CHAPTER I

INTRODUCTION
1.1. BACKGROUND
Curriculum is a very important part in our educational system.
In Indonesia, we have changed our curriculum for a couple of
times, start from curriculum 1947 or Learning Plan 1947 until the
latest curriculum that is used in Indonesia, !"P. !he changing of
curriculum that is used in Indonesia can#t $e separated from the
glo$al development that force us to ma%e new curriculum that is
suita$le for the recent glo$al development in order we can produce
high &uality and compati$le human resources.
In this report, the writer will discuss a$out the meaning of the
curriculum in general and the meaning of the newest curriculum
that is used in Indonesia !"P. In this report, the writer also will
discuss a$out the purposes of !"P and the components in
developing it. !he writer hopes $y using the e'planation which is
written in this report can help the teacher especially (nglish
teacher to $e well understand a$out curriculum and !"P.
1.2. REASON OF CHOOSING TOPIC
!here are some curriculum that is ever used in Indonesia li%e
Curriculum 1994, Competence $ased curriculum or ) in )ahasa,
!"P and many more. In order we will $e a$le to teach our students
as a good teacher in the future, we as the future teacher, at least
should %now the meaning of curriculum itself and also the meaning
of the recent curriculum that is used in our country and also the
purposes and the components in developing it. )ased on that
reason, the writer chooses *C+,,IC+L+- ./0 !"P1 as her topic in
this report.
1
1.3. LIMITATION OF STUDY
!he writer has limited the paper to the de2nition of curriculum 3
!"P and the purposes and components in developing !"P.
1.4. RESEARCH PROBLEM
!he pro$lems that the writer would li%e to o$serve in her study
are 4
1. 5hat is the de2nition of Curriculum 6
7. 5hat is the de2nition of !"P 6
8. 5hat are the purposes of !"P 6
4. 5hat are the components in developing !"P 6
1.5. HYPOTHESIS
.ssumption or $asic of opinion is the heart of thin%ing that
correlations acceptance $y investigator, in this paper the writer#s
assumption are as follows 4
1. !here is a de2nition of curriculum.
7. !here is a de2nition of !"P.
8. !here are some purposes of !"P.
4. !here are some components in developing !"P.
1.6. AIMS OF THE STUDY
)ased on the formulation of pro$lems a$ove, the writer
investigated this study to meet the following purposes4
1. !o discover the de2nition of curriculum.
7. !o discover the de2nition of !"P.
2
8. !o discover the purposes of !"P.
4. !o discover the components in developing !"P.
1.7. METHOD
-ethodology is a$solutely needed in any research in order to
2nd the result of the research as accurately, e9ectively and
e:ciently as possi$le. It will guide us in the investigation, $ecause
it deals with the ways we conduct the research.
!he writer conducted chooses descriptive method as it is
commonly used to investigate pro$lems that occur at present time.
1.8. ORGANIZATION OF THE PAPER
!he primary contents of the paper are as follows4
Chapter I is introduction.
!he writer has tried to introduce the pro$lem as clearly as
possi$le. It consists of 4 $ac%ground of the pro$lem, reason for
choosing topic, limitation the study, research pro$lem, hypothesis,
aim of the study, population and samples of the research, method
and procedure of the research , organi;ation of the paper and
clari2cation of terms.
Chapter II is 0iscussion.
In this part the writer has tried to review some related
literatures and theories proposed $y some e'perts to support the
paper and gave a vivid discussion a$out the title of this paper.
Chapter III is conclusion and interpretation.
In this chapter the writer gives the conclusion and suggestion
of the paper.
3
CHAPTER II
DISCUSSION
I. DEFINITION
I.1 DEFINITION OF CURRICULUM
4
Curriculum is a set of plans and arrangements regarding to the o$<ectives,
content and teaching materials and methods that are used to guide the
implementation of learning activities to achieve speci2c educational goals.
I.2 DEFINITION OF KTSP
!"P stands for uri%ulum !ing%at "atuan Pendidi%an in )ahasa. !he
de2nition of !"P is the operational curriculum that is developed and
implemented in each educational unit. !"P consists of unit=level
educational o$<ectives of education, curriculum structure and unit level of
education, educational calendar, and sylla$us.
II. THE PURPOSES OF KTSP
In general, the purposes of the implementation of !"P is to ma%e the
education unit $ecomes more independent and empowering it through the
granting authority >autonomy? to educational institutions and encourage
schools to conduct participatory decision ma%ing in curriculum development.
In particular purpose of the application of !"P are 4
1. Improving the &uality of education through the autonomy and school
initiatives in developing the curriculum, manage and empower the
resources availa$le.
7. Increasing awareness of citi;ens and communities in developing school
curriculum through the return of <oint decision.
8. Increasing the healthy competition $etween the educational units.
III. THE COMPONENTS OF KTSP
!he components of !"P are 4
1. "u$<ect
"u$<ects and time allocation for each unit level education curriculum
$ased on the structures listed in "I.
7. Local Content
Local content is a curricular activity to develop competencies tailored to
the characteristics and potential of the region, including regional
superiority, that the material is not suita$le to $e part of other su$<ects
and @ or too much that should $e separate su$<ects. !he su$stance of the
local content is determined $y the educational unit, not limited to the s%ill
su$<ects. Local content is su$<ect, so that education units must develop
5
Competency "tandards and )asic Competency for each type of local
content is organi;ed. (ducational unit conducts a local content of su$<ects
each semester. !his means that in a year, educational unit conducts two
local content su$<ects.
8. 0evelopment .ctivities
"elf=development is an activity which aims to provide opportunities for
learners to develop and e'press themselves in accordance with the needs,
talents, interests, each student in accordance with each school. Aacilitated
self=development activities and @ or guided $y a counselor, teacher, or
sta9 that can $e done in the form of e'tracurricular activities. "elf=
development activities can $e done through the counseling service
activities related to personal pro$lems, social life, learning, and career
development of students. .s for e'tracurricular activities can $e done
through the activities of "couting,
leadership, and scienti2c groups of adolescents. (specially for high school
vocational self=development is primarily intended to develop creativity
and career guidance. "elf=development for special education units
increased emphasis on life s%ills and independence in accordance with the
special needs of learners. "elf=development is not a su$<ect. .ssessment
of self=development activities was &ualitative, not &uantitative as in the
su$<ects.
4. "ettings (ducation ('penses
a. Learning e'penses in the pac%age system is used $y the education
unit level "0 @ -I @ "0L), "-P @ -!s @ "-PL) either standard or
independent category, "-. @ -. @ "-.L) @ "- @ -. standard
categories.
Learning e'penses in semester credit system >""? may $e used $y
"-P @ -!s @ "-PL) independent category, and $y "-. @ -. @ "-.L)
@ "- @ -. standard categories.
Learning e'pense in semester credit system >""? is used $y "-. @
-. @ "-.L) @ "- @ -. independent category.
$. Bours of learning for each su$<ect on the pac%age system is
allocated as indicated in the structure of the curriculum. "etting the
time allocated to each su$<ect contained in the odd and even
6
semesters in one academic year can $e carried out Ce'i$ly with a
2'ed amount of study load. (ducation units, it is possi$le to add a
ma'imum of four hours of lessons per wee% overall. +tili;ation of
additional learning hours considering the needs of the students in
achieving competence, in addition to $e used for other su$<ects
that are considered important and not present in the structure of
the curriculum listed in the Content "tandards.
c. !he allocation of time for assignments independently structured
and unstructured activities in the system pac%age for "0 @ -I @ "0L)
DE = 4DE, "-P @ -!s @ "-PL) DE = FDE, and "-. @ -. @ "-.L) @
"- @ -. DE = GDE of time face=to=face activities related su$<ects.
+tili;ation of the allocation of time to consider the potential and
needs of the students in achieving competency.
d. .llocation of time to practice, two hours of practice in schools is
e&uivalent to one hour face to face. Aour hours of practice outside
of school is e&uivalent to one hour face to face.
e. !he allocation of time for face=to=face, structured assignments, and
independent activity is not structured for Hunior Bigh and "enior
Bigh "chool @ -. @ "- @ -. which uses a system of semester
credit units >credits? to follow the rules as follows.
Ine credits in <unior high schools consisted of4 4D minutes face
to face, 7D minutes of structured and unstructured activities
independently.
Ine credits at "-. @ -. @ "- @ -. consists of4 4F minutes
face to face, 7F minutes of structured activities and 7F
minutes of independent activity is not structured.
F. Learning completeness
Learning completeness for each indicator set out in a $asic competency
ranged from D=1DDE. Ideal completeness criteria for each indicator is
7FE. (ducation units should determine the criteria $y considering the
level of mastery of at least average a$ility learners and the a$ility of the
supporting resources in the administration of learning. (ducation units are
7
e'pected to improve the completeness criteria of continuous learning to
achieve the ideal completeness criteria.
G. Class increment and Jraduation
Class increment held at the end of each academic year. Jrade promotion
criteria set $y each relevant technical directorates.
In accordance with the provisions of ,egulation 19@7DDF .rticle 77
Paragraph >1?, passed learners from education units in primary and
secondary education following4
1. complete the entire course of learning
7. o$tain either a minimum value at the 2nal assessment for all su$<ects
and religious su$<ects group of no$le character, civic groups and
personalities, groups of su$<ects of aesthetics, and physical groups of
su$<ects, sports, and healthK
8. pass school#s e'amination @ madrasah for groups of su$<ects of science
and technology
4. pass the /ational ('am.
7. -a<ors
-a<ors done in class LI and LII in the "-. @ -.. -a<ors criteria set $y the
relevant technical directorates.
M. Life "%ills (ducation
a. !he curriculum for primary schools @ "0L), "-P @ -!s @ "-PL), "-. @
-. @ "-.L), "- @ -. can include life s%ills education, which includes
personal s%ills, social s%ills, academic s%ills and @ or vocational s%ills.
$. Life s%ills education can $e an integral part of education all su$<ects
and @ or in the form of pac%ages @ modules that are planned speci2cally.
c. Life s%ills education learners can $e o$tained from the relevant
education unit and @ or from other formal education unit and @ or non=
formal.
9. )ased Local (ducation and Jlo$al ('cellence
a. (ducation=$ased local and glo$al $ene2ts are educational advantages
of using local and glo$al competitiveness needs in the economic,
cultural, language, information technology and communications,
ecology, etc., which are all $ene2cial for the development of learner
competence.
8
$. !he curriculum for all levels of the educational unit $ased education to
incorporate glo$al and local e'cellence.
c. )ased education to local and glo$al $ene2ts can $e part of all su$<ects
and can also $e su$<ects of local content.
d. Local educational e'cellence $ased learners can $e o$tained from
other formal education unit and @ or who have received formal
accreditation.
1D.(ducation Calendar
+nits of primary and secondary education develop educational calendar in
accordance with local needs, school characteristics, the needs of learners
and society, ta%ing into account the calendar of education as contained in
the Content "tandards.
CHAPTER III
CONCLUSION AND SUGGESTION
!his chapter presents 1? the summary of the paper, 7? answer the
&uestion of paper &uestion and hypothesis, 8? implication and suggestion,
and 4? recommendation for further research.
3.1 SUMMARY
.s all we %now, curriculum is an important part in the
teaching learning process. Curriculum $rings the guidance for the
teacher a$out what should the teacher teaches in each education
9
level. !he curriculum that is used nowdays is !"P. !"P gives a $ig
opportunity for each educational units or school to develop their
own curriculum $ased on the students# needs, environment and
many others that ma%es the curriculum can match well with the
environment where the educational units located.
I hope $y discussing and e'ploring Curriculum and !"P, we
as the future teacher can improve our a$ility in conduct a good
lesson plan $ased on the used curriculum.
3.2 ANSERING THE PAPER !UESTION AND HYPOTHESIS
1. Curriculum is a set of plans and arrangements regarding to the
o$<ectives, content and teaching materials and methods that are used
to guide the implementation of learning activities to achieve speci2c
educational goals.
7. !"P stands for uri%ulum !ing%at "atuan Pendidi%an in )ahasa. !he
de2nition of !"P is the operational curriculum that is developed and
implemented in each educational unit. !"P consists of unit=level
educational o$<ectives of education, curriculum structure and unit
level of education, educational calendar, and sylla$us.
8. In general, the purposes of the implementation of !"P is to ma%e the
education unit $ecomes more independent and empowering it
through the granting authority >autonomy? to educational institutions
and encourage schools to conduct participatory decision ma%ing in
curriculum development.
In particular purpose of the application of !"P are 4
1. Improving the &uality of education through the autonomy and
school initiatives in developing the curriculum, manage and
empower the resources availa$le.
7. Increasing awareness of citi;ens and communities in developing
school curriculum through the return of <oint decision.
8. Increasing the healthy competition $etween the educational units.
4. !he components of !"P are 4
10
a. "u$<ect
$. Local Content
c. 0evelopment .ctivities
d. "ettings (ducation ('penses
e. Learning completeness
f. Class increment and Jraduation
g. -a<ors
h. Life "%ills (ducation
i. )ased Local (ducation and Jlo$al ('cellence
<. (ducation Calendar
3.3 SUGGESTIONS
)ased on the contents of this paper, the writers would li%e to
propose their suggestions as follow4
1. !eacher must %now the recent curriculum that is used in
Indonesia and we must %now its purposes and the components
in developing it.
R"#"$"%&"'
)/"P.Panduan Menyusun KTSP.Ha%arta 4 7DDG.
en.wi%ipedia.org
11