PAPERS

Study of School Mathematics Curriculum

Basic Concepts of the 2013 Curriculum

Dr. Edwin Musdi, M. Pd.

Group 3:

Ilhamsyah Putra (19029089)

Olivia Wahyu Istifa (19029039)

Rendy B. Suharsono (19029044)

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS &

NATURAL SCIENCE

STATE UNIVERSITY OF PADANG

2021
 PREFACE

Praise and gratitude we say the presence of God Almighty for blessings and grace, a
paper entitled "Basic Concept of Curriculum 2013" can be completed easily and in
accordance with the allotted time. Without His help this task might not be able to be
completed on time.
This paper was made to fulfill one of the tasks courses Study of Mathematics School
Curriculum. The author would also like to thank Dr. Edwin Musdi, M. Pd. As a lecturer in
Study of Mathematics School Curriculum who has provided direction in compiling this paper
and has given this assignment so that it can add knowledge and insight in accordance with the
field of study that I am working on.
The author realizes that this paper is far from perfect because of the limitations of
knowledge and experience. Therefore, all constructive criticism and suggestions will be
accepted by the author with pleasure. The author hopes that this paper can be useful for all
those who need it. That's all from the author and thank you.

West Pasaman, 21 February 2021

Author
 TABLE OF CONTENTS

PREFACE ................................................. .................................................. ...........

TABLE OF CONTENS ............................................... .........................................

CHAPTER I PRELIMINARY ............................................... .................................

1. Background ................................................. ................................................

2. Formulation of Problems ............................................... ..............................
3. Purpose ................................................. .................................................. ......

CHAPTER II DISCUSSION ............................................... ....................................

1. Basic concept of the 2013 curriculum related to the Rational Development of the 2013
Curriculum Components of Curriculum ............................................... ..................
2. Characteristics of the 2013 Curriculum................................................ ..........................
3. Basic framework of the curriculum.............................................. ........

CHAPTER III CLOSING ............................................... ......................................

1. Conclusion ................................................. ..................................................

2. Suggestion ................................................. .................................................

REFERENCES ................................................. .................................................. ....

 CHAPTER I

PRELIMINARY

1. Background
The basic concept of the 2013 curriculum is attitudes, skills and knowledge. The 2013
curriculum is structured by developing and strengthening attitudes, knowledge and skills
in a balanced manner. The emphasis of learning is directed at the power of knowledge
and skills that can develop spiritual and social attitudes in accordance with the
characteristics of religious education and character.
Each curriculum has its own characteristics, as does the 2013 Curriculum designed by
the government. The basic framework of the curriculum contains philosophical,
sociological, psychopedagogical and juridical foundations in accordance with the
National Education Standards.
2. Formulation of Problems
1) What is the basic concept of the 2013 curriculum related to the Rational Development
of the 2013 Curriculum?
2) What is the characteristic of the 2013 Curriculum?
3) What is the basic curriculum framework (Philosophical Basis, Sociological Basis,
Psychopedagogical Basis, Juridical Basis)?
3. Purpose
1) To know what is the basic concept of the 2013 curriculum related to the Rational
Development of the 2013 Curriculum.
2) To know what is the characteristics of the 2013 Curriculum.
3) To know what is the basic framework of the curriculum (Philosophical Basis,
Sociological Basis, Psychopedagogical Basis, Juridical Basis)
 CHAPTER II
DISCUSSION
A. The basic concept of the 2013 curriculum is related to the rational development of
the 2013 curriculum
The basic concept of the 2013 curriculum is attitudes, skills and knowledge. The 2013
curriculum is structured by developing and strengthening attitudes, knowledge and skills
in a balanced manner. The emphasis of learning is directed at the power of knowledge
and skills that can develop spiritual and social attitudes in accordance with the
characteristics of Islamic religious education and character. The 2013 policy change
concerns four elements of the curriculum change, namely the graduate competency
standards (SKL), content standards (SI), process standards and assessment standards.
Rational Curriculum Development The 2013 curriculum was developed based on the
following factors:
1. Internal Challenges
Internal challenges, among others, are related to the condition of education in
relation to educational demands which refer to 8 (eight) National Education Standards
which include content standards, process standards, competency standards for
graduates, standards for educators and education personnel, standards for facilities
and infrastructure, management standards, and financing standards, and
educational assessment standards. Another internal challenge is related to the
development of the Indonesian population in terms of the population growth of the
productive age. Currently, the population of productive age (15 - 64 years) is more
than the unproductive age (children aged 0-14 years and parents aged 65 years and
over). The number of productive age population will reach its peak in 2020-2035
when the figure reaches 70%. Therefore, the big challenge faced is how to make
efforts so that these abundant productive age human resources can be transformed into
human resources who have competence and skills through education so that they do
not become a burden.
2. External Challenges
External challenges, among others, relate to the flow of globalization and
various issues related to environmental problems, advances in technology and
information, the rise of creative and cultural industries, and the development of
education at the international level. The flow of globalization will shift the lifestyle of
society from traditional agrarian and commerce to a modern industrial and trade
 society as can be seen in the World Trade Organization (WTO), Directorate of
Vocational High School Development Association of Southeast Asian Nations
(ASEAN) Community, Asia-Pacific Economic Cooperation (APEC), and the ASEAN
Free Trade Area (AFTA). External challenges are also related to the shift in world
economic power, the influence and impact of technology as well as the quality,
investment and transformation of the education sector. Indonesia's participation in
the International Trends in International Mathematics and Science Study (TIMSS)
study and the Program for International Student Assessment (PISA) since 1999 also
shows that the achievements of Indonesian children have not been encouraging in
several reports issued by TIMSS and PISA. This is because, among others, the large
number of test materials asked in TIMSS and PISA are not included in the Indonesian
curriculum.
B. 2013 CURRICULUM CHARACTERISTICS
Each curriculum has its own characteristics, as does the 2013 Curriculum designed by
the government. The 2013 curriculum is designed with the following characteristics
(Kemendikbud, 2013):
1. develop a balance between the development of spiritual and social attitudes, curiosity,
creativity, cooperation with intellectual and psychomotor abilities;
2. the school is part of the community that provides a planned learning experience where
students apply what they learn at school to the community and use the community as
a learning resource;
3. develop attitudes, knowledge and skills and apply them in various situations in
schools and communities;
4. allow sufficient time to develop various attitudes, knowledge and skills;
5. competencies are stated in the form of class core competencies, which are further
detailed in the basic competences of subjects;
6. core class competencies become the organizing elements of basic competencies,
where all basic competencies and learning processes are developed to achieve the
competencies stated in core competencies;
7. Basic competencies are developed based on the principles of accumulative, mutually
reinforcing and enriched between subjects and levels of education (horizontal and
vertical organization).
C. Basic Curriculum Framework
 Government Regulation of the Republic of Indonesia Number 32 of 2013 concerning
National Education Standards Chapter XI A article 77A paragraph 1 that the basic
framework of the curriculum contains philosophical, sociological, psychopedagogical and
juridical foundations in accordance with the National Education Standards. Based on the
regulation of the minister of education and culture of the republic of Indonesia number 67
of 2013 concerning the basic framework and curriculum structure for elementary
schools / madrasah ibtidaiyah, the basic framework of the curriculum, among others:
1. Philosophical Basis
The philosophical foundation in curriculum development determines the
quality of students to be achieved by the curriculum, the sources and content of the
curriculum, the learning process, the position of students, the assessment of learning
outcomes, the relationship of students with the community and the natural
environment around them. The 2013 curriculum was developed with a philosophical
foundation that provides the basis for the development of all the potential of students
to become quality Indonesians as stated in the national education goals. Basically,
there is no single educational philosophy that can be used specifically for curriculum
development that can produce quality human beings. Based on this, the 2013
Curriculum was developed using the following philosophy:
1) Education is rooted in the nation's culture to build the present and future life of the
nation. This view has made the 2013 Curriculum developed based on the diverse
cultures of the Indonesian nation, aimed at building present life and building the
foundation for a better life for the nation in the future. Preparing students for
future life has always been a concern of the curriculum, this implies that the
curriculum is an educational design to prepare the lives of the nation's young
generation. Thus, the task of preparing the nation's young generation is the main
task of a curriculum. To prepare for the present and future lives of students,
2) Students are creative heirs of the nation's culture. According to this philosophical
view, the achievements of the nation in various fields of life in the past are
something that must be contained in the curriculum content for students to learn.
The educational process is a process that provides opportunities for students to
develop their potential into rational thinking skills and academic brilliance by
giving meaning to what is seen, heard, read, learned from cultural heritage based
on the meaning determined by the cultural lens and according to the level of
maturity psychological and physical maturity of students. In addition to
 developing the ability to think rationally and brilliantly in academics, the 2013
Curriculum positions cultural excellence in learning to create a sense of pride,
3) Education is aimed at developing intellectual intelligence and academic brilliance
through educational disciplines. This philosophy determines that the content of the
curriculum is a scientific discipline and learning is a learning discipline
(essentialism). This philosophy requires that the curriculum has the same subject
name as the name of the scientific discipline, always aiming to develop
intellectual abilities and academic brilliance.
4) Education to build a better present and future life than the past with various
intellectual abilities, communication skills, social attitudes, caring, and
participation to build a better life for the community and nation (experimentalism
and social reconstructivism). With this philosophy, the 2013 Curriculum intends
to develop the potential of students into the ability to think reflective for solving
social problems in society, and to build a better democratic society. Thus, the
2013 Curriculum uses the philosophy as above in developing the individual lives
of students in religion, art, creativity, communication, values and various
dimensions of intelligence that are in accordance with a student and are needed by
society.
2. Sociological Basis of Curriculum 2013
The curriculum is developed to be developed in accordance with the demands
and norms prevailing in the local community. Indonesian society is a very diverse
society. Representation of a diverse society in terms of socio-economic strata, culture,
ethnicity, religion, physical and mental conditions. To accommodate this diversity, the
2013 Curriculum is developed inclusively to provide the basis for the formation of
mutual respect and no discrimination.
3. Psychopedagogical Basis of Curriculum 2013
The curriculum is developed with reference to how to educate children as
unique individuals, have different developmental speeds, and have not yet reached a
concrete operational period, and therefore a learning approach is used that is
appropriate to the developmental stages and potential of each child.
4. Juridical basis
The juridical foundations of the 2013 Curriculum are:
1) 1945 Constitution of the Republic of Indonesia
2) Law Number 20 of 2003 concerning the National Education System
3) Law Number 17 of 2005 concerning the National Long-Term Development Plan,
along with all the provisions outlined in the National Medium-Term
Development Plan
4) Government Regulation Number 19 of 2005 concerning National Education
Standards as amended by Government Regulation Number 32 of 2013
concerning Amendments to Government Regulation Number 19 of 2005
concerning National Education Standards.
 CHAPTER III
CLOSING
1. Conclusion
The basic concept of the 2013 curriculum is attitudes, skills and knowledge. The 2013
curriculum is structured by developing and strengthening attitudes, knowledge and skills
in a balanced manner. The emphasis of learning is directed at the power of knowledge
and skills that can develop spiritual and social attitudes in accordance with the
characteristics of religious education and character.
Each curriculum has its own characteristics, as does the 2013 Curriculum designed by
the government. The basic framework of the curriculum contains philosophical,
sociological, psychopedagogical and juridical foundations in accordance with the
National Education Standards.
2. Suggestion
Suggestion that as author can give that there needs to be a further understanding of
efforts to increase discussion basic concepts of the curriculum.
 BIBLIOGRAPHY
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Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 67
of 2013 about the basic framework and curriculum structure of the elementary school
/ madrasah ibtidaiyah

Republic of Indonesia Government Regulation Number 32 of 2013 concerning Standards

National Education