Professional Documents
Culture Documents
DISUSUN OLEH
Feisal Adi Candra / 8820316003
Riswandi / 882031600
I.1 Background
Education in human child civilization is the most urgent thing. Since
humans have interacted with these educational activities since then, humans
have succeeded in realizing various developments and advancements in all
their lines of life. Even education is something natural in the development of
human civilization. In parallel, the educational process has also progressed
very rapidly, both in the form of methods, facilities and targets to be
achieved. Because this is one of the characteristics and features of
education, which is advanced. And if an education does not experience and
does not cause progress or setbacks it is not called education. Because
education is an integral activity that includes targets, methods and means in
shaping humans who are able to interact and adapt to their environment,
both internally and externally in order to realize better progress. In order to
improve the quality of education in Indonesia, the government is trying to
carry out various reforms in the field of education. And as a means to
improve the quality of education a curriculum is needed.
4. Kurikulum 1968
The 1968 curriculum is a renewal of the 1964 curriculum,
namely the change in the structure of the educational curriculum from
Pancawardhana to the formation of the Pancasila spirit, basic knowledge,
and special skills. The 1968 curriculum is a manifestation of a change in
orientation in the implementation of the 1945 Constitution purely and
consistently.
In terms of educational goals, the 1968 Curriculum aims that
education is emphasized in efforts to shape true, strong, and physically
healthy human Pancasila, enhancing intelligence and physical skills, morals,
manners, and religious beliefs. Educational content is directed at enhancing
intelligence and skills, as well as developing a healthy and strong physique.
5. Kurikulum 1975
The 1975 curriculum emphasizes goals, so education is more
efficient and effective. "The background is the influence of concepts in the
field of management, namely the famous MBO (management by objective)
at that time. Methods, materials and teaching objectives are detailed in the
Instructional System Development Procedure (PPSI). This era is known as
the "unit of study", namely the lesson plan of each unit of discussion. Each
lesson unit is detailed again: general instructions, special instructional goals
(ICT), subject matter, learning tools, teaching and learning activities, and
evaluation. The 1975 curriculum was widely criticized. The teacher is made
busy writing down the details of what will be achieved from each learning
activity.
This year the official modern mathematics teaching began.
This modern mathematical learning model arises because of technological
advances. In the United States the feeling of lack of people capable of
handling weapons, missiles and rockets is very little, prompting the
emergence of renewal of mathematics learning.
W. Brownell suggests that learning mathematics must be
meaningful and understanding learning. The Gestalt theory that emerged
around 1930, where Gestalt emphasized that memorized training is very
important in teaching but applied after implanting understanding in students.
The two things above affect the development of mathematics
learning in Indonesia. Various weaknesses seem clear, learning lacks
emphasis on understanding, lack of continuity, less stimulating children to
want to know, and so on. Plus the community is faced with technological
advances. Finally the Government designed a learning program that could
cover these weaknesses.
A 1975 curriculum emerged where mathematics had the
following characteristics:
a. Create new topics and approaches. New topics that emerge are sets,
statistics and probabilities, relations, ancient numerical systems, writing
non-decimal number symbols.
b. Learning emphasizes meaningful learning and understanding rather than
memorization and numeracy skills.
c. Primary school and secondary school mathematics programs are more
continuous.
d. Introduction to the emphasis on learning on structure.
e. The program can serve groups of children whose ability is hydrogen.
f. Use more appropriate language.
g. The teaching center for students is not the teacher.
h. Meode learning methods find, solve problems and discussion techniques.
i. Mathematics teaching is more lively and interesting.
III.1 CONCLUSION
From the presentation of the paper above, it can be concluded as follows:
a. The curriculum is a set of plans and arrangements regarding the purpose,
content, and learning materials as well as the methods used as guidelines for
the implementation of learning activities to achieve certain educational
goals.
b. The curriculum development function has the following meanings:
1. As a guideline for the implementation of education at a certain level of
educational institutions and to enable achieving the objectives of the
educational institution.
2. As a limitation of the education program (teaching material) that will be
run in one semester, class, or at the level of education.
3. As a teacher's guide in organizing the Teaching and Learning Process, so
that the activities carried out by the teacher and students are directed
towards the intended goals.
c. Principles in curriculum development, namely
1. Relevance Principle
2. The Principle of Flexibility
3. Continuity Principle
4. Principle of Effectiveness
5. Efficiency Principle
d. Curriculum changes in the world of education in Indonesia and the
objectives to be achieved can be described as follows:
1. Curriculum 1947
The 1947 Lesson Plan prioritizes character education, state awareness, and
community, rather than mind education.
2. Curriculum 1952
In 1952 this was named the Unraveling Lesson Plan 1952. This curriculum
has led to a national education system. The most prominent and also
characteristic of this 1952 curriculum is that every lesson plan must pay
attention to the contents of the lessons that are related to everyday life.
3. 1964 curriculum
The government is refining the curriculum system in Indonesia. This time it
was named Education Plan 1964. The main points of the 1964 curriculum
that characterize this curriculum are that the government has a desire for
people to gain academic knowledge for debriefing at elementary school, so
that learning is centered on the Pancawardhana program which encompasses
the development of creativity, taste, intention, work, and morals.
4. Curriculum 1968
The 1968 curriculum is a renewal of the 1964 curriculum, namely the
change in the structure of the educational curriculum from Pancawardhana
to the formation of the Pancasila spirit, basic knowledge, and special skills.
The 1968 curriculum is a manifestation of a change in orientation in the
implementation of the 1945 Constitution purely and consistently.
5. 1975 curriculum
The 1975 curriculum emphasizes goals, so education is more efficient and
effective. "The background is the influence of concepts in the field of
management, namely the famous MBO (management by objective) at that
time.
6. Kurikulum 1984
curriculum (CBSA curriculum) The 1984 curriculum is oriented towards
instructional goals. Based on the view that giving students a learning
experience in very limited learning time in school must be truly functional
and effective.
7. Kurikulum 1994
curriculum The 1994 curriculum was made as an improvement to the 1984
curriculum and implemented in accordance with the Law no. 2 of 1989
concerning the National Education System.
8. Kurikulum 2004
Curriculum (KBK) This 2004 curriculum is better known as the
Competency Based Curriculum (KBK). Competency-based education
focuses on developing the ability to do (competency) certain tasks in
accordance with predetermined performance standards.
9. Kurikulum 2006
Curriculum (KTSP) The 2006 curriculum is known as the Education Unit
Level Curriculum (KTSP).
10. kurikulum 2013
The meaning of a qualified human being, according to Law
Number 20 of 2003 concerning the National Education System, namely
educated human beings who believe and fear God Almighty, are noble,
healthy, knowledgeable, capable, creative, independent, and become
democratic citizens and responsible.
a.
DAFTAR PUSTAKA