PAPER

DEVELOPMENT OF CURRICULUM IN INDONESIA

ELISABETH MARIA USKONO

32220020

III A

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS TIMOR

KEFAMENANU

2023
 LIST OF CONTENTS

COVER

FOREWORD

LIST OF CONTENTS

CHAPTER I INTRODUCTION

1.1.BACKGROUND

1.2.PROBLEM FORMULATION

1.3.PURPOSE OF WRITING

CHAPTER II DISCUSSION

2.1.UNDERSTANDING CURRICULUM

2.2.CURRICULUM FUNCTION

2.3.CURRICULUM OBJECTIVES

2.4.CURRICULUM DEVELOPMENT
 CHAPTER I

INTRODUCTION

1.1 Background

In the learning process activities, the curriculum is needed as a guide to set

targets in the teaching and learning process. Because with the curriculum it will

facilitate every teacher in the teaching and learning process. In addition, the

curriculum is a tool to achieve educational goals, to achieve these national

education goals, Indonesia has experienced various developments and changes in

the curriculum from time to time in order to achieve these national education

goals.Curriculum development is an activity that provides answers to a number of

demands for the needs that develop in education. The curriculum can predict the

expected results of education or teaching because it shows what to learn and what

activities should be experienced by students. Educational results sometimes

cannot be known immediately or after students complete an educational program.

Curriculum renewal needs to be done because there is no one curriculum that suits

all times, the curriculum must be able to adjust to the times that always tend to

change.Curriculum changes involve various factors, both the people involved in

education and the supporting factors in the implementation of education.

Curriculum development is carried out on a number of components in education,

including learning which is the implementation of the curriculum. The result of

this process is a change in teachers and students, as well as other components.

1.2 Problem Formulation

1. What is the definition of curriculum?

2. What is the function of the curriculum?

3. What is the purpose of curriculum?

4. How did the curriculum develop in Indonesia?

1.3 Purpose of Writing

1. Explain the definition of curriculum

2. Explain the function of the curriculum

3. Explain the purpose of the curriculum

4. Explain the development of the curriculum

 CHAPTER II

DISCUSSION

2.1 Definition of Curriculum

The term curriculum (curriculum) comes from the words curir (runner)

and curere (racing ground), and was originally used in the world of sports. At that

time the curriculum was defined as the distance that a runner had to travel from

start to finish to get medals / awards. Then, the notion is applied in the world of

education into a number of subjects (subject) that must be taken by a student from

the beginning to the end of the lesson program to obtain an award in the form of a

diploma.Based on the above understanding, the curriculum contains two main

things, namely: (1) the existence of subjects that must be taken by students, and

(2) the main goal is to obtain a diploma. Thus, the implication for teaching

practice is that each student must master all the subjects given and is usually

symbolized by the score obtained after taking a test or exam, (Ruhimat,

2011).National Education System article 1 paragraph (19) which reads: The

curriculum is a set of plans and arrangements regarding the objectives, content

and learning materials and methods used as guidelines for organizing learning

activities to achieve certain educational goals. Furthermore, article 36 paragraph

(3) states that the curriculum is prepared in accordance with the level and type of

education within the framework of the Unitary State of the Republic of Indonesia

by taking into account:

a. Increased faith and piety;

b. Improvement of noble character

c. Improvement of learners’ potential, intelligence, and interests;

d. Diversity of regional and environmental potential

e. The demands of regional and national development

f. The demands of the world of work;

g. The development of science, technology and art;

h. Religion;

i. The dynamics of global development;

j. National unity and national values.

This article clearly shows the various aspects of the development of the

learners’ overall personality and the development of society and nation, science,

religious life, economy, culture, arts, technology and the challenges of global life.

This means that the curriculum must take these issues seriously and respond to

these issues by adjusting to the quality of human beings expected to be produced

at each level of education.

2.2 Curriculum Functions

Basically the curriculum serves as a guide in carrying out the learning

process. For school principals and supervisors, the curriculum serves as a guide in

carrying out supervision or supervision. For parents, the curriculum serves as a

guide in guiding their children to study at home. For the community, the

curriculum serves as a guide to provide assistance for the implementation of the

educational process in schools. As for students, the curriculum serves as a

learning guide. Related to the function of the curriculum for students as learning

subjects, there are six functions of the curriculum, namely:

a. Adjustment function

This function implies that the curriculum as an educational tool should be

able to direct students to have a well adjusted nature that is able to adapt to

the environment, both the physical environment and the social

environment.

b. Integration function

This function implies that the curriculum as an educational tool should be

able to produce whole individuals.

c. Differentiation function

This function implies that the curriculum as an educational tool must be

able to provide services to individual differences in students.

d. Preparation function

This function implies that the curriculum as an educational tool must be

able to prepare students to continue their studies at the next level of

education.

e. Selection function

This function implies that the curriculum as an educational tool must be

able to provide opportunities for students to choose learning programs that

are in accordance with their abilities and interests.

f. Diagnostic function
 This function means that the curriculum as an educational tool must be

able to help and direct students to be able to understand and accept their

strengths (potential) and weaknesses.

2.3 Curriculum Objectives

The curriculum objectives are divided into four, namely:

1. National Education Goals (TPN)

TPN is a general goal that is loaded with philosophical content. TPN is the

ultimate goal that must be guided by every educational effort, meaning

that every institution and organization, both education organized by

formal, informal and non-formal educational institutions. General

education goals are usually formulated in the form of ideal behavior in

accordance with the outlook on life and the philosophy of a nation

formulated by the government in the form of laws. TPN is a source and

guide in educational efforts.

The purpose of national education is clearly derived from the Pancasila

value system formulated in Law No.20 of 2003, Article 3, which

formulates that national education functions to develop the ability and

shape the character and civilization of a dignified nation in order to

educate the nation’s life, aims to develop the potential of students, in order

to become human beings who have faith and devotion to God, have noble
 character, are healthy, knowledgeable, capable, creative, independent and

become democratic and responsible citizens.

2. Institutional Objectives (IT)

Institutional goals are goals that every educational institution must

achieve. In other words, this goal can be defined as the qualifications that

each student must have after they take or can complete a program at a

particular educational institution. Institutional goals are intermediate goals

to achieve general goals formulated in the form of competition for

graduates of each level of education. For example, the competency

standards of basic, secondary, vocational and higher education levels.

The following is an example of institutional goals, as stated in

government regulation number 19 of 2005 concerning national education

standards Chapter 5 article 26 which explains that the competency

standards for graduates at the basic education level aim to lay the

foundation for intelligence, knowledge, personality, noble character, and

skills to live independently and follow further education.

Graduate competency standards in general secondary education

units aim to increase intelligence, knowledge, personality, noble character,

and skills to live independently and follow further education according to

their vocations.

Graduate competency standards at the higher education level aim

to prepare students to become members of society with noble character,

 knowledge, skills, independence, and attitudes to discover, develop, and

apply science, technology and art that are beneficial to humanity.

3. Curricular Objectives (TK)

Curricular goals are goals that must be achieved by each field of

study or subject. Curricular goals can be defined as qualifications that

students must have after they complete a particular field of study in an

educational institution. Curricular goals are also basically goals to achieve

the goals of educational institutions. Thus, each curricular objective must

be able to support and be directed to achieve constitutional goals.

In government regulation No 19 of 2005 concerning National

Education Standards article 6 states that the curriculum for general,

vocational and special education types at the secondary education level

consists of:

a) Group of religious subjects and noble character.

b) Group of civic and personality subjects.

c) Group of science and technology subjects.

d) The aesthetics subject group.

e) Group of physical subjects, sports and health.

4. Learning or Instructional Objectives (TP)

Learning objectives are the abilities or skills that students are expected to

have after they have carried out the process is an absolute requirement for

teachers.

2.4 Curriculum Development

1. Curriculum 1947

The first curriculum born during independence used the Dutch term leer

plan, which means lesson plan, this term is more popular than the term

curriculum (English). Changes in the direction of education are more

political, from the orientation of Dutch education to national interests.

Meanwhile, the principle of education is determined by Pancasila. The

curriculum that was running at that time was known as Rentjana Pelajaran

1947, which was only implemented in 1950. Some circles call the history

of curriculum development starting from the 1950 Curriculum. The form

contains two main things:

a. List of subjects and teaching hours,

b. Teaching outlines.

At that time, the education curriculum in Indonesia was still influenced

by the Dutch and Japanese colonial education systems, so it only

continued what had been used before.

Rentjana Pelajaran 1947 can be said to be a replacement for the Dutch

colonial education system. Because the atmosphere of national life at that

time was still in the spirit of fighting for independence, education

emphasized the formation of the character of an independent and

sovereign Indonesian human being who was equal to other nations on this

earth. The orientation of the 1947 Rentjana Pelajaran did not emphasize

the education of the mind. What is prioritized is: character education,

 awareness of the state and society. The subject matter was linked to daily

events, attention to the arts and physical education.

2. Curriculum 1952, Unraveled Lesson Plan 1952

In 1952 the curriculum in Indonesia was refined. This curriculum

is more detailed for each subject which was later named Rentjana

Pelajaran Terurai 1952. The most prominent and at the same time

characteristic of this 1952 curriculum is that each lesson plan must pay

attention to the content of the lesson which is connected to everyday life.

At that time, the Community Class was also formed, which is a

special school for 6-year Low School graduates who do not continue to

junior high school. The community class teaches skills, such as

agriculture, carpentry, and fisheries, so that children who cannot afford to

go to junior high school can work immediately.

3. Curriculum 1964, Rentjana Pendidikan 1964

The main ideas of the 1964 curriculum that characterize this

curriculum are that the government has a desire for people to gain

academic knowledge for provision at the elementary level, so that learning

is centered on the Pancawardhana program (Hamalik, 2004), namely

moral development, intelligence, emotional / artistic, skills, and physical.

Some say Panca wardhana focuses on the development of creativity, taste,

karsa, work, and morals. Basic education emphasizes knowledge and

practical functional activities.

4. Curriculum 1968
 The 1968 curriculum is a renewal of the 1964 curriculum, namely

changes in the structure of the education curriculum from pancawardhana

to fostering the Pancasila spirit, basic knowledge, and special skills.This

curriculum is a manifestation of changes in orientation to the

implementation of the 1945 Constitution purely and consequently.The

birth of the 1968 Curriculum was political, namely replacing the 1964

Education Rentjana which was imaged as a product of the Old Order. The

1968 curriculum emphasizes the subject matter organization approach:

Pancasila development groups, basic knowledge, and special skills. The

content of the subject matter is theoretical, not linking to factual problems

in the field. The emphasis is on what material is appropriate for students at

each level of education.

5. The 1975 Period Curriculum

The 1975 curriculum emphasizes objectives, so that education is

more efficient and effective.Teaching methods, materials, and objectives

are detailed in the Procedure for the Development of Instructional Systems

(PPSI).This era is known as the term “lesson unit”, which is a lesson plan

for each unit of discussion.Each lesson unit is further detailed in the form

of General Instructional Objectives (TIU), Specific Instructional

Objectives (ICT), subject matter, learning tools, teaching and learning

activities, and evaluation. Teachers must be skillful in writing the details

of what will be achieved from each learning activity

6. 1984 Curriculum, Enhanced 1975 Curriculum

 The 1984 curriculum carries a process skill approach. Although it

prioritizes the process approach, the goal factor is still important. This

curriculum is also often called the enhanced 1975 Curriculum.The position

of students is placed as the subject of learning.From observing something,

classifying, discussing, to reporting.This model is called the Active

Student Learning Method (CBSA) or Student Active Leaming (SAL).An

important figure behind the birth of the 1984 Curriculum was Professor

Dr. Conny R. Semiawan, Head of the Curriculum Center of the Ministry

of Education and Culture for the period 1980-1986.

7. Curriculum 1994 and Curriculum Supplement 1999

The 1994 curriculum was created as a refinement of the 1984

curriculum and was implemented in accordance with Law no. 2 of 1989

concerning the National Education System. This has an impact on the

lesson time distribution system, namely by changing from a semester

system to a chess quarter system. With a quarter system that is divided into

three stages in one year, it is hoped that it can provide opportunities for

students to be able to receive enough subject matter. The teaching

objectives emphasize the understanding of concepts and problem-solving

skills and problem solving.The 1994 curriculum rolled out more in an

effort to integrate the previous curriculum.

In the 1994 curriculum, the combination of goals and processes has

not been successful because the student learning load is considered too

heavy. The local content material is tailored to the needs of each region,
 for example regional languages, arts, regional skills, etc. Various interests

of community groups are also pressing for certain issues to be included in

the curriculum.As a result, the 1994 Curriculum was transformed into a

super-congested curriculum. The presence of the 1999 Curriculum

Supplement was more about patching up some material.

8. Curriculum 2004, KBK (Competency Based Curriculum)

The 2004 curriculum is also called the Competency-Based

Curriculum (KBK). A competency-based education program must contain

three main elements, namely: selection of appropriate competencies;

specification of evaluation indicators to determine successful achievement

of competencies; and learning development. The characteristics of the

KBK are as follows:

1. Emphasizes the achievement of student competencies both individually

and classically, oriented to learning outcomes and diversity.

2. Learning activities use a variety of approaches and methods,

3. Learning sources are not only teachers, but also other learning sources

that fulfill educational elements.

4. Assessment emphasizes the process and results of learning in an effort

to master or achieve a competency.

5. The basic competency structure of this KBK is detailed in aspect, class

and semester components.

 6. Skills and knowledge in each subject are organized and divided

according to the aspects of the subject.

7. Learning outcome statements are defined for each aspect of the subject

family at each level.

8. The formulation of learning outcomes is to answer questions.

9. Each learning outcome has a set of indicators. The formulation of

indicators is to answer the question, How do we know that students

have achieved the expected learning outcomes?

Competency-based education emphasizes the development of the

ability to perform certain competencies in accordance with predetermined

performance standards. This implies that education refers to efforts to

prepare individuals who are able to perform a set of predetermined

competencies. The implication is that a competency-based curriculum

needs to be developed as a learning guide.

The 2004 curriculum is cooler with the name Competency-Based

Curriculum (KBK). Each subject is detailed based on what competencies

students must achieve. Confusion arises in the measuring instrument for

the achievement of student competencies in the form of the School Final

Examination and the National Examination, which are still in the form of

multiple choice questions. As a result, the results of the KBK are not

satisfactory and teachers do not really understand what competencies the

curriculum makers want.

9. Curriculum for the 2006 KTSP (Education Unit Level Curriculum) Period
 At the beginning of 2006, the KBK trial was stopped, and KTSP

emerged. It was compiled by the National Education Standards Agency

(BSNP) which was then stipulated by the Minister of National Education

through the Minister of National Education Regulation (Permendiknas)

number 22, 23, and 24 of 2006. According to Law number 24 of 2006

article 1 paragraph 15, the Education Unit Level Curriculum (KTSP) is an

operational curriculum prepared by and implemented in each education

unit. So, the preparation of the KTSP is carried out by the education unit

by taking into account the competency standards and basic competencies

developed by the National Education Standards Agency (BSNP).

In addition, the development of the KTSP must be adjusted to the

conditions of the education unit, the potential and characteristics of the

region, and the learners.The objectives of the KTSP include national

education goals as well as suitability to the peculiarities, conditions and

potential of the region, education unit and learners.Therefore, the

curriculum is prepared by the education unit to enable the adjustment of

educational programs to the needs and potential that exist in the region.

The purpose of this KTSP Preparation Guide is to serve as a reference for

SD/MI/SDLB, SMP/MTs/SMPLB, SMA/MA/SMALB, and SMK/MAK

education units in the preparation and development of the curriculum to be

implemented at the level of the education unit concerned.

With the issuance of permen number 24 of 2006 which regulates

the implementation of permen number 22 of 2006 concerning curriculum

 content standards and permen number 23 of 2006 concerning graduation

standards, the 2006 curriculum was born which is basically the same as the

2004 curriculum. The prominent difference lies in the authority in its

preparation, which refers to the spirit of the decentralization of the

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 syllabuses and assessments

according to the conditions of the school and its area. The results of the

development of all subjects are compiled into a device called the

Education Unit Level Curriculum (KTSP). The preparation of the KTSP is

the responsibility of schools under the guidance and monitoring of

regional and local education offices.

At the end of 2012, the KTSP was considered less successful

because schools and teachers did not fully understand the KTSP and the

emergence of various curricula that made it difficult to achieve national

education goals. So starting in early 2013, KTSP was discontinued in

some schools and replaced with a new curriculum.

10. 2013 Period Curriculum

The 2013 curriculum is a refinement, modification and update of

the previous curriculum. The 2013 curriculum was implemented in the

2013/2014 academic year in certain schools (limited). The 2013

 curriculum was officially launched on July 15, 2013. Something new

certainly has a difference with the old.

CHAPTER III

CLOSING

3.1 Conclusion

The curriculum is an important part of education where the quality of a

country is determined by the quality of education. In this case, educators are an

important medium for organizing and developing the potential of students in

schools to be more active and creative in fostering the talents and interests of

students in curriculum development. So that students are able to become

productive citizens who participate in the development and progress of their

country, especially in the world of education. Because the younger generation is

an invaluable asset of the nation. However, it also requires cooperation in the

application of curriculum patterns which are also inseparable from managing

education itself to obtain optimal results.

3.2 Suggestion
 It is hoped that we as the next generation of young people who of course

have the desire to advance their nation and country will continue to try our best to

make it happen. Therefore, do not make the curriculum change a frightening

specter and a burden for us. However, we must make it our whip to get better

results and be able to compete in national and international education. This will be

realized by implementing a good and equitable education curriculum management

system as a whole. And this is our shared responsibility to realize Indonesian

education that is evenly distributed in all circles

 LITERATURE

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http://www.gurungapak.com/2016/03/perkembangan-kurikulum-1947-
sampai.html
Hamalik, Oemar. 2004. Curriculum Development, Basics and Development.
Bandung: Mandar Maju
Muhaimin, Sutiah and Sugeng listyo prabowo.2007.curriculum level education
units (ktsp) in schools and madrasah.Jakarta: PT.RajaGrafindo Persada.
Mulyasa. 2002. Competency-based curriculum: PT.Remaja Rosdakarya
Munasti, T. H. (2013, November 17). Curriculum development paper. Retrieved
March 2, 2017, from Seulanga23:
http://seulanga23.blogspot.co.id/2013/11/makalah-Perkembangan-
kurikulum.html
Ruhimat, t. E. (2011). Curriculum & learning. Jakarta: PT.Raja Grafindo persada.