach education unit is freely allowed to design its own curriculum in accordance with itscapacity and the curriculum involves the society to actively participate in designing anddeveloping it. Although the contents of EULC are not totally new – at least the lastcurriculum also invited the School Committee in the implementation of the education – itis undoubtedly clear that there is something new: the school is given a freedom to designits own curriculum and this did not exist in the previous curricula. A curriculum isusually a top-down approach and it is an obligation for the schools to implement the policy. The fact that each school has its own typicality creates obstacles and failure in theimplementation of the curricula.The freedom given in the EULC should be considered as an opportunity for any parties involved in the educational processes, in particular those managing the schools.Therefore, initiatives, ideas, spirit of development, of progress, and of health competitionare highly demanded from the teachers and headmasters. In addition, the society,reperesented by the School Committee, is required to actively share their ideas in order that the curriculum can be optiomally achieved.Generally and theoretically, EULC can be considered great because it consists of freedom and democracy, but its implementation is still a big question. Good concepts andideas are not guaranteed to successfully take place. The successful achievement totallydepends on several factors: human resources, facilities, school athmosphere and manyothers. Anything new – in particular a curriculum – takes time for its socialization. Thisnew curriculum may cause some problems because it demands the change of how peoplethink and the society must acknowledge the foundation of why this cussiculum must beimplemented. This change is closely related to the political change in Indonesia. After the New Order regime has collapsed and the governmental systems have changed, wehave entered the reform era. At present, the local governments are desentralized andmore autonomous to manage their own areas. This spirit seems to have taken place ineducation, especially in designing and implementing the curriculum and has led local
 
3contents to be in it. The involvement of several elements, for example schools, students’ parents, experts, local cultural offices, and local public figures in designing it can cause a problem if the spirit of the elements has not yet been well. It is true that designing acurriculum takes time and needs serious attention from the parties involved. It is highlyexpected that the elements do not become the pressure groups which finally lead tounhealthy financial problems, such as bribing.There are still other two factors that we have to criticize: the officially issuedcompetence base and basic competence to which each education unit refres. In the
 Permendiknas
(the Regulation of National Education Ministry) No. 24 in 2006, it isstated that the basic and middle education units can develop their curricula with thehigher standard than what the government has officially decided. This implicitly has aminimal standard (of content and school leavers) which must be fulfilled by educationunits in designing the curriculum. In other words, the content of the curriculum designed by each education units have to fulfill the minimal standard officially issued by the Boardof National Education Standard (BNES). It certainly can be a problem if the educationunit provides the curriculum equal to what BNES has decided.In the context of teaching the Indonesian Language, particularly literary teachingmaterials, the competence base and basic competence formulated by BNES have someweaknesses. If the contents in the EULC are just moved into the curriculum designed byeach education unit without any analytical ideas, what happened to the previous curriculacan occur again, meaning that the students and teachers will face the same content fromtime to time. Apparently, what are presented in the Competence Standard and BasicCompetence designed by BNES resembles with those covered in the CBC, and it lookseven more a simplified version of the CBC. From what I have searched, I have not foundanything new there.The following is one example that I have found regarding the fact that one topic isdiscussed several times or unclearly formulated in the Competence Standard and BasicCompetence designed by BNES. First, in the Competence Standard and BasicCompetence, the material for an old poetry is at the level of the fifth year ElementarySchool (items 5, 6, 7, and 8) at Semester II. The same material is actually used again atthe level of the seventh year (Junior High School) at Semester I (item 8). In theElementary School, the old poetry covers four components (listening, speaking, readingand writing). In the listening component (Basic Competence Item 5.2), the basiccompetence required is that the students are expected to read an old poetry at the childrenlevel with good fluency and correct intonation. The speaking component requires thestudents to produce the old poetry with good fluency and correct intonation reciprocally.In the reading component, the students are required to recite a children poem with goodfluency and correct intonation reciprocally. Finally, the writing component requires thestudents to enable them to produce an interseting children poem with various themes(friendship, perseverance, obedience, and others).This leads us to the following question: Is it possible that the fourth-year Elementary School learners can respond producing a children poem reciprocally? As weknow that poetry is originally a product of an oral tradition on the basis of spontaneityand improvisation to respond to something. In Malay society, poetry is not somethingnew and this can be seen from the fact that the society –from children to adults – is good

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