By : Asep P. Kurnia
Indonesian education world has been marked by several changes in the curriculum. Since independence in 1964 begins with an enhanced curriculum through the Curriculum 1968. Change in 1975 that further enhanced through the Enhanced Curriculum (KYD) in 1984.
Preparing for the 21st century, the curriculum to adapt to social changes that have, through the Basic Education Curriculum in 1994. But the curriculum did not last long, given the global context of an increasingly advanced and strict coloring lifestyle and mindset of society, so that the curriculum was adjusted and supplemented through Lines of Teaching Program (GBPP) in 1999.
As for supplements, apparently are only directed at preparation for the new curriculum in an era of change. Competency Based Curriculum ( Kurikulum Berbasis Kompetensi) is a strategy to further strengthen education on demand answers in the early development of society enters the 21st century. Competency-Based Curriculum, was not sufficient to socio-cultural conditions of people today. until in 2006, the Ministry of Education set the curriculum 2006 which is better known with Education Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan).
Comparison Between Curriculum
Flashback to the curriculum 1968, we see no difference in contrast when compared with the Modified Curriculum (KYD 1984). Location of the difference, especially the most principle is the emphasis on student ability.
In the 1968 curriculum, emphasis on student ability more pressing problem of cognition, while and psychomotor ability apektif less receive the greatest share in the teaching and learning. Apektif and psychomotor ability students over the past supported by factors that are conducive environment, do not eroded by various cultures penetration from outside (foreign) today.
Not much different, the curriculum in 1975 are also still struggling in the problem of cognition. But there is development in terms of learning materials through the restructuring of subjects. For example, the Civic became the subjects of Citizenship Education (Moral Education), although it appears to be merely a name change subjects or just translating from foreign languages into Indonesian or vice versa.
There are gains in terms of learning strategies, when the curriculum changed to KYD (Curriculum A Modified in 1984). In this curriculum, the three aspects of behavior began to be balanced. Learning objectives are not just concerned with cognitive aspects alone, but apektif aspect, and psychomotor also get a balanced portion. Thus, the ability of students are not just more in improving the intellectual, moral aspects and skills but also instilled.
In the 1994 curriculum, learning materials more fundamental structure. Learning strategy is more oriented to student ability. This strategy is further enhanced by the presence of Supplement GBPP 1999. Supplements GBPP In 1999, there are three main essence requiring the attention of teachers, namely;
1. Removal of some topics that are considered unnecessary,
2. Changes in point of learning tailored to student ability levels,
3. The transfer of the subject or point of learning at grade level are more relevant.
Third essence it should be considered a teacher, that does not mean abandoning GBPP 1994. Because basically, what is not discussed in the Supplements, 1999, the show still berlakuknya GBPP material written in 1999.
Excess Curriculum 2004 and Curriculum 2006 (KTSP)
What are the advantages of Curriculum 2004 and Curriculum 2006? Basically, each curriculum is designed to improve the quality of learning. Curriculum itself is expected to have more value and are increasing the capacity of the previous curriculum.
Competency-based curriculum has advantages over the previous curriculum, which lies in the excavation and development of competency of students. However, the assumption of superiority KBK does not last long. KBK is considered counterproductive, because although there are autonomous schools, but teachers do not get the opportunity more broadly describe the curriculum. The proof is still required teachers to discuss in detail the indicators according to the text listed in the table curriculum. Another assumption, that every existing competence in students, in fact different.Especially when seeing the social culture of Indonesia's heterogeneous society. So that this curriculum has not guaranteed the dynamics of the development of student competence in accordance with the needs of the times today.
Curriculum 2006 provides a pattern of openness in the development of student competence. Teachers have the opportunity broadest outlines basic competencies in the form of the development of indicators under each condition class. Thus, the curriculum is better known as Education Unit Level Curriculum (KTSP).
In a play on KTSP is defined as the Curriculum Not Ready to Wear. Indeed they are. KTSP shall not ready to use, because it will provide an opportunity for teachers to design learning through the translation of basic competency in several indicators, which are adjusted to the level of ability learners in their schools respectively. Thus, KTSP, will become more meaningful, so that with KTSP = Kita Tingkatkan Semangat Pengabdian (We Improve Services spirit) .***
As for supplements, apparently are only directed at preparation for the new curriculum in an era of change. Competency Based Curriculum ( Kurikulum Berbasis Kompetensi) is a strategy to further strengthen education on demand answers in the early development of society enters the 21st century. Competency-Based Curriculum, was not sufficient to socio-cultural conditions of people today. until in 2006, the Ministry of Education set the curriculum 2006 which is better known with Education Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan).
Comparison Between Curriculum
Flashback to the curriculum 1968, we see no difference in contrast when compared with the Modified Curriculum (KYD 1984). Location of the difference, especially the most principle is the emphasis on student ability.
In the 1968 curriculum, emphasis on student ability more pressing problem of cognition, while and psychomotor ability apektif less receive the greatest share in the teaching and learning. Apektif and psychomotor ability students over the past supported by factors that are conducive environment, do not eroded by various cultures penetration from outside (foreign) today.
Not much different, the curriculum in 1975 are also still struggling in the problem of cognition. But there is development in terms of learning materials through the restructuring of subjects. For example, the Civic became the subjects of Citizenship Education (Moral Education), although it appears to be merely a name change subjects or just translating from foreign languages into Indonesian or vice versa.
There are gains in terms of learning strategies, when the curriculum changed to KYD (Curriculum A Modified in 1984). In this curriculum, the three aspects of behavior began to be balanced. Learning objectives are not just concerned with cognitive aspects alone, but apektif aspect, and psychomotor also get a balanced portion. Thus, the ability of students are not just more in improving the intellectual, moral aspects and skills but also instilled.
In the 1994 curriculum, learning materials more fundamental structure. Learning strategy is more oriented to student ability. This strategy is further enhanced by the presence of Supplement GBPP 1999. Supplements GBPP In 1999, there are three main essence requiring the attention of teachers, namely;
1. Removal of some topics that are considered unnecessary,
2. Changes in point of learning tailored to student ability levels,
3. The transfer of the subject or point of learning at grade level are more relevant.
Third essence it should be considered a teacher, that does not mean abandoning GBPP 1994. Because basically, what is not discussed in the Supplements, 1999, the show still berlakuknya GBPP material written in 1999.
Excess Curriculum 2004 and Curriculum 2006 (KTSP)
What are the advantages of Curriculum 2004 and Curriculum 2006? Basically, each curriculum is designed to improve the quality of learning. Curriculum itself is expected to have more value and are increasing the capacity of the previous curriculum.
Competency-based curriculum has advantages over the previous curriculum, which lies in the excavation and development of competency of students. However, the assumption of superiority KBK does not last long. KBK is considered counterproductive, because although there are autonomous schools, but teachers do not get the opportunity more broadly describe the curriculum. The proof is still required teachers to discuss in detail the indicators according to the text listed in the table curriculum. Another assumption, that every existing competence in students, in fact different.Especially when seeing the social culture of Indonesia's heterogeneous society. So that this curriculum has not guaranteed the dynamics of the development of student competence in accordance with the needs of the times today.
Curriculum 2006 provides a pattern of openness in the development of student competence. Teachers have the opportunity broadest outlines basic competencies in the form of the development of indicators under each condition class. Thus, the curriculum is better known as Education Unit Level Curriculum (KTSP).
In a play on KTSP is defined as the Curriculum Not Ready to Wear. Indeed they are. KTSP shall not ready to use, because it will provide an opportunity for teachers to design learning through the translation of basic competency in several indicators, which are adjusted to the level of ability learners in their schools respectively. Thus, KTSP, will become more meaningful, so that with KTSP = Kita Tingkatkan Semangat Pengabdian (We Improve Services spirit) .***
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