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SEJARAH KURIKULUM PENDIDIKAN INDONESIA

SEJARAH KURIKULUM PENDIDIKAN INDONESIA

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Published by: Erfan on Jan 29, 2011
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05/19/2014

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PAPER KAJIAN KURIKULUM FISIKA SEKOLAHSEJARAH KURIKULUM PENDIDIKAN INDONESIA
Disusun Oleh:Dinar Angga Sari (08302241012)Jaya Nor Fitriana (08302241013)Endah Susilowati (08302241019)JURUSAN PENDIDIKAN FISIKAFAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAMUNIVERSITAS NEGERI YOGYAKARTA2010
 
 Abstract  At the beginning of curriculum is formed in 1947, it was called by Rentjana Pembelajaran (learning plan) 1947. This curriculum in the past timecontinued the curriculum that had been used by Netherlands because it is still in process fighting to take independence of indonesia. The main charateristic of thiscurriculum is more pushed in forming the charateristic of the humans who have similar position with the other nation. After Rentjana pembelajaran (Learnin Plan) 1947, in 1952 the indonesia’s curriculum experienced completing and it was called by Rentjana Pelajaran 1952. The charateristic of this curriculum isevery lessons have to pay attention the content of the lessons that is relationed with the daily life. After 1952, beginning 1964 the government recompleting theeducation curriculum system in indonesia It was called by Rentjana Pendidikan(Learning Plan) 1964. The charateristic of this curriculum is the learning processis centered in Pancawardhana program. It was development of morality,intelligence, emotionality and body. The curriculum 1968 is refreshing of thecurriculum 1964 that it is the change of education structure from pancawrdhanainto development of the five basic principles of the Republic of 
 
 Indonesia(Pancasila) soul, basic knowledge and particular skill. The learning is directed on activities to improve the intellegence, skill and development of the healthy physical and strong. The curriculum 1975 as the curriculum subtituter 1968 that  pushed in the aim, in order to the education is more efficient and effective. Thecurriculum 1984 used the process of skill approach. Although give priority to process approach, but the aim factors is important. The curriculum is often called by the curriculum 1975 that is completed. The position of students is placed as subject of study. From the observe something, grouped, discussed until reported.The model is called by Cara Belajar Siswa Aktif ( The Learning methods of active student) CBSA. The curriculum 1994 is used as the effort to fuse the previous curriculums and the completing of curriculum 1984 and it was held likelaw number 2 year 1989 about national education system. This conditionimpacted on system of the lessons time division. Because it change from system of the 6 months into 4 months. By the system 4 months that its division in one year change into 3 steps is hoped could give the chance for students to accept the morematerial of lessons. The main charateristic in curriculum 1994 is The stepsdivision of lessons in the school is changed into 4 months system, The learning in school more phused the material of lessons that is enough soil (oriented tomaterial of lessons / content), The curriculum 1994 has charateristic using one system of curriculum to all student in indonesia. The curriculum allow the school to improve the teaching by itself and it is adaptabled with the surroundings and the requirement of people. In the activities , teacher have to choose and use the strategies that involve the student actively in study by give the problems that need the opened answer and research, In learning, the lessons have to be adaptablewith the charateristic of concept and the improvement of the thinking way of  students so wiil result in the harmony of the concept understanding and teaching that push on skill to solve and finish the problems. The teaching from the real things to the abstract things, or easy to difficult and simple to complex. Reviewing 
 
the material that is reputed difficult to consolidation the understanding. (KBK)Competence based curriculum is a set of plans and setting about competence and learning outcomes that have to be reached by students, assessment, learning activity and development the education sources in curriculum improvement of  school. The charateristic of this curriculum according ti DEPDIKNAS (2002) are
 Pushed on the success of the competence the students individually or classically.
Oriented on the learning outcomes and the variety.
Theaching use the approachment and variety metods
 Learning resources is not only teacher but also the other education unsure.
The next curriculum is KTSP or education unit level of curriculum
that is implementation form of law number 20 year 2003 about national education system. Substantionally, the curriculum of education unit leve is according to government law number 19 year 2005. But the content and direction of learning development is still has the charateristic success in packages competence and they are. The next curriculum is KTSP o
r education unit level of curriculum
that is implementation form of law number 20 year 2003 about national education system. KTSP has the similar charaterstic with KBK. Thedifference between KBK and KTSP are in KTSP the schools is given authority fully in compose the education planing refer to standard, begin at the aim, visionand mision, structure and contents of curriculum, learning burden, educationcalender until the sylabus development.
A.Pengertian KurikulumDalam banyak literature kurikulum diartikan sebagai suatu dokumen ataurencana tertulis mengenai kualitas pendidikan yang harus dimiliki oleh peserta didik melalui suatu pengalaman belajar. Dokumen atau rencanatertulis itu berisikan pernyataan mengenai kualitas yang harus dimilikiseorang peserta didik yang mengikuti kurikulum tersebut. Pengertian kualitas pendidikan di sini mengandung makna bahwa kurikulum sebagai dokumenmerencanakan kualitas hasil belajar dan proses pendidikan yang harusdimiliki dan dialami peserta didik. Kurikulum dalam bentuk fisik iniseringkali menjadi fokus utama dalam setiap proses pengembangankurikulum karena menggambarkan ide atau pemikiran para pengambilkeputusan yang digunakan sebagai dasar bagi pengembangan kurikulumsebagai suatu pengalaman.

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