Name : Stevhani Febryaningsih             

ID : 1714441004             
Class : ICP of Biology Education 2017             
 

CHARACTERISTICS OF THE CURRICULUM IN INDONESIA

1. Lesson Plans 1947

At the beginning of the formation of the 1947 Curriculum, its name was the
1947 Learning Plan or known as the Leer Plan (Kunandar, 2007). The
characteristics of the 1947 Kurikulm according to Lismina (2018) are a) The
educational grid is political. b) Emphasizes the formation of the character of an
independent Indonesian human being. c.) The form contains a list of subjects
and an outline of teaching. d) The focus of the lesson is on the development of
Pancawardhana. The main characteristic of this curriculum is that it places more
emphasis on the formation of human character who is sovereign and equal to
other nations.
2. Lesson Plan Unraveled 1952
This curriculum is more detailed in each subject which is called the
Unraveled Teaching Lesson Plan 1952 (Tilaar, 1995). The characteristics of this
curriculum according to Lismania (2018) are a) Paying attention to the content
of lessons that are related to everyday life. b) Forming Class Society. namely a
special school for 6 year old SR graduates who did not continue to junior high
school. c) Teaching skills, such as agriculture, carpentry and fisheries. The most
prominent feature of the 1952 curriculum is that each lesson plan must pay
attention to the content of the material related to everyday life.
3. 1964 Education Plan Curriculum
By 1964, the government again perfected the curriculum system in
Indonesia. The characteristics of this curriculum according to Tilaar (1995) are
a) Hoping that the people get academic knowledge for provision at the
elementary level. b) Emphasizes the development of creativity, taste, intention,
work, and morals (Pancawardhana). c) How to learn is carried out by a method
called mutual cooperation guided. d) Tools to form Indonesian socialist
pacasialis.
4. Curriculum 1968
 The 1968 curriculum changed the structure of the educational curriculum
from Pancawardhana. According to Macalhi and Ara (2016) the characteristics
of this curriculum are a) The structure of the educational curriculum from
Pancawardhana becomes the development of the spirit of Pancasila, basic
knowledge, and special skills. b) The manifestation of the change in orientation
towards the implementation of the 1945 Constitution in a pure and consistent
manner. c) Emphasizing the organizational approach of subject matter:
Pancasila coaching groups, basic knowledge, and special skills. d) The content
of the subject matter is theoretical, not related to factual problems in the field. e)
The fields of study in this curriculum are grouped into three major groups:
Pancasila development, basic knowledge, and special skills.
5. Curriculum 1975
According to Chamisijatin and Fendy (2019) the characteristics of this
curriculum are a) Goal-oriented. The government formulates goals that must be
mastered by students which are better known as the hierarchy of educational
goals. b) Adopting an integrative approach in the sense that each lesson has a
meaning and role that supports the achievement of more integrative goals. c)
The curriculum is directed to PPSI (Instructional System Development
Procedure). d) 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. So the 1975 curriculum, which was said to be a substitute
for the 1968 curriculum, became the main orientation intended so that education
could be carried out more efficiently and effectively.
6. Curriculum 1984
The 1984 curriculum carried a Process skill approach . The 1984
curriculum was born as an improvement from the previous curriculum. The
1984 curriculum has the following characteristics: a) Oriented towards learning
goals (Instructional). b) the learning approach uses the Active Student Learning
Method (CBSA) learning model. c) The learning material is packaged using a
spiral approach. d) Instilling understanding first before being given training. e)
The material is presented based on the level of readiness or interest of the
students. f) Using a process skills approach ( Hiidayat, 2013 ).
7. Curriculum 1994
The characteristics of this curriculum according to Lismania (2018) are a)
Division of learning stages in schools with a quarterly system. It is hoped that
 students will get a lot of material. b) Learning in schools emphasizes the subject
matter which is quite dense (subject matter / content oriented). c) Populist in
character, namely that imposes a core curriculum system for all students
throughout Indonesia. d.) Repetition of material that is considered difficult
needs to be done to strengthen student understanding.
8. Curriculum 2004 (KBK)
Depdiknas (2002) suggests the following characteristics of the CBC: a)
Emphasizes the achievement of competence both individually and classically. b)
Oriented to learning outcomes and diversity, meaning that the success of
achieving basic competencies is measured by indicators of learning
outcomes. c) The delivery of learning uses a variety of approaches and methods
according to the diversity of students. d) Learning sources are not only teachers
but other learning sources that meet educational guidelines, meaning that they
are in accordance with the development of science and information
technology. The teacher acts as a facilitator to make it easier for students to
learn from a variety of learning sources. e) Assessment emphasizes the process
and learning outcomes in an effort to master or achieve a competency. CBC
places the results and the learning process as two sides that are equally
important.
9. Curriculum 2006 (KTSP)
The characteristics of this curriculum according to Lismania (2018): a)
KTSP emphasizes the achievement of student competencies both individually
and classically. In KTSP students are formed to develop knowledge,
understanding, abilities, values, attitudes, and interests which will eventually
form a skilled and independent person. b) KTSP is oriented towards learning
outcomes (learning outcomes) and diversity. c) The delivery of learning uses a
variety of approaches and methods. d) Learning resources are not only teachers,
but other learning resources that fulfill an educational element. e) Assessment
emphasizes the process and learning outcomes in an effort to master or achieve
a competency.
10. Curriculum 2013
The characteristics of this curriculum according to Shobirin (2016) are a)
Developing a balance between the development of spiritual and social attitudes,
curiosity, creativity, cooperation with intellectual and psychomotor abilities. b)
Placing the school as part of the community that provides learning experiences
so that students are able to apply what they learn at school to the community
and utilize the community as a learning resource. c) Develop a balance between
spiritual and social attitudes, knowledge and skills, and apply them in various
situations in schools and communities. d) Allow sufficient time to develop
various attitudes, knowledge and skills. e) Allow sufficient time to develop
various attitudes, knowledge, and skills. f) Competence is stated in the form of
class core competencies which are further detailed in the basic competencies of
subjects. g) The core competencies of the class become the
organizing elements of basic competencies, where all basic competencies and
the learning process are developed to achieve the competencies stated in the
core competencies. h) Basic competencies are developed based on accumulative
principles, mutually reinforcing ( reinforced ) and enriched ( enriched )
between subjects and levels of education (horizontal and vertical organization).
 BIBBLIOGRAPHY

Chamisijatin, Lise dan Fendy H P. 2019. Telaah Kurikulum. Malang: Universitas

Muhammadiyah Malang.
Departemen Pendidikan Nasional. 2002. Pedoman Umum Pelaksanaan
Pendidikan Berbasis Keterampilan Hidup (Life Skill) Melalui Pendidikan
Broad Based Education dalam Pendidikan Luar Sekolah dan Pemuda.
Jakarta: Ditjen PLS dan Pemuda.
Hidayat, Sholeh. 2013. Pengembangan Kurikulum Baru. Bandung: Rosdakarya.
Lismina. 2018. PENGEMBANGAN KURIKULUM DI SEKOLAH DAN
PERGURUAN TINGGI. Jawa Timur: Uwais Inspirasi Indonesia.
Machali, Imam dan Ara. 2016. THE HANDBOOK OF EDUCATION
MANAGEMENT: Teori dan Praktik Pengelolaan Sekolah/Madrasah di
Indonesia. Jakarta: Kencana.
Shobirin, Ma’as. 2016. Konsep dan Implementasi Kurikulum 2013 di Sekolah
Dasar. Yogyakarta: Deepublish.
Tilaar, H.A.R. 2002. 50 Tahun Pengembangan Pendidikan Nasional 1945-1995.
Jakarta: Grasindo.