PAPERS

Study of School Mathematics Curriculum

Basic Concepts of 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 Concepts of Curriculum" 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.

Pasaman Barat, 18 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. Defenition of Curriculum ............................................... ...............................

2. Components of Curriculum ............................................... .............................
3. Function of Curriculum ............................................... .................................
4. Curriculum Development in Indonesia .............................................. ........

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

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

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

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

 CHAPTER I

PRELIMINARY

1. Background
Education is a system that has input, process, and output components. A set of plans and
arrangements regarding the objectives, content and learning materials, as well as the methods
used as guidelines for implementing learning activities to achieve certain educational goals.
This is called the written curriculum. Education providing experiences to students so that
there is a change in student behavior as a result of the giving of the experience, namely the
student's learning outcomes.
The purpose of the curriculum in Indonesia is to develop abilities and shape the character
and civilization of a nation with dignity in order to educate the nation's life, aiming to
develop the potential of students to become human beings who believe and fear God
Almighty, noble, healthy, knowledgeable, capable, creative , be independent, and become
democratic and responsible citizens
Thus, the role of the curriculum in the education system is very important and strategic. It
can not even be separated from an education, especially formal education. Therefore, on this
papers will discuss about the basic concept of the curriculum. It consists of definition,
component, function, and curriculum development in Indonesia.
2. Formulation of Problems
1) What is the definition of curriculum?
2) What is the components of the curriculum?
3) What is the functions of the curriculum?
4) How is curriculum development in Indonesia?
3. Purpose
1) To know what is the definition of curriculum.
2) To know what is the components of the curriculum.
3) To know what is the functions of the curriculum.
4) To know how curriculum development in Indonesia.
 CHAPTER II
DISCUSSION
1. Understanding Curriculum
Etymologically, the curriculum comes from Greek, namely curir which means runner and
curare which means a place to race. So, the term curriculum comes from the world of sports
in Ancient Roman times in Greece, which means the distance that must be traveled by
runners from the start line to the finish. (Hasan, 1986: 176)
According to the UU Law No.20 of 2003 concerning the National Education System, the
curriculum is a set of plans and arrangements regarding the objectives, content, and learning
materials, as well as the methods used as guidelines for implementing learning activities to
achieve certain educational goals.
2. Curriculum Components
The curriculum has five main components, namely: (1) objectives; (2) material; (3)
strategy, learning; (4) curriculum organization and (5) evaluation. The five components are
closely related and cannot be separated. (Loeloek, 2013: 202). Further explanation, namely:
(1).Objective
UU RI no.20 tahun 2003 concerning the National Education System concerning
the objectives of national education states that: "National education functions to develop
capabilities and shape the character and civilization of the nation with dignity in the
context of the intellectual life of the nation, aims at developing the potential of students to
become faithful and righteous human beings. to God Almighty, have a noble character,
are healthy, knowledgeable, capable, creative, independent, and become democratic and
responsible citizens "..
In Permendikbud No. 69 of 2013 concerning. Basic Framework and Curriculum
Structure. Senior High School / Madrasah aliyah stated that the purpose of education in
the 2013 Curriculum is: "to prepare Indonesian people to have the ability to live as
individuals and citizens who are faithful, productive, creative, innovative, and affective
and able to contribute to the life of society, nation, state, and world civilization ”.
In Permendikbud number 37 of 2018 the curriculum objectives include four
competencies, namely (1) competence in spiritual attitudes, (2) social attitudes, (3)
 knowledge, and (4) skills. This competence is achieved through an intracurricular, co-
curricular, and / or extracurricular learning process.
(2).Intructional materials
Intructional materials are knowledge, skills, and attitudes that must be mastered
by students in order to meet the applied competency standards (Loekloek, 2013: 255).
UU RI no.20 tahun 2003 concerning the National Education System The
curriculum is prepared according to the level of education within the framework of the
Unitary State of the Republic of Indonesia by taking into account:
a. Increase in faith and piety
b. Increase in noble morals
c. Increase the potential, intelligence, and interest of students
d. Regional and environmental potential diversity
e. Regional and national development demands
f. The demands of the world of work
g. The development of science, technology and art
h. Religion
i. Global development dynamics
j. National unity and national values.
(3).Learning strategies
The learning strategy in implementing a curriculum is a method used to deliver
subject matter in an effort to achieve learning objectives. A learning strategy contains an
understanding of the implementation of teacher activities and student activities in the
learning process. (Hamalik 2007: 24). The strategy for implementing a curriculum is
reflected in the way in which teaching is carried out, how to conduct assessments, how to
carry out guidance and counseling and how to organize school activities as a whole.
In Permendikbud No 69 of 2013 concerning the Basic Framework and Structure
of the Senior High School / Madrasah Aliyah Curriculum, there are several learning
strategies, namely:
1) teacher-centered learning patterns become learner-centered learning. Students must
have choices about the material being studied to have the same competence
 2) One-way learning pattern (teacher-student interaction) becomes interactive learning
(interactive teacher-student-community-natural environment, other sources / media)
3) isolated learning patterns become networked learning (students can gain knowledge
from anyone and from anywhere that can be contacted and obtained via the internet)
4) passive learning patterns become active-seeking learning (active seeking student
learning is further strengthened by the science approach learning model)
5) self-learning patterns into group learning (team-based)
6) single tool learning patterns become multimedia tool-based learning
7) mass-based learning patterns become the needs of customers (users) by strengthening
the development of the special potential that each student has
8) single knowledge learning pattern (monodiscipline) becomes plural science learning
(multidisciplines)
9) passive learning patterns become critical learning.
(4). Curriculum Organization
The diversity of views that underlie curriculum development has led to diversity
in organizing the curriculum, there are at least six types of curriculum organization,
namely:
1) Separate subjects (isolated subject)
The curriculum consists of a number of separate subjects, which are taught
individually without any connection with other subjects. Each is given at a certain
time and does not consider the interests, needs, and abilities of students, all material is
given the same.
2) Correlated subjects
Correlation is held as an effort to reduce weaknesses as a result of separation of
subjects. The procedure taken is conveying mutually correlated points in order to
make it easier for students to understand certain lessons.
3) Field of study (broad field)
A curriculum organization in the form of a collection of several similar subjects
that have the same characteristics and are correlated (functioned) in one teaching
area.
4) Program that is centered on children (child centered)
 Curriculum programs that focus on the activities of students, not subjects.
5) Core Problem (core program)
A program in the form of problem units, where problems are taken from a
particular subject, and other subjects are given through learning activities in an effort
to solve the problem. The subjects that are the blade of his analysis are given in an
integrated manner.
6) Ecletic Program
A program that seeks a balance between a subject-centered curriculum
organization and students (Loekloek, 2013: 210-211)
(5). Curriculum Evaluation
Curriculum evaluation is intended to check the level of attainment of educational
goals to be realized through the curriculum in question. The performance indicator that
will be evaluated here is the effectiveness of the program. In a broad sense, curriculum
evaluation is intended to examine the overall performance of the curriculum in terms of
various criteria. The performance indicators that are evaluated are the effectiveness,
relevance, efficiency, and feasibility of the program
Curriculum Evaluation When the curriculum is seen as a system, it can be
identified as follows: (1) input, (2) program implementation process, (3) program output,
(4) feedback which is the impact of the program. Evaluation of curriculum inputs
includes evaluation of resources that can support educational programs, such as; funds,
facilities, personnel, social context, and assessment of students before taking the program
(pre-test). (Sulfemi, 2019: 84-85)
Process evaluation includes an assessment of the curriculum implementation
strategy, which deals with the teaching and learning process, guidance and counseling,
supervision administration, teaching facilities, and assessment of learning outcomes.
(Nurdin and Usman 2003: 59)
Output; the overall results achieved by the education program, including: short
term and longer term.
3. Curriculum functions
As a series of plans for the realization of educational goals, of course the curriculum has
several functions. Following are the functions of the curriculum.
1) Adjustment Function
The curriculum is capable of adapting to changes that occur in an environment
that tends to be dynamic.
2) Integration Functions
The curriculum is able to be an educational tool that can form complete
personalities and integrity in society.
3) Differentiation Function
The curriculum is an educational tool that pays attention to service to each student
where they have their own differences that deserve respect.
4) Preparation Function
As an educational tool, the curriculum serves to help prepare students to be able
to go to the next level of education, as well as to be ready to live in a society if these
students do not continue their education.
5) Selection function
The curriculum facilitates students by giving them the opportunity to choose
study programs that match their interests and talents.
6) Diagnostic Functions
The curriculum serves to understand and direct the potential of a student so that
he can continue to explore his potential and improve his weaknesses.
a. Curriculum functions for students
For students, the function of the curriculum is as a means of measuring their own
abilities and consumption of education. This is also related to the pursuit of targets that
make students easily understand various materials or carry out the learning process every
day with ease. In addition, it is also expected that students get new experiences which in
the future can be developed according to their development, and can become provisions
for life later. In addition, the function of the curriculum for students is to make it easier
for them to map out the schedules they will make later. With this schedule, they can
divide their time to do the work that must be done according to the teacher or educator's
guidance later. The curriculum will make it easier for students to map what they have to
do from time to time,
b. Curriculum function for educators
 For educators or teachers, the function of the curriculum will be very useful in
implementing teaching methods later. Educators or teachers will find it very helpful to
have a curriculum, because they can teach by following the structure that has been made
in the delivery of material and evaluations that will be carried out on students later. The
function of the curriculum here can also be called a work guideline for educators or
teachers. With the curriculum, educators or teachers can evaluate the development of
students in absorbing the knowledge and experiences that have been given.
c. Curriculum function for parents
Parents are certainly a very important factor in their children's education.
Therefore, the function of the curriculum is very influential for parents of students.
Parents are figures who must work together with the school in building character and
learning knowledge for students. Therefore, parents are required to know the curriculum
used by their child's school. Because later parents also have to guide and provide
instruction to children in accordance with the applied curriculum. In addition, another
function of the curriculum for parents is to illustrate how their children learn and what
their children get while in school. So, parents can also evaluate children and schools in
implementing the learning curriculum.
Most importantly, the function of parents is of course is also significant in
supporting the implementation of the curriculum, both for children who are students and
also for educators in facilitating the teaching and learning process.
d. Curriculum functions for schools and education offices
The function of the curriculum for schools and education offices is to uniform
knowledge within a group. For schools, of course, within the scope of the school, and for
the education office in a larger scope. This is of course determined with various
considerations and decisions that are best for life and welfare. In addition, this can also
adjust the education that is needed in a place which of course has its own geographical
location, social conditions, and culture. Where in Indonesia has a variety of cultural
diversity which is of course a consideration too
4. Development Of Curriculum In Indonesia
In an education system, the curriculum is dynamic in nature and changes and
developments must always be made in order to keep up with the developments and
challenges of the times. Even so, the changes and developments must be carried out
systematically, directed, not randomly. The history of curriculum in Indonesia has come a
long way, history records these changes starting in 1947, 1952, 1964,1975,1984,1994, 2004,
2006, and the most recent is the 2013 curriculum.
1) Curriculum 1947, "Study Plan 1947"
The current curriculum was known as "Rentjana Lessons 1947". At that time, the
term leer plan (Dutch = lesson plan) was still used instead of the term curriculum. This
lesson plan is based on Pancasila. In the lesson plan, contains two main points, namely a
list of subjects and teaching hours and an outline of teaching.
The orientation of the 1947 Lesson Plan did not emphasize mental education.
What is prioritized is character education, state and community awareness. Subject matter
is associated with everyday events, attention to arts and physical education.
2) Curriculum 1952, "Rentjana Lessons Unraveled 1952"
In 1952 the curriculum in Indonesia was refined. This curriculum has led to a
national education system. The course syllabus shows clearly that a teacher teaches one
subject, (Djauzak Ahmad, Dirpendas period 1991-1995).
The most prominent and at the same time characteristic of the 1952 curriculum is
that every lesson plan must pay attention to the content of lessons that are related to
everyday life. Subjects are classified into five groups of study areas, namely: (1) Moral;
(2) Intelligence; (3) Emotional / artistic; (4) Keprigelan (skills); (5) Physical.
At that time the Community Class was also formed. namely a special school for 6
year old SR graduates who did not continue to junior high school. Community classes
teach skills, such as agriculture, carpentry and fishing. The goal is that children who
cannot afford to go to junior high school can immediately work.
3) Curriculum 1964, "The 1964 Education Program"
By 1964, the government again refined the curriculum system in Indonesia. This
time it was named "1964 Education Plan". The issue at that time was that learning would
be conceptualized in such a way as to be active, creative and productive. So that teachers
are required to guide their students in order to be able to solve problems / problem
solving.
 The method of learning is carried out using the guided cooperation method. In
addition, the government also implements Saturday as a day of krida which aims to give
students freedom to practice activities in the fields of culture, arts, and sports according to
students' interests.
4) Curriculum 1968
In this curriculum, there is a change in the structure of the educational curriculum
from Pancawardhana to fostering the spirit of Pancasila, basic knowledge, and special
skills. The 1968 curriculum is a genuine and consistent manifestation of the change in
orientation towards the implementation of the 1945 Constitution. Subjects are grouped
into 9 points. Djauzak called the 1968 Curriculum a round curriculum. "Only contains the
main subjects,". Emphasis on what material is appropriate given to students at every level
of education. The content of education is directed at activities to enhance intelligence and
skills, as well as develop a healthy and strong physique.
5) Curriculum 1975
In this curriculum, the concept of education is determined from the center, so that
teachers do not need to think about the concept of learning to be implemented. In
addition, there are several principles that underlie this curriculum, including:
a. Goal-oriented, which means that the government formulates goals that must be
mastered by students or better known as the hierarchy of educational goals which
include national educational goals, institutional goals, curricular goals, general
instructional goals and specific instructional goals.
b. Adhering to an integrative approach in the sense that each lesson has a meaning and
role that supports the achievement of more integrative goals.
c. Emphasizes efficiency and effectiveness in terms of power and time.
d. There is to the instructional systems approach known as the Instructional System
Development Procedure. A system that always leads to the achievement of specific
goals, can be measured and formulated in the form of student behavior.
e. Behavioral psychology is influenced by emphasizing response stimuli (stimulation-
response) and training (Drill). Learning uses the theory of Behaviorism, which sees
success in learning as determined by the environment with external stimuli, in this
case schools and teachers.
6) Curriculum 1984, "The enhanced 1975 curriculum"
Along with the development of science, by 1983 the 1975 the curriculum was deemed
incompatible with the needs of the community at that time, so that in 1984 a new
curriculum was formed, namely the 1984 curriculum. active or we often call it CBSA.
The subject matter is also provided with a spiral concept, which means that the higher the
class or level the deeper and wider the subject matter is. In addition, the material delivery
method is not just lectures, practical methods have also begun to be used so that learning
is more effective and efficient to achieve lesson objectives.
In the preparation of the 1984 curriculum, there were also policies taken by the
government including the addition of core subjects which initially only amounted to 8 to
16 core subjects plus the addition of elective subjects according to their respective
majors. This is related to changes made to the majors program in SMA. If in the 1975 the
curriculum there were 3 majors, namely Science, Social Sciences, and Language, then in
the 1984 curriculum the majors were stated in programs A and B. Program A consisted
of: (1) A1, emphasis on Physics subjects; (2) A2, emphasis on Biology; (3) A3, emphasis
on Economics subjects; (4) A4, emphasis on subjects Language and Culture. While
program B is a program that leads to vocational skills that will be able to field students
directly into the community. However,
7) Curriculum 1994 and Curriculum Supplements 1999
The 1994 curriculum was the result of an attempt to integrate the previous
curricula, especially the 1975 and 1984 curricula. Unfortunately, the combination of
objectives and process had not been successful. So that a lot of criticism came, because
the student's learning load was considered too heavy, from national content to local
content.
Local content material is tailored to the needs of each region, for example,
regional language arts, regional skills, and others. Various interests of community groups
also insisted that certain issues be included in the curriculum. Finally, the 1994
Curriculum was transformed into a super dense curriculum. The fall of the Soeharto
regime in 1998, followed by the presence of the Supplement Curriculum 1999. But the
changes were more about patching up a number of subject matter.
8) Curriculum 2004, "CBC (Competency Based Curriculum)"
 Competency-Based Curriculum or what we often know as CBC is a curriculum
concept that emphasizes the development and mastery of competences for students
through various activities and experiences in accordance with national education
standards so that the results can be felt by students, parents and society, both for continue
higher education, enter the world of work and socialize with the community.
In principle, CBC is shifting curriculum orientation from content-based to
competency-based curriculum orientation. The old content-oriented curriculum
encourages teachers to do how to know and what should be to know. Thus the educators
are more focused so that students can master the material or theory rather than practice in
students. It is different from the KBK which is competency-oriented which demands that
students do not only do how to do and what to dose so that students can "know what" and
"do what".
Competence has a strong foundation which is built on the teaching domain,
namely cognitive, effective and psychomotor. So that if students are called "can explain"
or can "do" then it has received support from cognitive, affective and psychomotor specs.
So in the CBC process, educators are required to be able to:
a. How to know (how to make students understand knowledge)
b. How to be (how something that students learn becomes part of the student's
personality)
c. How to do (how something students learn makes it do something)
CBC development includes at least three steps of activity, namely identifying
competencies, developing a curriculum structure, and describing subjects.
9) Curriculum 2006, "KTSP (Education Unit Level Curriculum)"
The implementation of the CBC was still under limited testing, however in early
2006, this limited trial was terminated. And then with the issuance of candy number 24 of
2006 which regulates the implementation of candy number 22 of 2006 concerning
curriculum content standards and candy number 23 of 2006 concerning graduation
standards, the 2006 curriculum was born which is basically the same as the 2004
curriculum. The salient difference lies in the authority in its preparation, which refers to
the spirit of the decentralized education system.
 In the 2006 curriculum, the central government sets competency standards and
basic competencies, while schools in this case teachers are required to be able to develop
in the form of a syllabus and assessment in accordance with the conditions of the school
and the region. The results of the development of all subjects are compiled into a tool
called the Education Unit Level Curriculum (KTSP). The preparation of KTSP is the
responsibility of schools under the guidance and monitoring of the regional and local
education offices.
10) Curriculum 2013
This curriculum is the latest curriculum that was implemented in the new
academic year 2013-3014. The development of the 2013 Curriculum is expected to be
able to produce productive, creative, innovative, affective Indonesians through
strengthening integrated attitudes, skills and knowledge. The elements that have changed
in the 2013 curriculum are graduate competency standards, process standards, content
standards, and assessment standards. The competence of this curriculum graduate is an
increase and balance between soft skills and hard skills which include aspects of
competence, attitudes, skills, and knowledge. Competencies that were originally derived
from subjects turned into subjects developed from competencies.
Process standards that were originally focused on exploration, elaboration and
confirmation are complemented by observing, questioning, processing, reasoning,
presenting, concluding and creating. In addition to learning, it does not only occur in
classrooms but also in the school and community environment. Attitude learning is not
only taught verbally, but through examples and examples. He teaches learning in
elementary schools thematically and in an integrated manner, at the junior high school
level, science and social studies subjects are taught in an integrated manner. For SMA
level there are compulsory and elective subjects according to their talents and interests
and for SMK itself the skill competency is adjusted to industry standards.
 CHAPTER III
CLOSING
1. Conclusion
The curriculum as contained in the Republic of Indonesia Law No.20 of 2003 concerning
the National Education System is a set of plans and arrangements regarding the objectives,
content, and learning materials, as well as the methods used as guidelines for implementing
learning activities to achieve certain educational goals.
The curriculum has five main components, namely: (1) objectives; (2) material; (3)
strategy, learning; (4) curriculum organization and (5) evaluation. The five components are
closely related and cannot be separated.
As a series of plans for the realization of educational goals, of course the curriculum has
several functions such as Adjustment Function, Integration Functions, Differentiation
Function, Preparation Function, Selection function and Diagnostic Functions
In an education system, the curriculum is dynamic in nature and changes and
developments must always be made in order to keep up with the developments and
challenges of the times. Even so, the changes and developments must be carried out
systematically, directed, not randomly. The history of curriculum in Indonesia has come a
long way, history records these changes starting in 1947, 1952, 1964,1975,1984,1994, 2004,
2006, and the most recent is the 2013 curriculum.
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
Hasan Langgulung. 1986. Manusia dan Pendidikan suatu Analisa Psikologi Pendidikan Jakarta:
Pustaka Al-Husna

Loeloek E. P., Sofan A. 2013 Panduan Memahami Kurikulum. Jakarta :PT, Prestasi Pustakaraya

Nurdin dan Usman. (2003) Guru Professional dan Implementasi Kurikulum, Jakarta : Ciputat
Press

Permendikbud No. 69 Tahun 2013 Tentang. Kerangka Dasar Dan Struktur Kurikulum. Sekolah
Menengah Atas/Madrasah aliyah

Sulfemi, W. B. (2019). Manajemen Kurikulum di Sekolah. Bogor: Visi Nusantara Maju.

UU RI no.20 tahun 2003 tentang Sistem Pendidikan Nasional