Development of Curriculum 1947 to Curriculum 2013.

(Indonesia Curriculum Course)

History notes that the curriculum that has been in effect in Indonesia from the curriculum of
1947 to the curriculum of 2013, the curriculum has undergone reforms following the
development of the increasingly modern world of education and certainly because of the factors
of the times. Here's the curriculum from the past until now.

1) The 1947 curriculum

The first curriculum that was born in the independence period using the term in Dutch leer plan
means lesson plan, this term is more popular than the term curriculum (English). The change in
direction of education is more political, from the Dutch education orientation to the national
interest. While the principle of education is established Pancasila. The current curriculum was
known as the Lesson Plan of 1947, which was only implemented in 1950. Some circles call the
history of curriculum development beginning from the 1950 Curriculum. The form contains two
main points: a. List of subjects and hours ofinstruction, b. Outlines of teaching.
At that time, the curriculum of education in Indonesia was still influenced by the Dutch and
Japanese colonial education system, so only the forwarding had ever been used before. The
Lesson Plan of 1947 is arguably a substitute for the Dutch colonial education system. Because
the atmosphere of national life was still in the spirit of struggle for independence, education is
more emphasis on the formation of Indonesian human character that is independent and
sovereign and parallel to other nations on earth. The Lesson Orientation Plan of 1947 does not
emphasize the education of the mind. The priority is: character education, state and community
awareness. The subject matter is related to daily events, attention to the arts and physical
education.

2) The 1952 Curriculum, The Lesson Plan Unraveled 1952

In 1952 the curriculum in Indonesia was refined. The curriculum is more detailing each subject
was given the name Lesson Plan Unraveling 1952. This curriculum has led to a national
education system. The most prominent and at the same time characteristic of the 1952
curriculum is that every lesson plan should pay attention to the content of the lessons that are
linked to everyday life.
The curriculum details each of the subjects called Lesson Plans Unraveled in 1952. "The course
syllabus is very clear, a teacher teaches one subject," said Djauzak Ahmad, Director of Basic
Education of the Ministry of National Education from 1991-1995. At that time also formed a
class of Society. Namely a special school for graduates of the 6-year Low School who did not
continue to junior high school. The community class teaches the skills, such as agriculture,
carpentry, and fisheries so that children can not afford to go to junior high school, can work
immediately.
3) The 1964 Curriculum, Educational Plan 1964
The key points of the curriculum of 1964 that characterize this curriculum are that the
government has a desire for the people to gain academic knowledge for elementary education, so
that learning is centered on the Pancawardhana program (Hamalik, 2004), which is moral,
intelligence, emotional / artistic development, skill, and body. Some call Panca wardhana
focusing on the development of creativity, taste, intention, work, and morals. Subjects are
classified into five groups of subjects: moral, intelligence, emotional / artistic, keprigelan (skills),
and physical. Basic education emphasizes more on practical knowledge and functional activities.

4) The 1968 curriculum

The curriculum of 1968 is a renewal of the 1964 curriculum, which changes the structure of the
educational cultivation of pancawardhana into the guidance of Pancasila soul, basic knowledge,
and special skills. This curriculum is a manifestation of the orientation changes in the
implementation of the 1945 Constitution in a pure and consequent manner. The birth of the
1968 curriculum was political in that it replaced the 1964 Educational Plan that was imaged as a
product of the Old Order. The goal is the formation of true Pancasila people. The 1968
curriculum emphasizes the organizational approach of the subject matter: the Pancasila
counseling group, basic knowledge, and special skills. The number of lessons 9. Djauzak
mentions the 1968 Curriculum as a round curriculum. "It only contains subject subjects," he
said. The content of the subject matter is theoretical, not related to the factual problems in the
field. The emphasis on the right materials is given to students at every level of education.

5) Curriculum Period 1975

The 1975 curriculum emphasizes the purpose, so education is more efficient and effective. "The
background is the influence of concepts in the field of management, namely MBO (management
by objective) is famous at the time," said Drs. Mudjito, Ak , MSi, Director of Kindergarten and
Primary School Development. Teaching methods, materials, and objectives are detailed in
Instructional System Development Procedures (PPSI). This period is known as the "unit of
learning", the lesson plan of each unit of discussion.
Each unit of lesson is detailed again in the form of General Instructional Objectives (TIU),
Special Instructional Goals (ICT), lesson material, lesson tools, teaching and learning activities,
and evaluation. The teacher must be skilled at writing down the details of what each learning
activity will accomplish.

6) The 1984 Curriculum, The Enhanced 1975 Curriculum

The 1984 curriculum brings the skill approach process. Although the priority of a process
approach, but the goal remains an important factor. This curriculum is also often called an
enhanced 1975 Curriculum.Students position placed as studying subject. From observing
something, grouping, to discuss, to report. This model is called Student Active Learning (CBSA)
or Student Active Leaming (SAL). The key figure behind the 1984 Curriculum was Professor
Dr. Conny R. Semiawan, Head of Depdiknas Central Curriculum for the period of 1980-1986.
 The beautiful and theoretical CBSA concept of the results in the pilot schools is experiencing
much deviation and reduction when applied nationally. Unfortunately, many schools are less
able to interpret CBSA. What is visible is the rowdy atmosphere in the classroom because
students discuss, here and there there are patches of pictures, and the striking teacher no longer
teaches the lecture model. The CBSA rejection endings have sprung up.

7) 1994 Curriculum and Curriculum Supplement 1999

The 1994 curriculum was created as a refinement of the 1984 curriculum and implemented in
accordance with Law no. 2 of 1989 on National Education System. This affects the time division
system of learning, by changing from the system semester to the system quarter. With a quarterly
system that divides it in one year into three stages is expected to provide an opportunity for
students to be able to receive enough subject matter. The purpose of teaching emphasizes the
understanding of concepts and skills to solve problems and solve problems. The 1994 curriculum
revolved more in efforts to integrate the previous curricula. "His soul wants to combine between
the 1975 Curriculum and the 1984 Curriculum, between process approaches," Mudjito explained.
In the 1994 curriculum the combination of objectives and processes has not been successful
because the students' learning burden is considered too heavy. From national to local
content. Content of local content adapted to the needs of their respective regions, such as
regional language art, local skills, and others. The various interests of community groups also
insist that certain issues fall into the curriculum. As a result, the 1994 curriculum transformed
into a super-solid curriculum. Presence of Supplementary Curriculum 1999 more on patching
some material.

8) Curriculum 2004, KBK (Competency Based Curriculum)

The 2004 curriculum, also called Competency Based Curriculum (KBK). A competency-based
education program should contain three main elements, namely: selection of appropriate
competencies;specification of evaluation indicators to determine the success of competency
achievement; and learning development.
The characteristics of CBC are as follows:
1. Emphasizing on the achievement of student competencies both individually and classically,
learning-oriented (learning outcomes) and diversity.
2. Learning activities use a variety of approaches and methods,
3. learning resources not only teachers, but also other learning resources that meet educational
elements.
4. Assessment emphasizes the process and learning outcomes in the effort to master or attain a
competence.
5. The basic competency structure of KBK is detailed in component aspects, classes and
semesters.
6. Skills and knowledge in each subject, organized and divided according to aspects of the
subject.
7. Statement of learning outcomes is set for each aspect of the study group at each level.
8. The formulation of learning outcomes is to answer questions,
 1. What should students know and be able to do as a result of their learning at this level?
2. Learning outcomes reflect the breadth, depth, and complexity of the curriculum expressed
by verbs that can be measured by various assessment techniques.
9. Each learning outcome has a set of indicators. The formulation of indicators is to answer
questions, How do we know that students have achieved the expected learning outcomes ?.
Competency-based education focuses on developing the ability to perform the competence of
certain tasks in accordance with predetermined performance standards. This implies that
education refers to the preparation of individuals who are able to perform a defined set of
competencies. The implication is the need to develop a competency-based curriculum as a
learning guide.
Competence is the knowledge, skills, and basic values reflected in the habit of thinking and
acting. The habit of thinking and acting consistently and continuously can enable a person to
become competent, in the sense of having the knowledge, skills, and basic values to do
something (Puskur, 2002: 55).
The 2004 curriculum is cooler with the name of Competency Based Curriculum (KBK). Each
subject is specified based on what competencies the student should accomplish. Confusion arises
in the measuring instrument of achievement of student competence in the form of School Final
Examination and National Examination which is still a matter of multiple choice. If the goal is to
achieve the desired competence in the students, the measuring instrument is more likely to be
practiced or the description that can measure the extent of students' understanding and
competence. As a result, KBK results are not satisfactory and teachers do not really
understand what exactly the competencies desired by the curriculum maker.

9) Curriculum Period KTSP (Curriculum Unit of Lesson Level) 2006

Early 2006 KBK trial was stopped, KTSP emerged. Compiled by the National Education
Standards Agency (BSNP), which was subsequently determined by the Minister of National
Education through the Regulation of the Minister of National Education (Permendiknas) number
22, 23 and 24 of 2006. According to Law No. 24 of 2006 article 1, paragraph 15, Unit Level
Curriculum Education (KTSP) is an operational curriculum developed by and implemented in
each educational unit. Thus, the preparation of KTSP is carried out by the education unit by
taking into account the competence standards as well as the basic competencies developed by the
National Education Standards Agency (BSNP). In addition, the development of KTSP must be
adjusted to the educational unit conditions, potential and regional characteristics, as well as
learners.
The preparation of educational unit level curriculum at elementary and secondary education level
is guided by the guidance prepared by BSNP where the guidance contains at least curriculum
models of education unit level at primary and secondary education level. Education Unit Level
Curriculum (KTSP) is developed in accordance with educational units, regional potential / local
characteristics, socio-culture of local communities, and learners.
The purpose of this KTSP includes the objectives of national education as well as conformity
with the uniqueness, condition and potential of the region, educational units and
learners. Therefore the curriculum is composed by educational units to enable adjustment of
education programs to the needs and potentials of the region. The purpose of this SBC Guideline
is to become a reference for the education unit of SD / MI / SDLB, SMP / MTs / SMPLB, SMA /
MA / SMALB, and SMK / MAK in the preparation and development of curriculum
to be implemented at the level of education unit concerned.
With the issuance of candy number 24 of 2006 which regulates the implementation of candy
number 22 year 2006 concerning standard of curriculum content and candy number 23 year 2006
about passing standard, born of 2006 curriculum which basically same with curriculum
2004. The main difference lies in the authority in the preparation, that is refers to the spirit of the
decentralization of the educational system.
In the 2006 curriculum, the central government set the basic competency and competency
standards, while schools in this case teachers are required to be able to develop in the form of
syllabus and assessment according to the condition of the school and its area. The results of the
development of all subjects, are gathered into a device called the Education Unit Level
Curriculum (KTSP). The preparation of KTSP is the responsibility of the school under the
supervision and monitoring of the local education office and the local area.
By the end of 2012, KTSP is considered to be less successful, as schools and teachers have not
fully understood KTSP and the emergence of diverse curricula that are difficult to achieve
national education goals. So starting early 2013 KTSP terminated at some schools and was
replaced with the new curriculum .

10) Curriculum Period 2013

The 2013 curriculum is a refinement, modification and updating of the previous
curriculum. Until now I have not received the original form as what . But based on some new
information in the curriculum 2013.
The 2013 curriculum has been implemented in the 2013/2014 school year at certain schools
(limited). The 2013 curriculum was officially launched on 15 July 2013. Something new
certainly has a difference with the old.