Table of Contents

CURRICULUM DEVELOPMENT.............................................................................................2
A. Curriculum Development.....................................................................................................2
B. Indonesian Curriculum History............................................................................................6
C. Curriculum Content............................................................................................................12
D. Developing Of Curriculum.................................................................................................19
E. Models and Designed of Curriculum..................................................................................31
F. Curriculum Design..............................................................................................................39
G. Correlated Curriculum........................................................................................................44
H. Integrated Curriculum.........................................................................................................44
I. Example Syllabus...............................................................................................................46
J. Example RPP......................................................................................................................47
K. Component of Curriculum..................................................................................................49
SYLLABUS AND LESSON PLAN............................................................................................56
A. Syllabus...............................................................................................................................56
B. Lesson plan (RPP)..............................................................................................................58
C. Development of Syllabus....................................................................................................61
D. Principles for the Development of Syllabus.......................................................................62
E. Person in charge of developing syllabus............................................................................63
F. Development of Learning Implementation Plans...............................................................64
G. Function of Learning Implementation Plan........................................................................64
H. Steps to Develop Learning Implementation Plans..............................................................65
I. Principles of Curriculum Development..............................................................................71
J. Concept of Curriculum.......................................................................................................75
K. The role of the teacher in curriculum development............................................................79
L. Role of teachers in curricculum..........................................................................................83
M. Responsibilities of Teachers in Education.........................................................................85
N. The Function of Teachers in Education..............................................................................85
O. Anatomy curriculum...........................................................................................................89
P. The nature of the curriculum..............................................................................................95

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 CURRICULUM DEVELOPMENT

A. Curriculum Development

1. Definition of the curriculum

In education, a curriculum ; plural: curricula  or curriculums) is broadly
defined as the totality of student experiences that occur in the educational
process. The term often refers specifically to a planned sequence of instruction, or
to a view of the student's experiences in terms of the educator's or school's
instructional goals. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman
refer to curriculum as a set of learning goals articulated across grades that outline
the intended mathematics content and process goals at particular points in time
throughout the K–12 school program Curriculum may incorporate the planned
interaction of pupils with instructional content, materials, resources, and processes
for evaluating the attainment of educational objectives Curriculum is split into
several categories: the explicit, the implicit (including the hidden), the excluded,
and the extracurricular.
1) Curriculum: a plan designed to facilitate the process of learning to teach under
the guidance and responsibility of the school or educational institution and its
teaching staff.
2) Curriculum: are events that occur under the supervision of the school, so in
addition to formal curriculum activities are also informal activities.
3) Curriculum: intentions and expectations as outlined in the form of plans or
educational programs to be carried out by teachers in schools.
4) Curriculum: intention and plan, teaching and learning process is the
implementation. In the process there are two subjects involved, namely teachers
and students. Students are subjects that are fostered and the teacher is a coach
who builds.
5) Curriculum: learning programs for students arranged systematically and
logically, provided by the school to achieve educational goals. As a learning
program, the curriculum is intention, plan or hope.
6) Curriculum: a standard set of educational programs that can deliver students to
be competent in the various lives they learn.

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 7) Curriculum: programs and learning experiences and learning outcomes that are
expected to be formulated through knowledge and activities systematically
arranged, given to students under the responsibility of the school to help the
growth or personal development and social competence of students.
8) Curriculum: a plan and program of learning and teaching is the implementation
or operationalization of a plan or program.
9) Kurukulum: a tool or suggestion for achieving educational goals through the
teaching process.
10) Curriculum: something you want or aspire to students. That is, the desired
learning outcomes are intended to be owned by children.
11) Curriculum (curriculum) is a plan that provides guidance or guidance in the
process of teaching and learning activities.
12) Understanding the curriculum as a learning experience implies that the
curriculum is all activities carried out by students both outside and inside the
school as long as the activity is under the responsibility of the teacher (school).
13) The curriculum is a plan in the process of learning and teaching in Sunday
schools. Planning covers all aspects of life from Sunday school children. Be it
Cognitive (knowledge / mind), affective (feeling) and behavior (behavior).
14) In the education process, the curriculum is a tool to achieve educational goals.
Without an appropriate and appropriate curriculum it will be difficult to achieve
the desired educational goals and objectives.
15) The curriculum in a narrow sense is part of the whole aspect of a teaching and
learning process which is written in writing and used as a guide to achieve the
goals expected by an institution.
2.Curriculum according the experts
a. According to Nichols, Shidaker, Johnson, & Singer (2006) that Curriculum is
an area of education that is characterized by a lack of agreement about its
definition and nature.
b. According to Wortham (2006) that Curriculum is a planned set of course that
is presented to teachers to arrange teaching and learning in certain level of
ages.
c. According to Nation & Macalister (2010) define Curriculum as a guidance in
designing courses that consits of outer cyrcle namely Priciples, Environment,
and needs that involve practical and theoretical considerations that will have a

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 major effect in guiding the actual process of course production. Inner cyrcle
that consists of goals and its center, contents and sequences, format and
presentation, and monitoring and assessment.
d. According to Cattington (2010), curriculum (or curriculum standards) to refer
to the standards, benchmarks, and outcomes that delineate the content to be
taught and learned in science classrooms.
e. According to Slattery (2006) Curriculum should be developed time by times to
the postmodern curriculum that is radically eclectic, determined in the context
of relatedness, recursive in its complexity, autobiographically intuitive,
aesthetically intersubjective, embodied, phenomenological, experiential,
simultaneously quantum and cosmic, hopeful in its constructive dimension,
radical in its deconstructive movement, liberating in its poststructural intents,
empowering in its spirituality, ironic in its kaleidoscopic sensibilities, and
ultimately, a hermeneutic searchfor greater understanding that motivates and
satisfies us on the journey.
f. According to Lake and Winterbottom (2010) in Kattington (2010), Curriculum
is a set of rule that benefits students by providing them with practice in both
content and social curriculum through the use of active learning, exploration
of interests, civic responsibility, character building, and recognizing and
helping thecommunity.
g. According to Dat (no year) in Tomlinson (2008 Ed) impled that curriculum
requires too much to be accomplished within a unit and that their students
want a moremanageable and realistic learning goal.
3. Characteristic of curriculum development
a) To be viable and effective, the curricular program must have continuous
evaluation and reappraisal. A program must adapt its educational activities and
services to meet the needs of a modern and dynamic community.Ø1. The
curriculum is continuously evolving.
b) It is imperative in developing a program to begin with those that concern the
people themselves. Their years of experience can be a good source that can be
woven into the fabric of the classroom presentation.Ø2. The curriculum is
based on the needs of the people.

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 c) The minds and energies of many people who are in intimate contact with the
interests, needs and resources of the community will create a more effective
product than the individual director could possibly provide by working
alone.Ø3. The curriculum is democratically conceived.
d) Enthusiasm for a proposed curriculum activity often impels proponents to
push for immediate action. But a class or service that is begun hurriedly and
folds quickly may hurt the long-term continuance of the program.Ø4. The
curriculum is the result of long-term effort.
e) A friendly social meeting, good student-teacher relationships, effective
guidance opportunities, and favorable attitude on the part of individuals,
groups, and organizations within the community are necessary ingredients for
a successfulØ5. The curriculum is a complex of details.
f) Classes and activities should be planned so as to achieve an orderly
development of subject matter and step-by-step progress of the learner.Ø6. The
curriculum provides for the logical sequence of subject matter.
g) The public school should not try to monopolize the education scene at the
community level. Its major concern should be to see that the jobs get done
regardless of who does it.Ø7. The curriculum complements and cooperates
with other programs in the community.
h) The public school should not try to monopolize the education scene at the
community level. Its major concern should be to see that the jobs get done
regardless of who does it.Ø7. The curriculum complements and cooperates
with other programs in the community.
i) Flexibility is a good trait of good curriculum. A curriculum must be ready to
incorporate changes whenever necessary.Ø9. The curriculum has
administrative flexibility.
4. The kinds of curriculum
1) Kurikulum 1947 atau Rentjana Pelajaran 1947.
2) Kurikulum 1952 atau Rentjana Pelajaran Terurai 1952.
3) Kurikulum 1964 atau Rentjana Pendidikan 1964.
4) Kurikulum 1968.
5) Kurikulum 1975.
6) Kurikulum 1984.

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 7) Kurikulum 1994 dan Suplemen Kurikulum 1999.
8) Kurikulum 2004 atau KBK (Kurikulum Berbasis Kompetensi).
9) Kurikulum 2006 atau KTSP (Kurikulum Tingkat Satuan Pendidikan).
10) Kurikulum 2013.
11) Kurikulum 2015.

B. Indonesian Curriculum History

In the history of Indonesia's education, national education curriculum has
experienced many changes, namely in the years 1947, 1952, 1964, 1968, 1975, 1984,
1994, 2004 and the latest is 2006. The change is a logical consequence of the change
the political system, social, cultural, economic, and science. The entire national
curriculum is designed based on the same basis, the Pancasila and the 1945
Constitution, the difference is the emphasis on basic education goals and
implementation approach.
1. Curriculum 1968 and before
The first curriculum has a name Subject Plan 1947 (Rencana Pelajaran
1947). At that time, Indonesia's education curriculum in the Netherlands and Japan
education system influenced. Rencana Pelajaran 1947 organized to replace the
Netherlands education system. The curriculum was developed as development
conformism, which emphasizes the establishment of the Indonesian people
character.
In the year 1952, Indonesia experienced curriculum improvement. In the
year 1952 is the name given Unravels Subject Plan 1952 (Rencana Pelajaran
Terurai 1952). This leads to the curriculum of national education system. The 1952
curriculum is that every lesson plan must consider the content of subjects
connected with everyday life.
In 1964, Indonesia improved the national education curriculum, which is
known as the Education Plan 1964. Curriculum 1964, is critically concerned with
science, so that the learning program focused on Pancawardhana (Hamalik, 2004),
namely the development of moral, intellectual, emotional/artistic skills, and
physical. Changes in the structure of the education curriculum Pancawardhana
become the soul of Pancasila, knowledge base, and a special skill, written in the
Curriculum 1968. Curriculum 1968 has a goal to form a human Pancasila sincere,

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 strong, and healthy physical, enhance skills and\ acumen physical, moral, moral
character, and religious.
2. Curriculum 1975
The curriculum 1975 prepared as a substitute for the curriculum 1968,
where changes were made using the following approach.
a) Goal-oriented
b) Integrative approach adopted in the sense that any lessons have meaning and
role of support to the achievement of goals more integrated.
c) Emphasizing the efficiency and effectiveness in terms of resources and time.
d) Confessional approach instructional system, known as Development
Procedure of Instructional System (Pengembangan Prosedur Sistem
Instruksional). That system always leads to the achievement of specific goals,
can be defined and measured in the form of student behavior.
e) Influenced behavior psychology that emphasizes the stimulus to response and
training (drill).
3. Curriculum 1984
By the year 1983, the curriculum 1975 is considered no longer compatible
with the needs of the community and the demands of science and technology. In
general, the basic curriculums 1975 change to the curriculum 1984 are as follows.
 There is a clash between the field of study curriculum materials with the
ability of the students
 There is a gap between the program and the implementation of the
curriculum in schools
 Too much curriculum content to be taught.
 Procurement of new courses (such as in high school) to meet the needs of
employment.
Curriculum 1984 has characteristics as follows.
a) Oriented to the instructional goals. Based on the view that the students
learn in school is very limited, and then learning in the classroom must be
functional and effective. Therefore, before choosing or set of teaching
materials, which must first be defined is what the goal should be achieved
by students.
b) The approach of teaching is based on students with student’s active
learning system (Cara Belajar Siswa Aktif, CBSA). CBSA is a teaching

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 approach that provides the opportunity for students to actively engage the
physical, mental, intellectual, emotional, and with hope that students get
the maximum learning experience, both in cognitive, affective, and
psychomotor.
c) The lesson material is packed using spiral approach. Spiral is the approach
used in the packaging of teaching materials based on the width and depth
of learning materials. The higher the class and school levels, the more
knowledgeable in the materials and lessons provided.
d) Provide concept of science before exercises. Concepts must be based on
the understanding, then after the training given to understand. To support
the understanding, tools used to help students understand the concept.
e) The material is given based on the level of maturity or readiness of
students.
f) Using the skills of the process. Skills in the process of learning are the
approach that emphasizes how to acquire knowledge and communicate
results. This approach should be done with effective to achieve the goal
lessons.
4. Curriculum 1994
In the curriculum 1984, the learning process emphasizes the theory of
learning and less attention to the content of lessons. Curriculum 1994 created as the
completion of curriculum 1984 and accordance implemented with the Law no. 2 in
1989 about National Education System. This change takes effect on the system of
learning time, that is the change of the semester to the quarter system.
During the curriculum 1994 implementation appear some problems, mainly
as a result of the tendency to approach content oriented, including the following.
Student load is too heavy because the number of subjects and substance of each of
the subjects is too much. Competency-Based Curriculum - Version 2002 and 2004
Government and business in the private sector to improve the quality of education,
especially to improve students' progress in various subjects continue to be done,
such as completion curriculum, learning materials, and the learning process. This is
consistent with the contention by Soejadi (1994:36), particularly in the subjects of
mathematics said that the activity levels of schooling in mathematics is an activity
that must be continuously reviewed and updated if necessary in order to match the
students' ability and environmental demands. Implementation of education in the

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 schools based on a set curriculum. One of the innovations developed in the form of
government to improve the quality of education is making innovations in the field
of curriculum. Curriculum 1994 need to be refined as lagai response to structural
changes in the government's centralized desentralistik as a logical consequence the
implementation of Law. 22 and 25 of 1999 on Regional Autonomy.
Kurikukum developed at this time given the name of Competency-Based
Curriculum. Competency-based education focuses on developing the ability to do
(competence) duties in accordance with certain performance standards that have
been set. Competency Based Education is education geared toward preparing to
perform indivisuals identified competencies (Scharg in Hamalik, 2000: 89). This
means that education efforts to the preparation of the individual device that is
capable of doing the competence have been determined. The implication is the
need to develop a competency-based curriculum as a learning guide.
In line with the vision of education that leads to the development of two,
namely to meet the needs of the present and future needs, the education in the
school dititipi of the mission in the form of packages of competence. Competence
is the knowledge, skills and values reflected in the basic habits of thinking and
acting. The habit of thinking and act consistently and continuously could allow
someone to become competent, in the sense of having knowledge, skills and values
fundamental to do something (Puskur, 2002a). Basic idea to use the concept of
competency in the curriculum are as follows. Competence in connection with the
students' ability to do things in different contexts.
1) Competence describes learning experience that students are to be competent.
2) is a competent study results (learning Outcomes), which explains the things
done after the students through the learning process.
3) Reliability students the ability to do something must be defined clearly and in a
broad standard that can be achieved through the performance can be measured.
Competency-Based Curriculum and the plan is a device about the competence
and results of study that should be achieved students, assessment, learning activities,
resources and the empowerment of education in the development of the school
curriculum. Competence-oriented curriculum based on: (1) and the results show the
expected impact on the students themselves through a series of meaningful learning
experience, and (2) diversity can dimanifestasikan in accordance with their needs
(Puskur, 2002a).

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 Formula competency Competency-Based Curriculum in a statement that can
be expected, disikapi, or do students in each class and school levels and described the
progress of students who achieved gradually and continuously to be competent.
A competency based education program should contain three main elements, namely:
 the selection of appropriate competencies;
 specification of evaluation indicators to determine the success of the
achievement of competence;
 the development of the system of learning.
Competency-Based Curriculum have characteristics as follows:
 Emphasis on student competency ketercapaian both individual and
classical.
 Results-oriented learning (learning Outcomes) and diversity. It is in
learning to use the approach and methods vary.
 Source of learning not only teachers, but also other sources of learning that
meet the educational elements.
 Emphasis on the assessment process and results of study in an effort to
control or achievement of a competency. (Puskur, 2002a).
Structure competency in Competency-Based Curriculum subjects in a load
details competence (ability) is the basic subjects and attitudes that students are
expected to belong. Let's see an example in the subjects of mathematics, basic math
competency is a statement about the minimum or adequate knowledge, skills,
attitudes and values reflected in the habit of thinking and acting after the students
complete an aspect or subaspek subjects in mathematics. (Puskur, 2002b). The
Basic Competency Subject Mathematics is a picture of competence that should be
understood, it is known, and made as a result of students learning subjects in
mathematics. Basic competence is formulated to achieve the skills (competence)
that include mathematics reasoning ability, communication, problem solving, and
have an attitude appreciate usefulness of mathematics.
Basic structure of the competency Competency-Based Curriculum dirinci in
this aspect component, class and semester. Skills and knowledge in every subject,
organized and divided according to the aspects of these subjects.
Statement of the study is set for every aspect of family studies at each level.
The results of study is to answer the question, "What should students know and can
do as a result of their study on this level?". Study results reflect the vastness, depth

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 and complexity to the curriculum stated verb that can be measured with a variety of
assessment techniques.
Each study has a set of results indicators. The indicator is to answer the
question, "How do we know that students have been achieving results that are
expected to learn?". Teachers will be using indicators as a basis for assessing
whether students have reached the study results as expected. The indicator is not to
be defined with a narrow range, that is not intended to restrict the activities of
students, is also not intended to determine how the teachers do. For example, if the
indicators that students able to explain certain concepts or ideas, then this can be
indicated with the writing, presentation, or through a performance or perform other
tasks.

5. Competency-Based Curriculum - Version KTSP (Level Curriculum Education

Unit)
National education should be able to ensure equality of education
opportunities, improving quality and relevance and efficiency of education
management. Equity realized the opportunity of education programs in 9-year
compulsory education. Improvement of the quality of education is directed to
improve the quality of Indonesian human seutuhnya through olahhati, olahpikir,
olahrasa and sports that have the competitiveness in facing global challenges.
Increasing the relevance of education is intended to produce graduates with the
appropriate charges based on the needs of potential natural resources of Indonesia.
Increasing the efficiency of education management is done through the
implementation of school-based management and management of education is
planned, effective and sustainable.
The implementation of Law No. 20 of 2003 on National Education System
is described in a number of regulations, among others, Government Regulation No.
19 Year 2005 on National Education Standards. Government Regulation is landing
on the need to provide structured and carried out eight national education
standards, namely: (1) the content of standards, (2) a standard process, (3) graduate
competency standards, (4) the standard of teachers and staff's, (5) standard
facilities and infrastructure, (6) management standard, the standard financing, and
(7) assessment of educational standards.

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 The curriculum is understood as a set of plans and the setting of objectives,
content, and study ways and used as a guide providing learning activities to
achieve certain goals of education, then rising with Government Regulation No. 19
in 2005, the government has lead to implement the education curriculum in the
form of the level of the education curriculum, the curriculum developed by the
operational and implemented in each educational unit. Substantially, the (read:
naming) Curriculum Level Education Unit (KTSP) to further implement the
existing regulations, namely PP No. 19/2005. However, the essence and the content
of the direction of development are still characterized by the achievement of
packages of competence (and not on a thorough not subject matter), namely:
1) Emphasis on student competency ketercapaian both individual and
classical.
2) Results-oriented learning (learning Outcomes) and diversity.
3) It is in learning to use the approach and methods vary.
4) Source of learning not only teachers, but also other sources of learning that
meet the educational elements.
5) Emphasis on the assessment process and results of study in an effort to
control or achievement of a competency.
There are fundamental differences compared with the previous competency-
based curriculum (version 2002 and 2004), that schools are given full authority to
plan for education to the standards that have been set, starting from the goal, the
vision - mission, structure and cargo curriculum, the burden of learning, a calendar of
education, to the syllabi development.

C. Curriculum Content
Content is everything that is included in a collection and that is held or included in
something. In the curriculum there are two main things,there are: (1) the existence of
subjects that must be taken by students, and (2) the main purpose for obtaining a
diploma. That is, every student must master all the subjects given and place the
Teacher in a very important and decisive position.
1. The Meaning of Currium Content
Curriculum content simply means the totality of what is to be taught in a
school system. The content component of teaching learning situation refers to the
important facts, principles and concepts to be taught. These contents must be in

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 line with the learning experiences and there must be clear cut objective to be
achieved by the end of each respective lesson. It can be in form of knowledge,
skills, attitude and values that learners are exposed to. Content involves subject
matter drawn on the basis of problems, themes or topics cutting across traditional
subjects. The point is Content involves answers to questions that will be taught,
what material must be taught to students and what is the goal.
2. Criteria of Selecting Curriculum Contents
a) Validity: The content of the curriculum is valid if it promotes the outcome
that it is intended to promote. It is also the authenticity of the subject matter
or content selected, to make sure the topics are not obsolete, for this to be
achieve, there should be a regular check on the curriculum content and
replace it if necessary.
b) Self sufficiency: This criterion helps learners attain maximum self
sufficiency at the most economical manner or content selection. This is done
when the students or learners are given the chance to experiment, observe
and carryout field study.
c) Significance: The content is significant if it is selected and organized for the
developed of learning activities, skills, processes and attitude that will help in
solving the problem of the country. It also develops the three domain of
learning namely cognitive, affective and psychomotor skills and considers
the cultural aspect of the learners particularly, if your learners come from
different cultural background and races then the content must be cultural
sensitive.
d) Interest: This criterion is true to be learned centred curriculum. The interest
of the students should be considered in selecting content because students
learn best if the subject matter is meaningful to them. It becomes meaningful
if they are interested in it. But if the curriculum is subject centred, teachers
have no choice but to finish the facing schedule religiously and teach only
what is in the book, this may explain why many fail in subject sometimes.
e) Learnability: The content should be what the students can learn and should
be within their experience. Teachers should apply theories on psychology of
learning in order to know their subject are presented, sequenced an organized
to maximize the learning capacity of the students.

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 f) Utility: This is the usefulness of the content in solving problems now and in
future. It is more important in skill or procedural. Knowledge, whereby
learners can put what they have learnt into practice life activities.
3. Curriculum 1947 or called Lesson Plan 1947
The first curriculum was born at the time of independence using the Dutch
language term Leerplan meaning lesson plan. This term is more popular than the
term curriculum (in English). Changes in the direction of education are more
political, from the orientation of Dutch education to national interests. While the
education principle was established by Pancasila. This curriculum is called the
Lesson Plan 1947, and was only implemented in 1950.
Because it is still in an atmosphere of struggle, education places more
emphasis on the formation of the human character of an independent, sovereign,
and equal Indonesian nation on this earth. The focus of the 1947 Lesson Plan does
not emphasize mind education, but only character education, state awareness and
community. Subject matter is related to everyday events, attention to art and
physical education.

4. 1952 Curriculum, Decomposed Learning Plan 1952

This curriculum is a refinement of the previous curriculum, detailing each
subject so that it is called the Decomposed Learning Plan 1952. This curriculum
has been directed towards a national education system. The most prominent and
characteristic of this 1952 curriculum is that every lesson is connected with
everyday life. Subject syllabus clearly shows that a teacher teaches one subject.
5. 1964 Curriculum, Educational Plan 1964
The government re-perfected the curriculum system in 1964, named the
1964 Educational Plan. The characteristics of this curriculum, the government had
the desire that the people get academic knowledge for debriefing at the elementary
level. So that learning is centered on the Pancawardhana program, namely the
development of moral, intelligence, emotional or artistic, keprigelan (skills), and
physical.
6. Curriculum 1968
Born in the New Order era, this curriculum was political and replaced the
1964 Educational Plan which was imaged as a product of the Old Order. This

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 curriculum aims to form a true Pancasila man, strong, and physically healthy,
enhancing intelligence and physical skills, morals, manners, and religious beliefs.
The 1968 curriculum is a manifestation of a change in orientation in the
implementation of the 1945 Constitution in a pure way.
Characteristics, the content of subject matter is theoretical, does not
associate with factual problems in the field. The emphasis on any material that is
appropriate is given to students at every level of education. The content of
education is directed at activities that enhance intelligence and skills, and develop
physical health and strength.
7. Curriculum 1975
The 1975 curriculum emphasizes education more effectively and
efficiently. According to Mudjito, the Director of Development of the Ministry of
National Education Kindergarten and Elementary School at that time, this
curriculum was born because of the influence of the concept in the field of MBO
management (management by objective). Methods, material, and teaching
objectives specified in the Instructional System Development Procedure (PPSI),
known as the unit of learning, namely the lesson plan for each unit of discussion.

8. 1984 curriculum
This curriculum brings a process expertise approach. Although the priority
of a process approach, but the goal remains an important factor. This curriculum is
also often called "1975 curriculum perfected". Students position placed as
studying subject. From observing something, grouping, to discuss, to report. This
model is called Active Student Learning Method (CBSA).
9. 1994 Curriculum and Supplement to the 1999 Curriculum
The 1994 curriculum is the result of efforts to integrate the previous
curriculum, especially the 1975 and 1984 curriculum. Unfortunately, the
combination of goals and processes has not been successful. So that many
criticisms arrive, caused by the learning burden of students is considered too
heavy, from national content to local content. For example regional languages,
arts, regional skills, and others. Finally, the 1994 curriculum became a super solid
curriculum.
10. 2004 curriculum, CBC (Competency Based Curriculum)

15
 In lieu of the 1994 curriculum, the 2004 curriculum is called the
Competency Based Curriculum (KBK). A competency-based education program
must contain three main elements, namely the selection of appropriate
competencies, specifications of evaluation indicators to determine the success of
competency achievement, and the development of learning. KBK has the
following characteristics, emphasizing the achievement of student competencies
both individually and classically, oriented towards learning outcomes and
diversity. Learning activities use varied approaches and methods, learning
resources are not only teachers, but also other learning resources that fulfill the
educational element.
11. 2006 curriculum, KTSP (Education Unit Level Curriculum)
This curriculum is basically the same as the 2004 curriculum. The
prominent difference lies in the authority in its preparation, which refers to the
soul of the decentralization of the education system. In the 2006 curriculum, the
central government set standards of competence and basic competencies. Teachers
are required to be able to develop their own syllabus and assessment according to
the conditions of the school and its area. The results of the development of all
subjects compiled into a device are called the Education Unit Level Curriculum
(KTSP).
12. 2013 curriculum
This curriculum is a substitute for the KTSP curriculum. 2013 curriculum has
three aspects of assessment, namely aspects of knowledge, aspects of skills, and
aspects of attitude and behavior. In the 2013 curriculum, especially in the learning
material there are streamlined material and added material. Streamlined material
can be seen in Indonesian, IPS, PPKn, etc., while the material added is
Mathematics.
13. 2015 curriculum
The 2015 curriculum turned out to be in the stage of refinement of the 2013
curriculum. However, the National Examination held in 2015 turned out to use the
2006 curriculum, KTSP. Because, for now, students whose schools have used
Curriculum 2013 have only implemented three semesters
 Advantages :
It emphasizes more on the formation of human character that is
sovereign and equal to other nations.

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  Weaknesses:
a. Preferred character education.
b. Only a few lesson material.

Characteristics of the 1952 Curriculum:

Each lesson must pay attention to the content of the lessons that are
associated with everyday life. in the development of pancawardhana and subjects
classified into five study groups: moral, intelligence, emotional, skill and physical.
  Strengths and Weaknesses of the 1952 curriculum
Advantages:
This curriculum has led to a national education system.
 Weakness:
a. Still lack of teaching staff.
b. Not supported by adequate facilities.
In 1966, the MPRS established an education policy to eliminate the influence of the
Manipol and prohibit communist teachings. TAP MPRS XXVI in 1966 determined
that education must be directed at enhance mental-moral-character and strengthen
religious beliefs, enhance intelligence and skills, and foster or develop a strong and
healthy physical.
1) Strengths and weaknesses of the 1968 curriculum:
 Advantages:
a. Political
b. The goal is the formation of a true Pancasila man.
 Weakness:
The contants only about subjects
 Advantages:
a. Emphasize on education that is more effective and efficient in terms of
power and time.
b. Using a system that always leads to achieving specific goals, can be
measured and formulated in the form of student behavior.
 Weakness:
a. Many schools are less able to interpret CBSA    
b. What is striking is that teachers no longer teach lecturing models.
c. Rejection of CBSA appears

17
2) Strengths and weaknesses of the 1994 curriculum:  
 Advantages:
a. Use of strategies that involve active students in learning, both mentally,
physically, and socially.    
b. Teaching from concrete things to abstract things, from easy things to
difficult things, from simple things to complex things.    
 Weakness    
The implementation of a centralized system thus requires
adjustments in the region   At that time, there were limited funds which were
the classic reasons for implementing the curriculum
3) Strengths and weaknesses of the 2004 curriculum:  
 Advantages:
a. Develop competence competency of students in each aspect of the
subject and not on emphasizing the mastery of the content of the subject
itself.    
b. Develop student-centered learning (student oriented)  
c. Teachers are given the authority to compile syllabus that is adapted to
the situation and conditions in the school  
d. Forms of reporting on learning outcomes which describe each aspect of a
subject facilitating evaluation and improvement of students'
shortcomings  
e. Assessment that emphasizes the process allows students to explore
capabilities optimally, compared to content-focused assessments
 Weakness:
a. In the curriculum and learning outcomes indicators have been prepared,
even though the indicators should be prepared by the teacher, because
the teacher knows best about the conditions of the students.
b. The concept of the CBC often changes, including in the order of SK and
KD, making it difficult for teachers to design learning on an ongoing
basis..
4) Strengths and weaknesses of the 2006 curriculum (KTSP):
 Advantages:
a. Encourage the realization of school autonomy in the implementation of
education.

18
 b. Encouraging teachers, principals and school management to further
enhance their creativity in the implementation of educational programs.
c. KTSP is very possible for each school to focus and develop certain
subjects for the needs of students.
d. KTSP will reduce the very heavy student learning burden and weigh more
or less 20%.
e. KTSP provides wider opportunities for plus schools to develop curricula
that are appropriate to their needs.
 Weakness:
a. The lack of HR is expected to be able to describe the SBC in most
existing education units.
b. Lack of availability of supporting facilities and infrastructure as a
completeness of KTSP implementation.
c. There are still many teachers who do not understand KTSP
comprehensively both the concept, the formulation and practice in the
field.
d. The application of the KTSP which recommends reducing lesson hours
will have an impact on teacher income.
 Advantages:
a. Kelem places more emphasis on character education. Besides being
creative and innovative, character education is also important later
become one. For example, noble character education and character must
be integrated into all study programs.
b. The assumption of the 2013 curriculum is that there is no difference
between village or city children. Often children in the village tend not to
be given the opportunity to maximize their potential.
c. Stimulate student education from the start, for example through early
childhood education.
d. Readiness lies with the teacher. Teachers must also continue to be driven
by their abilities through training and education of prospective teachers
to continuously improve their professionalism skills.
 weakness:

19
 a. The government seems to see all teachers and students have the same
capacity in the 2013 curriculum. Teachers have also never been
directly involved in the 2013 curriculum development process.
b. There is no balance between the orientation of the learning process and
the results in the 2013 curriculum. Balance is difficult to achieve
because the national examination policy (UN) is still in effect.
c. Integration of science and social studies subjects in Indonesian
language subjects for elementary education is not appropriate, because
the science classes are different

D. Developing Of Curriculum
History Of Curriculum Development In Indonesia (Colonial Period Through
The 2013 Curriculum)
1. The Period Before Independence (Colonial Period)
The history of the development of the curriculum during the periods of
colonization from before the arrival of the Europeans to the period of
Independence can be seen from the basic curriculum or Elementary School, Junior
High School and Senior High School.
a) Curriculum Elementary School During The Company (Until 1960)
At first the Europeans were both Portuguese and Dutch company had
not considered education and goal of simply finding spices and trading points.
However, it is not to be denied that these Europeans came to Indonesia with other
objectives such as spreading his religious mission. This was done to make it
easier to carry out the trade and mission of the religion itself point to the 16th and
17th century educational institutions in the effort to spread the Christian religion
in the fatherland (by the company's) point while the Portuguese established the
educational institution in maluku in the effort to advance the Catholic religion the
education was for the Dutch and also their native peoples particularly in the
coastal areas and limited to the Christian religion.
The company felt the need for a lower class official to read and write
to help develop the educational effort because the company was prompted to open
schools in which a 1964 school regulation stated that the aim of education was for
the administration and the church to be able to hire its students. In 1848 the cost
of education in the fatherland was quite large and for the native Dutch schools as

20
 well as for the native schools of the Dutch were so high. In the year 1892, there
are two kinds of low schools:
a. Second grade school for indigenous children with a three year education and a
programmed: calculating, writing and reading.
b. The first class school for the indigenous children of Indian government
employee. Long term of education is originally 4 years later 5 years and
finally 7 years. The purpose was to educate lowly office employees for
governmental offices and trade offices.
2. The Elementary School Curriculum Of Dutch Colonial Times
In the early 20th century with the advent of social and industrial
revolutions in Europe, came to understand the humanistic of Indonesia and the
Ethical politics that affected the expansion of schools for Indonesian children.
Today in Java an Elementary School of 3 years a grade 2 school. School of class 2
was established in 1905 was 5 years that the year 1914 the school established its
longest connection 2 years after village school. The Dutch Indian law divides the
type of population into 3 classes of alien eastern Europe and the son of the earth
and so creates three types of low schools for children based on the three types of
population:
 ELS (Europe Lagere School), for the children of China and Indonesia whose
rights are likened to the European people.
 HCS (Holland Inlandse School), Chinese class.
 HIS (Holland Inlandse School) to the indigenous or upper earthly people.
 Village school and connection school for the indigenous and underlings of
the low educational.
3. Elementary School Curriculum Of Japan
During Japan the development of education had a distinct meaning for
the Indonesian to collapse the Dutch colonial government system during which all
these low levels were dropped out of existence anda lower school for the
Indonesian that’s what the people school called Kokumin Gako (6 years old).
This kind of education had little regard for the content of students at
the time had to help Japan helping Japan fight, so that indigenous children have to
participate in military training at the sports school is so important that a learner
has to gather pebbles and sand in defense of the school and is also required to

21
 plant an oil tree for the next war afterward the Dutch lessons were eliminated and
Indonesian was used asa medium language.
4. Elementary School Curriculum From Post-Independence (Until 1964)
a. Period After Independence (Until 1952)
After independent, education guidelines based on the UUD 1945.
constitution for KNIP labor in December 1945 in order to establish a
committee for inquiry by the ministry of teaching education and culture of (PP
and K). During the time of Indonesia's Dutch NICA occupation was divided
into RIS states, so that differences in education from those countries occurred.
After returning to the United Republic of Indonesia (NKRI) as the republic of
Indonesia was inaugurated on 17 August 1950 and the fish were put back
together or uniform again until 1952.
b. Since 1952 until 1964
Education in Indonesia improved the aim of the education and teaching
of the republic of Indonesia at the time was to establish qualified human
subjects and democratic and responsible citizens for the public welfare and the
motherland. Type of study the Indonesian language, of the arithmetic of the
natural, sciences, of earth and history. Educators or teachers in each class have
guidelines on things to teach based on the set time of the 8 months other
subjects also have been taught in school in addition to the subjects listed in the
lesson plan of unraveling.
c. Since 1952 until 1964
This is an improved curriculum in effect from 1952 to 1964 the
educational. Purpose system at this time has been the creation of pancasila and
maniocia or responsible for the holding of a fair society and prosperous
material and spiritual. The education system is called the newspaper panca
system or the 5 aspects of development system. These five are described as
some of the subjects:
 Moral development: education a public education, religious
education/education.
 Development inteligensi: education an Indonesian count language and
natural knowledge.

22
  Emotional developments or artistic developments of the arts of literature
or the scenes of dance and dramatic arts or literary personality
development.
 Development keprigelan: agriculture or small industrial farms or hand
work or saving business and other pridecal.
 Developments of physical physical education and health education.
d. Elementary School Curriculum Since The New Order (1965) Until 1968
Goverment c.q. Department of P and K in 1968 issued the Elementary
School Curriculum manual called the Elementary School curriculum as
reaction to the Education Plan and Elementary School in which the politics of
the old order changes lie in its educational foundation based on the philosophy
of pancasila state. The following description:
1. The Foundations Of National Education the philosophy of pancasila state
decree of MPRS No.XXVI/MPRS/1966 Bab II Pasal 2.
2. Purpose Of National education are to establish the true pancasila based on
the conditions determined by the opening of the 1945 constitution and the
contents of the 1945 constitution MPRS No.XXVII/Bab II Pasal 3.
3. The Content Of National
Purpose of its education is:
a) Commemorate mental intelligence and to strengthen religious
conviction.
b) To enhance intelligence and skill
c) To cultivate and take into account the strong physical and wholesome
determination of the MPRS No.XXVII/MPRS/1966 Bab II Pasal 4.
5. Junior High School Curriculum
Junior high school is a formal school after elementary school and is a
preparation for the senior high school.
1. Period of Dutch Invasion.
a. The Period Before 1900
Junior high school began in the Dutch colonial period and was made in
1960 known as the Gymnasium. For long periods of 3 years of study and
for students of the nobility west. Schools are not exempt from the demands
and needs of the community in which the prada shoes and the school
classes in their classes are already certain to achieve the aim here that the

23
 90 subjects were given here asa subject of the need for a civil servant. The
emphasis on Dutch studies studies exactative polices of earth science and
earthly science studies studies history and state Settings centered in the
Dutch state Hamalik 1990.
b. Period 1900-1914
The world political scene at the end of the century period of the late
19th century underwent changes because of the industrial social revolution
and as well as because of the increasingly influential views or humanism
of the Netherlands came to understand what is called ethnic politics. It was
because of the influence of other asean countries' progress. Hence in 1893
the gymnasium was separated by a school for pamong praja employees of
the school called osvia when it was founded habsa's games especially for
the high-class Dutch.
c. Period 1914-1935
That was latent to the prevalence of humanities among the Dutch was
eventually urged to expand the education for the indigenous population
such as the mulo school, which had long studied 4 years. The MULO
teaching plan was no different from the HBR and gymnasium but was a 1
year long. This is because earthson children are deemed too difficult to
make the government as well as earthly children in understanding the
Malay language lesson begin to be included in the secondary school
curriculum mulok.
d. Period 1935-1945
As result of a skillful educational limitation at mulo school the Dutch
government was required to review the mulo education and learning plan
based on that the Dutch government changed the structure of the
organization by developing an Indonesian language that was formerly
Malay in the third grade. And that's done to meet the demands of the
people. This development includes the literary part of the natural sciences
and the social economic part of the changes by itself the content and
curriculum materials are also changing.
2. Junior High School Curriculum From Japan (1942-1945)
During the Japanese colonization of the curriculum that was put in
place to help the Japanese defense because of it the more it was taught during

24
 the Dutch government, the more the Japanese wanted it to be changed from a
language change from the Dutch to a Japanese subject, certainly a scientific
science turned into an artificial science into a ground knowledge as given to
the definite science section, the course of the earth sciences, where the history
of the land was once centered on the Netherlands, is now turning its focus on
Japan or the great East Asia.
3. Republic of Indonesia
a. From 1945-1950
The content of the Dutch education curriculum focused on the aim of
preparing needed labor by the Dutch government and during the Japanese
colonization of its curriculum served to assist in Japan's revivification and
defense during their time in Indonesia. While the independence of
Indonesia, which began with the independence proclamation on 17 August
1945, has created a new life in all areas including education with this new
educational system, even more urgent is necessary asa guide for the people
of the government to use the prepared educational and educational plan at
the last hours of the Japanese occupation. Then Ki Hajar Dewantara,
Minister PP and K issued the general instructions that were ordered by all
principal and teachers:
1) Pengibaran sang saka the red and white on the school grounds every
day
2) Singing Indonesia's anthem as the national anthem
3) Decreasing the Japanese flag and eliminating Kimigayo
4) Abolishes Japanese language and all ceremonies emanating from the
Japanese army
5) Give the nation's spirit to its protege or disciple
b. From 1950-1962
Although Indonesia had previously had a Junior High School in 1945-
1950 revision of MULO but not all the children of Indonesian were then
ruled by the Indonesian government. With the NKRI state of the united
republic of Indonesia on 17 August 1950, the structure and education
system should be subdivided and as its guide is the British Republic
Jogjakarta Junior High School in Indonesia and will be imposed on all

25
 because of water name changed to an automatic Junior High School
curriculum in (Yogyakarta).
4. Senior High School Curriculum
Senior High School in Indonesia from the time of colonization and
post-independence may be categorized as follows:
1) Senior High School Curriculum Of The Netherlands
Senior high school of the Netherlands, AMS (Algemene
Midelbare School). The school here in 1919, after establishing a Junior
High School, like MULO (Meer Uifgebried Order Wijs) in 1914,
Gymnasium Villen 3 years (1897) And the old HBS (1875) with 3
years, of education later turned into 5 years.
AMS had a goal:
a) Gave the Indonesian youth the chance to continue lesson
b) Asa bridge to go to college
c) Educating his students to become Dutch colonials by keeping his power.
5. Senior High School Curriculum Of Japan
In 1942, the Dutch AMS were changed by Japan to an (SMT) High
School by name with an old 3 year. Education content with in a school's most
important school plan to know is that:
a. Dutch language banned from
b. Official language and introduction to Indonesian
c. Japanese is becoming the required subject
d. Teaching Japanese history customs.
e. The lessons of earth science in geopolitical aspects need to be learned.
There is a positive for Indonesia from the type of lessons above, among
other things: the Indonesian language is learned equally throughout, the
land of cultural love and freedom, and there is no discrimination in
learning. While, still being recognized that Japan's mission to go to
Indonesia is a major goal, in helping the Pacific war with its natural
resources and human resources.
6. Senior High School Curriculum Of RI
a. From 1950-1965
In 1950, gave birth UUD to a school primary education and teaching
act that applies to all of Indonesia territories, the UUD no. 4 year 1950

26
 law, which was later converted into act UUD 12 years 1945. Of the
Chapter II Chapter 3, revealed the purpose of school education and
teaching in the form of : capable human beings and democratic citizens
and responsible for the welfare of society and the fatherland. In chapter 3,
chapter 4 says: Education and teaching based on the principles set in
pancasila, the ri state constitution and on the Indonesian culture. Both,
chapters are vital in creating an educational purpose for the child or the
administrator of high school education divided into 3 part:
 Part A : Section a for literature
 Part B : For definite science and natural sciences
 Part C : For socioeconomic sciences
The goal is to prepare useful and educate members of society in order
to continue its studies at a higher level. Since July 1959, Indonesia has
embraced the idea of democracy, so ongoing education must be adapted
accordingly. Based on the meeting of directors of all Senior High School
in May 1962, expressed: ” The relationship between the course of the state
and the education of an era once, in a while for the purpose of child-
rearing.
b. Period 1965-1985
The stance of the school curriculum includes several basic
dimensions or a philosophical foundation of the goals of national
education orientation orientation for selected graduates qualifying lessons
the orientation and content of the curriculum design curriculum the
guiding methodological approach and the next outfitting facility follows:
1. Curriculum Elementary School Curriculum
2. Junior High School Curriculum
3. Senior High School Curriculum
7. Before The Region Autonomy
Since the age of liberty there have been several changes in the
refinement of the curriculum that, to this point, have occurred at least 11 times
that 8 times before the era of regional autonomy and three times after the
autonomy of the region. Before the region's autonomy coincide with
governmental management systems at the time in which education
management was centralized and so the curriculum was centralized. The

27
centralistic curriculum adopted by the central government is only to
implement after legislation number 22 in 1999 on regional autonomy and
governmental regulation, no. 25 year 2000 on governmental authority and
provincial authority as autonomous areas a change in government
management systems that were originally centralized was changed into
desentralisasi management of education and decentralized so that development
of the curriculum should also be decentralized the electrocuted curriculum the
school is authorized to develop the educational unit level curriculum according
to the learner's characteristics and school conditions each refer to the national
standard of education.
a. The 1947 Curriculum
The 1947 curriculum is the first curriculum born in
independence to use a Dutch term meaning a lesson plan called a
decomposed teaching plan at the time a teacher's education plan in
Indonesia was still influenced by the Dutch colonial and Japanese
education system so that it could be passed on only previously used the
principle of education is that pancasila decomposed a lesson plan in
place of the Dutch colonial education system therefore remains in the
fight for independence according to sutarto and friends of 2013 the
government asa development conformist aims to form the character of
a conquered Indonesian man and equal to the rest of the earth.
b. This year's 1964 Curriculum
Curriculum 1964 the government implemented the 1947
curriculum in the name of the 1945 primary school education plan the
government has a desire for the people to gain their academic
knowledge of the low grade schools so that teaching is centered on the
pancawardhana program which includes the development of a sense of
work and morality classified in 5 study groups are moral artistic
intelligence skills and temporal primary education more stresses
knowledge and practical activity.
c. The 1968 Curriculum
Curriculum 1968 of the year was about to top the 1968
curriculum after the 1968 curriculum. The result of this curriculum is
1964. As the product of the old order (Tualeka 2013), the structure of

28
 the education curriculum from pancaswardhana to the building of
pancasila's soul. The basic knowledge and special skills. the 1968
curriculum is a manifestation of the genuine transformation of the 1945
law enforcement movement. The 1968 curriculum the purpose of
shaping the true pancasila man is strong and physically healthy
intelligence and the physical skills of moral intelligence and religious
confidence the contents of education are directed to activities that
enhance intelligence and skill and develop a healthy and strong
physical.
8. The 1973 Curriculum
Curriculum 1973 pioneer construction school project this year the
government held a pioneer construction school project throughout lip country
in Indonesia as a laboratory school. With the preschool policy on national
education first applied or spearheaded a limited program pilot in laboratory
schools. Therefore the 1973 national curriculum developed to improve the
education process for learning to teach needs to apply the fully advanced and
sustainable learning system through the 1975 module system. The result of
this rintisan was much fun, but the then policymakers were deemed too costly
to eliminate from the national.
9. The 1975 Curriculum
Curriculum 1975 the government developed a rational 1975 curriculum
that emphasized the aim of making education more efficient and effective and
effective under the influence of the concept of management management by
the well-known objective at the time each teacher must arrange the
instructional system development procedures in which include the general
instructional purposes and the specific instructional goals of the 2010 teachers
when going to teach must describe the ppsi into the sattel learning unit in more
detail.
10. The 1984 Curriculum
In Curriculum 1984 the government perfected the 1975 curriculum into
the 1984 rationality curriculum the learning is the learner so adaptive are the
learners not the teachers in the past the tendency of learners to learn by the
teacher and then in the 1984 curriculum. So in the 1994 curriculum, learners
must learn to do their own self-searching and from the various relevant

29
 learning resources that surround them in their own stories the learners will
experience themselves and experience themselves.The experience he obtained
is expected to be stored in his brain memory so that within decades the
experience gained will remain level therefore in the 1984 curriculum
developed an active student approach or an active learning approach that
supports the process of the skill process. This means that if the process
experienced by learners is self-experienced, then automatically the kind of
experience that increases within months of the year, in addition to the product
will be well.
11. The 1994 Curriculum
Curriculum 1994 perfected into the 1984 curriculum for tailored the
1994 number-one law code on the national education system that a change in
time-sharing lessons from the barter system to the catturage system with the
annual issue to three periods of raport learning can quickly become known to
parents so that it is expected that parents give more and more attention to their
children other changes in the 1994 curriculum more strongly emphasize
conceptual understanding and problem-solving skills and problems of the
1994 curriculum curriculum that was perfected in 1999 the 2004 curriculum
for the perfected school of SMK 3 mi enhanced curriculum school based on
competence learning is not only developing cognitive knowledge education
but must also develop psychological skills and addictive behaviors therefore
called in terms based on scholarly competence of SMK graduates it is hoped
not only to have knowledge. So called in terms of the competence of SMK
scholars expected to be no science to simply play must also be skillful in
applying that knowledge has an attitude of the kind of work.
12. After The Autonomous Region
Development region of the curriculum:
 Curriculum 2004 (Curriculum Based In Rational Competency)
To develop the 2004 curriculum, including the 1999 article number
22 legislation on regional autonomy and governmental regulation, 25 year
2000 on government authority and provincial authority as autonomous
areas.
The implications are that the school is authorized to awaken
components of the curriculum that are appropriate to the school

30
 environment and the needs of its dictated participants in addition to other
highly significant changes in the development of the original curriculum
based on conversational curriculum materials.
 The 2006 Curriculum
Curriculum the national education unit curriculum developed as the
2006 curriculum, also referred to as the unit of education curriculum,
includes the 20 year 2003 national education system, which is then further
introduced into the 2003 national education policy number 19, 2003, about
national standards of education Inside pp number 19, 2005 about SNP
being not mentioned in the area anymore of the national change with the
KTSP is an operational curriculum designed and implemented in each
educational unit.
The implication is that it has to be improved the 2004 curriculum
and then the 2006 KTSP development curriculum.
 The 2013 Curriculum (Curriculum That Reflects Skill Knowledge And
Holistic Behavioral Development)
Rationally developed the 2003 law among the following 50 year rule
of President Number 5 Years 2010-2014 (Perpres No.5 Years 2010 about
RPJMN 2010-2014), That the educational sector has six priorities of
education to perfect, two of which are methodology and curriculum.
As the description continued from Perpres No.5 Years 2010 about
2010-2014, then made a change PP No. 19 Years 2005 about the national
standars of education being a government regulation Number. 32 Years
2013 about change or government regulations Number 19 Years 2005
about National Standards Of Education.
The implication is that it’s needed to be perfected curriculum 2006
which then becomes curriculum 2013. The development of the 2013
curriculum underpins the development of competence of knowledge, skills
and attitudes Holistik (Kemdikbud, 2013).
13. Curriculum Principles
a. Philosophical Principle
The philosophical principle in compiling the curriculum means
that the arrangement of the curriculum should be based and based on the
philosophy held.

31
 14. Principles Of Psychology
The principle of human psychology is a multiplex creature of 9
complex psychological aspects but one.
15. Sociological Principles
Social principles of the cultural or sociological principles of the
school's curriculum in compiling and performing are influenced much by the
ever-changing and changing power of social power in society.
16. Technological Of Principles
Technological principles that may not leave the advancement of
educational educational technology increase the use of educational technology
will cause a degree of effectiveness and efficiency that learning to teach has
always been foremost in the teacher's selection of materials and delivery.

E. Models and Designed of Curriculum

a. Curriculum Development Model
Then Form and theory use Van Dalen in priet explain as follows: ‘Both
theories and models are conceptual schemes that explain the relationship at the
variables under consideration. But models are analogies (this thing is like that
thung) and therefore can tolerate some fact that are not it accord with the
realisme phenomena. A theory, on the other hand, is supposed to describe the fact
and relationship that exist, and any fact that are not compatible with the theory
invalitdate the theory.’
Thus models will be usefull if was eble develop effective and efficently
number of data and a complex phenomenon. The model getting from clarification
to certain aspects of the theory’s domain in total. In the ather word, model has
concentrasion at selected variable with how is it deal with theory.
In the curriculum often used curriculum models using graphs for describe
elements of curriculum, the connection between the elements, with development
process and curriculum implementate. In principle, curriculum development
revolve at the scientific aspect of development and technology to capture
witheducation development. The Process of accurate curriculum development and
of strong relevance. Could have harnessed it, required curiculum development
model with an appropriate approach.

32
 In development of curriculum model, to the extent possible, it is based on
constant factors, so the commentary on the models being this cussed can be done
noticeably. The constant factorsbe intended is in development curriculum model it
needs to be grounded on purpose, learning matter, learning process, and the
evaluation is illustrated in that development process.
The models curriculum development are:
1. Ralph Tyler
In His entitled book Basic Principles Curriculum and Intruction (1997),
Tyler said that curriculum development needed to be treated logically and
systematically. His explained about the importance of rational opinion,
analysis, interpretation of curriculum in the teaching program of an
educational institution.
Further, Tyler give expressed that to development a curriculum would
need to place the following four question:
1. What educational purposes should the school seek to attain ? (objectives).
2. What educatonal experiences are likely to attain these objectives
(instructional strategic an content).
3. How can these educational experinces be organized effectively?
(organizing learning experinces).
4. How can we determine whether these purpose are being attain?
(assesment and evaluate).
As the father of the curriculum development, Tyler has added the need for
more rational, systematic and puposefulapproach to their task. But, Taylor’s
opus or Taylor’s opinion is ften viewed down by some people of this
choosing. That’s because term of the objective module, he was might seem
more rigid but in reality such a view is not always correct. Tyler has a
powerful and far-rwaching influence on curriculum developers or curriculum
writers for the past three decades. Obviously the development model of the
curriculum can be seen below:
Objective what educational purpose should to school seek to
attain?

Selecting Learning What educational experiences can be provided that

Experiences are likely to attain these purposes?

33
 Organizing Learning How can these education experiences be efectively
Experiences organized?

Evaluation How can we determinate whether these pusposeare

being attained?
2. Hilda Taba
On some books work by Hilda Taba, the most famous and influential is
curriculum development: theory and practice. In this is book Hilda Taba
reveals the approach to the curriculum development process. In the approach,
Taba recommend for more then has information about input on every step
curriculum process. Especially, Taba recommended for using a double
consideration of content (the logical curriculum organization), and individual
learner (psycologi organiszationi curriculum). Taba claimed that all
curriculum were compiled from the besic elements. A curriculum usually
contains some selection and organization content. It is a manifestation or
implication of the forms learning to teach.
The steps in curriculum development process by Taba there are:
Step 1: Diagnosis of needs.
Step 2: Formulation of subjective.
Step 3: Selection of content.
Step 4: Organization of Content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: determination of what to evaluate and mean of doing it.
Taba’s having argument for something rasional, as the next approach
in curriculum development. Continue, to be more rational and scientific in an
approach. Taba clames that decisions’ based on fundamental elements must be
made based on a valid one. May Criteria come from a variety of sources,
including traditions, social pressure, and existing customs. The difference
between making a decision in the curriculum that includes a rational design

34
approach is criteria for earlier decision making that came from a study of the
organizational factors in the rational curriculum.
Taba also revealed that scientific curriculum development or rational
need to descibe the analysis of the againts socienty and culture. Study protégé
and its learning process, and analyze the nature of knowledge in order to
determine the purposes of the school’s objective and the nature of the
curriculum itself.
Steps 3 and 4 integrated in reality. For using this is steps, educators
need to fomulate a sense of purposes first, as well as a profound knowledge
deep manner about curriculum content.
The same with steps 5 and 6 that is connected with objectives and
content. For using these steps are effective, Taba advocate to curiculum
developers to get an understanding from particular principles of learning, a
concept strategy to use, and the learning order. At the last steps (steps 7), Taba
encouraged curriculum developers to prescribe and plan various evaluation
trategies.
The Taba’s curriculum model and Tyler’s are categorized in model
rational or objective model.
 Force “Rational Models”
This model avoided confusion, a difficult task from the perspective of
most curriculum developers. Educators and curriculum developers
working under rational models giving away uncomplicated ways and time-
efficient approach, so can find or do some kind of curriculum.
 Weakness “Rational Models”
Over time has created the model rational for lacking in curriculum
development. For bigger measurements, the apparent weakness is caused
by a difference in his thinking and curriculum approach, like a background
experience or a lack of experience that an education has. In other words,
the experiences are not trained to use this rational model. Therefore,
educators were not preparing to think and development the curriculum.
Finally, developers tend to like the dynamic model or the interactive
model. The weakness from ratinal model or objective model lies in not
clearly of learning of teaching. It specification all objectives to be

35
 achieved. Bat often learning takes place beyond that goals. Because the
factors unpredicteble ones have yet to be predicted.
For example, in science class, the purpose form base or the basic
curriculum latter taught. But, the new information emerge (the new theory
or information than more experiences and a reseach approachs) that is
connected and useful for knowledge of the curriculum.
3. D.K Wheeler
In the wheeler’s book most influential, Curriculum Process. Wheeler
has its own argument for developing the curriculum to use the circular process
(a cyle process), which each element is interrelated and interdependent
elements.
The approach the wheeler used in curriculum development basically
have rational form every his step is the logical development of our previous
model, when generally one step can’t be done before the earlier steps has been
completed.

Steps or phase Wheeler (Wheeler’s phase) there are:

a. Selection of aims, goals and objectives
b. Selection of learning experiences to help achieve these aims, goals and
objectives
c. Selection of content through which certain types of experiences may be
offered
d. Organization and intergration of learning experiences and content with
respect to the teaching learning proses
e. Evaluation of each phase and the problems of goals
f. Here’s version of curriculum development Wheeler’ model in form circle
(cyle).

36
 Wheeler’s contribution to the development of the curriculum of the
curriculum was its emphasis on the essence of the circle of curriculum
elemens. The process curriculum here seems more simple, and the image
above gives that indication that the steps in circles are sustainable has
responsive meaning to changes in education.
4. Audery dan Howard Nicholls
In his book, Developing Curriculum: A Practice Guide, Audery and
Howard Nicholls have developed a strong approach to include clear but
concise elements of the curriculum. The book is very populer with educators,
especially in English, where is curriculum development at school has long
existed. There are 5 steps or stage need in continue curriculum development
content. According by Nichllos, the steps are talk about:
a. Situstionsl analysis
b. Selection objectif
c. Section and organization of content
d. Selection and organization of method
e. Evaluation
So phase situational analysis is something deliberate for forcing
curriculum developers to be more responsive to the environment and
specifically with the needs of learners. And the need to use a more conference
approach to diagnose all the factors affecting all the situations with follow the
use knowledge and the sense that come from that analysis in the curriculum.
 The force “Cycle model”
The power of this model come from the logical structure of the
curriculum that they are developers. With analysis situation practice for
starters. This model (cycle model) give the besic for which a more
effective goals might be developed. This approach very essentiality if
educator’s use active at school found of curriculum with effective manner.
This model is flexible on any change of situation, so that the relationship
can be viewed from the elemnts within the next model. For example, the
school curriculum should change suddenly with a large numbers of
different proteges or students coming in from before. Thus, the model
should change because there is new situation so that it’s follow the change
of the other element curriculum.

37
  Weakness “Cycle Model”
It’s so difficult to find these model weaknesses, because
curriculumdevelopers, has implemented this approach successfully. But,
the developers consistenly avoided using this model because of its intial
approach. Not like others model that can start from enywhere. This model
should do an analysis of the situation first and then move on to the other
ements of curriculum. Anothers weakness are this model was made of
logical faces and was sequential in shape. Basic problems to use this
model is amount of time it takes to do an effective analysis situational. In
oerder to analysis interpretation to be better. Development (developers)
should use high techniques to get data on the learning situation. Therefore,
these take much time and class teachers often control the experience of
intuition than use basic collection data that are systematic and consistent
with the situation.
5. Dackler Walker
According bay Walker that currriculum development not following a
predetermined approach of the rational order and the elements of the
curriculum as they develp of curriculum. Walker’s analysis describe what has
been seen as a natural model and process the curriculum: “it is a naturalistic
model in the sense that is was contructed to represent phenomenaand
relations observed in actual curriculum project faithfully as possible with a
few terms and principles”.
There are models curriculum by Walker
a. Platform : Belif , theories, conceptions, point of view, aims, objectives.
b. Deliberation : applying them practical situations, arguing about,
accepting, refusing, changing, adopting.
c. Curriculum Design : making educision about the various process
componen.
The first step, Walker has argument about than platform statement was
orrganized by curriculum developers and the statement contained a seies of
ideas. Preference and choose. Opinion, convicition, and values the has
curriculum. the aspects may not be clearly defined or even logically. But
they forms plateform basis untill the next curriculum decision can be
creaated by the curriculum development (curriculum developers).

38
 This thoughtfully phase is not a series of steps or procedures, as than
happen at objective model. It’s very complex, who jumbles a set of
interactions that eventually achieve some great working background before
the curriculum designed.
The last phase walker’s model is use design form, at this phase.
Developers make decision about the process component various or elemnts.
The decision will be reached after there is discussion and compromised by
individuals. That decisions recorded later and become besis date for
curriculum document and matter of curriculum more specific.
6. Malcolm Skillbeck
Malcolm Skillback, director of the Australia’s Curriculum
Developments Centre. Developing an alternative interection or a dynamic
model for the curriculum process. Dynamic or interactive models determine
that curriculum development should be prioritize an element curriculum and
starts an order by sequence has define and advisable by rational model.
Skiilbeck’s opinion is “a situational analisys” have to do. For more than
understand the model offered skillbeck.
Situation analysis

Goal formulation

Program building

Interpretation and implementation

Monitoring, feed back assesment reconstruction

The above model claim in order at School-Based Curriculum
Deveelopment (SBCD) can work effectively the step scientific need in a
process curriculum. actually, tis model support the rational apporach of
curriculum development. It says next by Skillbeck: “the model outlined does
not presuppose a means and analysis at all, is simply encourages teams or
groups of curriculum developers to take into account different elements and
aspects of the curriculum development proses, to see the proses as an organic
whole and to work in a moderately sytematic way”.

39
 Power of Interaction Model or Dynamic model
Support dynamic model is curriculum development process claming
about this model is realistic in handing the depositions of the curriculum. The
interactions model is a more realistic and more flexible process for curriculum
development. Especially from the standpoint of teachers that have a lot of task.
It also prohibits development from changing the order of evens, rerepairing the
steeps and getting is started in whatever ways they think are better.
While, interaction of models is a reflection of reality in curriculum
development, despite complementary and confusing. With reflect situation. As
specually in school, in can be claimed that more suitable situation and accurate
approaches have been very supportive and learned in assignments.
 Weakness of interaction models
Dinamic model had a weakness to the confusion and lacked roads or
clue, another weakness exists in the facet of the time. By not following the
logical arrangement of developing the curriculum, developers are wasting
their time so it’s less effective and more efficent.
The conclusion, there are much weakness of models interaction in
process curriculum development. Such a weakness must be corrected or
cut with knowledge and other approaches to development the same flawed
curriculum. One of the most complex things about selecting a curriculum
model is selecting the model most suitable for the needs of a curriculum
developer.
7. Unified Curriculum (intergrated)
The unified curriculum development model (intergrated curriculum),
follows the present approach basically in the same aspects as the other
curriculum development, it’s just that each curriculum has a variation
according to the essence of the curriculum. The curriculum is basically solving
a problem, one that is needed important and appealing to a protage.
In carrying out the integrated curriculum, formed a unique source that includes
a matter subject of study activity. And resources are vast. A unique source was
used as source for a doctrinal unit is what students are actually learning in the
class. And the unique source or source research is that which learners might
ideally learn, whereas study units are actually learned by actual learners.

40
F. Curriculum Design
1. Understanding Curriculum Design
According to Oemar Hamalik the notion of Design is a guide that gives the
basis, direction, goals and techniques taken in starting and carrying out activities.
Curriculum design is about the pattern of organizing elements or components of
the curriculum. Preparation of curriculum design can be seen from two dimensions,
namely horizontal and vertical dimensions. Horizontal dimensions relate to the
compilation of the scope of curriculum content. While the vertical dimension
concerns the compilation of material sequences based on the order of difficulty
As for George A. Beauchamp, he stated that "the curriculum design may be
defined as the substance and organization of content so it is arranged as to reveal
the potential progression through levels of schooling. (Curriculum design can be
described as a basic element, a result or target component and a cultured culture) ".
So from the description above can the authors conclude that curriculum
design is an organization of goals, content, and learning processes that students
will follow at various stages of the development of education. In curriculum design
will be illustrated the elements of the curriculum, the relationship between one
element with other elements, the principles of organizing, as well as the things
needed in implementation.

2. Principles in Designing
Saylor (Hamalik: 2007) proposes eight principles when designing a
curriculum, these principles are as follows:
 Curriculum design should facilitate and encourage the selection and
development of all types of learning experiences that are essential for learning
achievement, in accordance with the expected results.
 Design contains a variety of meaningful learning experiences in order to
realize the goals of education, especially for groups of students who study
with teacher guidance;
 Design must enable and provide opportunities for teachers to use learning
principles in selecting, guiding, and developing various learning activities in
schools;
 The design must enable the teacher to adapt the experience to the needs,
capacities, and maturity levels of students.

41
  Design must encourage teachers to consider various children's learning
experiences obtained outside of school and relate them to learning activities in
school.
 Design must provide a continuous learning experience, so that student learning
activities develop in line with previous experience and continue to the next
experience.
 The curriculum must be designed so that it can help students develop
democratic character, personality, experience, and values that inspire culture.
 Curriculum design must be realistic, feasible and acceptable.
3. Curriculum Discipline Design
According to curriculum design experts in scientific disciplines:
a) According to Longstreet (1993) this curriculum design is a curriculum design
that is centered on knowledge that is designed based on disciplinary structures,
therefore this design model is also called the curriculum model of academic
subjects whose emphasis is directed at students' intellectual development
b) According to McNeil (1990) this curriculum design serves to develop cognitive
processes or the development of students' thinking abilities through training in
using ideas and conducting scientific research processes.
Curriculum models that are oriented towards students' intellectual
development, are developed by subject matter experts in accordance with their
respective disciplines. They arrange the learning material what must be mastered
by students both concerning data and facts, concepts and theories that exist in each
of their respective disciplines. One curriculum that is oriented to the scientific
discipline or also called the academic subject curriculum is the Man a Course of
Study (MACOS), which is designed to improve the process of improving the
teaching of social sciences and humanities. This curriculum is for elementary
school students. In the curriculum package it consists of books, films, posters,
games and other class equipment.
Curriculum development expects students to explore important factors that
make humans human. By comparison with animals, children realize their
humanity. By comparing a society with other communities children will understand
the existence of universal aspects of human culture. The main purpose of the
MACOS curriculum is intellectual development, which is to generate appreciation

42
 and confidence in one's own abilities by providing a series of work methods that
enable children to be able to analyze social life even in a simple way.
There are three forms of curriculum organizations that are oriented to
scientific disciplines, namely:
 Subject centered curriculum
In the subject centered curriculum, the material or contents of the curriculum
are arranged in the form of separate subjects, for example: subjects of history,
mathematics, chemistry, physics, biology and so on. Subjects - subjects that are
not related to each other. In curriculum development in the classroom or in
teaching and learning habits, each teacher is only responsible for one subject
given.
The advantages of Subject Centered Curriculum (centered on instructional
materials) include:
- Easy to compile, implement, evaluate and improve
- The instructors do not need special preparation, as long as mastering the
knowledge or material taught is often seen as having been able to convey it.
Lack of Subject Centered Curriculum (centered on teaching materials) includes:
- Because knowledge is given separately, it contradicts reality, because in reality
knowledge - Because it prioritizes teaching materials, the participation of students
is very passive.
- Teaching emphasizes knowledge and past life, thus teaching is more verbalistic /
verbalism and less practical.
The form of improvement of the Subject Centered Curriculum curriculum is centered
on:
1. The subject design
2. The disciplines of design
3. The desaign broad fields
4. The Subject design
Curriculum The subject is the purest form of design that is subject-centered.
Subject matter is presented separately in the form of subjects. This design model
has been around for a long time.
These weaknesses are:
- Mop material is presented separately
- Student knowledge is not integrated, but separated

43
 - Less attention to student interests
- Mastery of memorized material
The advantages of this curriculum form are:
- because the subject matter is taken from science that has been arranged
systematically logically, then the compiler is quite easy.
- This form has been known for a long time, both by teachers and parents,
making it easier to implement.
- This form makes it easier for students to attend tertiary education, because
universities generally use this form
- This form can be implemented efficiently, because the main method is the
expository method which is known to be quite high in efficiency
- This form is very effective as a tool to preserve and pass on past cultural
heritage.
5. The disciplines of design
This form is a development of the subject design, both of which still
emphasize the contents of curriculum material. Although the opposite of the same
thing but between the two there are differences. In the subject design there are no
firm criteria for what is called subject. There is no difference between
mathematics, psychology with techniques or driving methods, all are called
subject. In the design disciplines the criteria have been firm, which distinguishes
whether a knowledge is a science or subject and not a torso to its scientists. The
scientific body determines whether the subject matter is a scientific discipline or
not, To confirm that they use the term discipline.
These weaknesses are:
- have not been able to provide integrated knowledge.
- has not been able to integrate the school with the community or life.
- has not departed from the interests and needs or experiences of students.
- The composition of the curriculum has not been efficient both for learning
activities and for its use.
- Although it is broader than the subject design but academically and
intellectually is still quite narrow.
The advantages of this curriculum form are:
- This curriculum not only has a systematic and effective organization but also
can maintain the intellectual integrity of human knowledge.

44
 - students not only master a series of facts, the principle of memorizing results
but mastering concepts, relationships and intellectual processes that develop in
students.
5. The Broad fields design
The purpose of broad field curriculum development is to prepare students
who today live in a world of information that is specialistic, with a thorough
understanding. The form of this curriculum is widely used in junior high schools,
in secondary schools the use is rather limited especially in very few universities.
These weaknesses are:
- Fixing weaknesses from the previous one
- Bring together a number of related subjects
- Comprehensive student understanding
- Teacher's ability is limited (for middle / high school)
The advantages of this curriculum form are:
- because basically the ingredients are fragmented, even though the unification
of several courses has still made it possible to systematically and regularly
arrange cultural heritage.
- because integrating several subjects allows students to see the relationship
between several things.

G. Correlated Curriculum
Subjects are not presented separately, but these subjects have closeness / are
grouped so that they become a field of study (broadfield). Correlating material or
content of curriculum material can be done with several approaches, namely:
1. Structural approach, in this approach, study or subject matter viewed from several
similar subjects for example, study of a topic about geography, not only in terms
of geography, but also in terms of history, economics or perhaps culture.
2. Functional approach, this approach is based on the assessment of meaningful
problems in everyday life. Thus, a topic is not taken from a particular subject but
is taken from what is felt to be necessary for the child, then the topic is examined

45
 in several subjects that have an example of poverty issues in terms of economics,
geography, and history.
3. Regional approach, in this approach the subject matter is determined based on
location or place, such as studying the capital area in terms of climatic, historical,
socio-cultural, economic and so on.

H. Integrated Curriculum
In curriculum organizations that use integrated models no longer reveal names
of subjects or fields of study. Learning departs from a subject matter that must be
solved. The problem is then called the unit. Learning by unit is not only memorizing a
number of facts, but also looking for and analyzing facts as material to solve
problems. Learning through problem solving is expected to develop students not only
in intellectual terms but all aspects such as attitudes, emotions or skills.
Variations in this curriculum model, namely:
1. The Areas Of Living Design
Emphasis on learning procedures through problem solving and having process
goals and content integrated. Using real experiences and situations from students
as an opening way in studying the field of life.
Advantages:
- Integration of several subjects based on social problems
- Learning procedures for problem solving
- Presentation of teaching materials that are relevant to community
needs

Weakness:
o Determination of the scope / sequence of essential life fields is difficult
o Lack of / lack of continuity / organizational integrity of curriculum
content
o Ignoring cultural heritage
2. The Core Design
In integrating teaching materials, they choose certain subjects / teaching
materials they choose a subject as the core (core), and other lessons are developed
around the core / core. The core design is given by knowledgeable and

46
 knowledgeable teachers, not specialists in addition to teacher guidance on
students' personal social development..
Some forms of variations in the core design curriculum, namely:
 The separated subject core
One attempt to overcome separations between subjects, some
subjects that are seen as underlying or which are at the core of other
lessons become the core.
 The correlated core
Starting from The separated subject core, the integration is not
just two or three lessons, by integrating several subjects that are
closely related.
 The fused core
Based on a separated subject, the integration is not just two or
three lessons. In this study develop themes of general problems which
can be viewed from various perspectives.
 The activity / core sequence
Developing from the learner centered village is centered on the
interests and needs of students.
 The living core areas
This form of design is seen as the purest design core and is
suitable for general education programs.
 The social problems core
Open to perfection at every time, so that it remains mutakir and
relevance to the development of society.

I. Example Syllabus

47
a. KBK 2004

b. KTSP 2006

48
 c. Curriculum 2013

J.

Example RPP
a. KBK 2004 b. KTSP 2006

49
c Curriculum 2013

50
K. Component of Curriculum
Component is an integral and functional part that cannot be separated from a
curriculum system because the components themselves play a role in creating the
curriculum system. Judging from the structural description of the curriculum there are
6 main components, namely:
1. Curriculum purpose
2. Content and structure of the curriculum
3. Criteria for choosing curriculum content
4. Strategy for implementing the curriculum
5. Components of the learning to teach
6. Evaluation/assessment of curriculum
The 6 components relate to each other reflecting the unity of the whole as an
educational program. It’s a description of all 6 components:
1. Curriculum purpose
Essentially the purpose of the curriculum is the goal of any educational
program to be given to a protégé, because curriculum is a means to achieve
educational goals. The general purpose of education is outlined from the national
philosophy of pancasila.
National education based on pancasila aim to improve the quality
Indonesian, of faith and devotion to the almighty god, Being virtuous, personality,
discipline, hard work, tough, responsible, self-reliant, intelligent and skilful and in
good physical and spiritual health. The meaning of the overall goal of the
education essentially constitutes an Indonesian man who can become independent
in the context of his personal life, Human society, nationality, and nationality, and
living as the supreme being (religious).
Based on the basis of the purpose of the education is outlined to be the
purpose of the curriculum from the institutional purpose of the education, the
purpose of each subject or field of study to the instructional purpose.
Before establishing and drawing the content of the curriculum, implement
strategies and curriculum evaluations, must first apply the formula for the purpose
because,
(-) Purpose serves to determine the direction and features of educational activities.
(-) The goal becomes an indicator of the success of the implementation of
education.

51
 (-) The goal becomes a grip on every effort and action of the implementation of
education.
Based on sources commonly used in establishing and establishing
curriculum purposes, among other things: The philosophy of the nation, the
strategy of development, the nature of the arts, science and technology. There are
some purpose of the curriculum.
a. Institutional purpose
Institutional goals mean the goal of an educational institution to
achieve what the students should have after graduating from the institution of
education. Institutional goals are therefore the abilities expected for students to
have after they finish their studies program at the agency. Institutional goals
constitute the description of the general purposes of education nationwide. The
institutional goal should also consider the institutional characteristics of the
institution itself, such as the public education institute for honesty education,
and so forth that is emphasis on certain aspects of life.
b. Curricular purpose
The curricular purpose of the system is a reflection of institutional or
institutional purposes and, the purpose of this curricular is more special than
institutional purposes. The goal of a university is that of a field of study or a
course that must reflect the essence of the science within it. When viewed
operationally, the purpose of the singularity is the skill set that learners hope to
acquire after completing or learning a field of study or subject. Each of the
subjects found in an educational institution has a cultural purpose for each of
these individual entities to be defined in a more specific purpose.
c. Instructions purpose
As is said that the purpose of the singularity is a reflection of
institutional purposes, so this instruction purpose is a description of the
curricular purpose. The purpose of this instruction is most directly before
learners in the learning process. Each material delivered in certain hours has a
purpose, and must describe what abilities students will achieve after they learn
the material.
2. The content and structure of the curriculum
The content of the curriculum deals with scientific knowledge and learning
experiences that must be given to students in order to achieve the objectives of

52
 education. To determine the content of the curriculum must be adapted to the level
and level of developmental education within the society the development of
science and technology in addition to it is not regardless of how the learners are
affected on each of these levels. Some reasons are necessary in choosing the
content of a curriculum based on the breadth of science (the social science, natural
science, and humanities) So there's no choice in curriculum content, May distort
in the performance of education, Because it can happen in all kinds of different
schools, So what is set forth in the general purpose of education is not achieved as
it should. According to Nana Sudjana there are 4 reasons why the need to be
chosen in establishing some of the content of the curriculum among others:
- School assignments and responsibilities for educating learners are limited both
in time and in resources available
- The purpose of society's needs continues to grow over time. What is learned
today perhaps another tomorrow. The speed of development and demands by
society is almost impossible for education to follow, because it is impossible
for a suddenly changing community needs to be followed by changes of
curriculum.
- There are several levels of education and education according to the purpose
and nature of the child's development that leads to the importance of selecting
the content of the curriculum that suits the purpose of each rung and level of
education.
- Formal education at school is a subsystem of imagined education; it means
that education in schools and education in communities are not mutually
exclusive. This requires a curriculum in accordance with the nature of
education in families and communities. (Nana Sudjana, 1991:29)
3. Criteria of choosing curriculum content
There are several criteria in choosing curriculum content (especially for
curriculum designers) as stated by Nana Sudjana as follows:
 Curriculum content must be appropriate, appropriate and meaningful for
student development.
 The contents of the curriculum must contain social reality, meaning in
accordance with the demands of real life in society.

53
  The contents of the curriculum must contain comprehensive scientific
knowledge, meaning that it contains balanced intellectual, moral and social
aspects.
 The contents of the curriculum must contain scientific imperatives that are
subject to test
 The contents of the curriculum must contain an obvious burden. The theories,
principles and concepts they contain are not purely factual
 The content of the curriculum should be able to support the achieving of
educational goals.
4. Curriculum implementation strategy
The curriculum enforcement strategy gives insight into how the curriculum
is handled in school. The curriculum in terms of the educational program is still in
the sense of expectation or plan that must be made manifest in school so that it can
affect and deliver learners to the objectives of education. Thus, the components of
the curriculum's strategy play a major role in achieving the education's purpose.
Some aspects that need to be considered in implementing the curriculum include:
 Level of education; today we are more familiar with 3 levels/levels of
education, namely basic education, secondary education with tertiary
institutions (junior/high school). The existence of these levels/levels of
education also means that there are differences in terms of institutional
goals, differences in the content and structure of education, differences in
curriculum implementation strategies, differences in curriculum facilities,
evaluation systems and so on.
 The learning process to teach the point of the learning to teach is a
teacher's activity as messenger or lesson materials and students as the
recipient of the lesson. Both require active interaction and communication
in order to achieve the purpose of learning. The purpose of the learning is
nothing more than an established or planned form of a curriculum in the
form of a teaching program. In other words the learning process Isa real or
operational activity of the assigned curriculum. The process of learning to
teach is also an activity to affect a protégé in a situation that allows for
interaction between a teacher and a student, and the student, or student and
his or her ward.

54
 Among the components found in the teaching process are: 1) lesson
materials, 2) methods of teaching, 3) tools and media, 4) evaluations. All those
components are systems in the learning to teach process, next to the teacher as
the resource and the student as the recipient of the message. In the teaching
and learning process is also a subsystem of the teaching system as a whole,
where between these components are interrelated, related and integrated.
The success or failure of the planned or key educational curriculum is
that of learning to teach as a spearhead in reaching the goal. Therefore,
teaching processes that are staged in comma patterns and properly
programmed and in harmony with the signs within the Outlines of the teaching
or the (GBPP) are both signatures and indicators of success in the operation of
the curriculum. Therefore the key is the teacher must master and have the
ability in; 1) GBPP 2) subject matter 3) teaching design 4) classroom
management/PMB 5) assessment of learning outcomes or (evaluation), in
addition to mastery in other fields as stated in 10 teacher competencies that
must be mastered and possessed Namely:
- Mastering material
- Managing the program learns to teach
- Implementing the learning program to teach
- Recognizing the ability of learners
- Overcoming educational foundations
- Managing learning interaction learn to teach
- Assessing students accomplishments for the benefit of teaching
- Acquainted with the function and guidance program
- Known and instituted school administration
- Understanding principle and interpretation of principal
5. Components of the learning to teach
This component is certainly vital in a teaching or educational process. The
ultimate purpose of the teaching process is a change in students conduct. It also
has a close relationship with the classroom atmosphere as well as outside and
outside of the classroom. Various educators’ efforts to cultivate motivation and
creativity in learning in both classes and individuals (outside of class) it are the
right step.

55
 The teacher’s ability to create an atmosphere of conducive teaching to be
effective was created in the Subandiyah teaching process says that the teacher
needs to focus on his personality in teaching, apply his teaching methods, deciding
on the process with his product, and deciding on the relevant competence. Perhaps
optimizing the teachers role as Educator, motivator, managers, and facilitator is an
requirement to promote the progressive process of learning to teach the education
of the higher states is certainly being used by an educator in administering her
profession to make it more professional but for us it may still be too ideal
6. Evaluation/assessment of curriculum
To see how success in implementing the curriculum requires an evaluation
because the evaluation components are closely connected with the other
components, the assessment or evaluation way will determine the purpose of the
material or material curriculum and the learning process of teaching.
In evaluating normally an educator will evaluate the learner with the
material or material he has been taught. It is vital to remember that the assessment
or result of the learner's being is not infrequently a barometer for the success of
the school teaching process and is closely tied to the future of the students.
Assessments are also essential not only to demonstrate the extent of the
accomplishment of students, but also an inputs source in the recovery and renewal
of a curriculum. Judgment in the broad sense could be done not only by educators
but also by the broad community and those who were properly authorized in
education.
As for curriculum components based on experts some bring up 5
components of the curriculum and others present only 4 components of the
curriculum. For the experts' opinions on components
- According to Nana Sudjana (1991) there are 4 components of a curriculum,
which are:
1. Purpose
2. Content and structure of curriculum
3. Learning to teach
4. Evaluation.
- According to Subandiyah (1993) there are five components of a curriculum,
which are:
1. Component of purpose

56
 2. Component of content/material,
3. Components of media (means and infrastructure),
4. Component of strategy,
5. Component of evaluation
- According to Soemanto (1982) there are 4 components of a curriculum, which
are:
1. Purpose
2. Knowledge
3. School learning experiences
4. Evaluation
- According to Akmad Sudrajat the curriculum has five main components,
which are:
1. Purpose
2. Material
3. Strategy, learning;
4. Curriculum organization
5. Evaluation.
Although the component terms suggested by experts are different, they are
basically the same.

57
 SYLLABUS AND LESSON PLAN

A. Syllabus
Syllabus is a learning plan for a and/or subject group that includes standards of
competence, basic competence, Fundamentals/learning materials, learning activities,
competency indicators for assessment, assessment, time allocation, and learning
resources (Kunandar,. 2004:224).
Whereas syllabus according to Yulaelawati is a set of plans and arrangements
for learning and assessment It is systematic, containing interrelated components in
attaining basic competitiveness.
The syllabus is a systematic set of plans and arrangements for learning and
assessment Containing interrelated components to achieve basic competitiveness. The
syllabus is a learning plan for a and/or group of subjects or themes that include
standards of competence, Basic competence, learning materials, learning activities,
indicators, competency for assessment, time allocation,And the learning source
(trianto, 2010:96).
1. Silabus development steps (trianto, 2010: 99):
 Assessing the standards of competence and basic competence.Review sk and
kd subjects as listed by the bar of contents.
 Identify learning material.Identify the fundamentals that support kd's
attainment.
 Developing a learning activity.Learning activities are designed to provide
learning experiences involving mental and physical processes in order to
achieve kd.
 Formulating competence indicators. It's an indicator of kd's achievement.
Indicators are used asa basis for drawing up the assessment.
 Choosing the kinds of votes. The achievement assessment of basic student
competence is based on indicators. Assessments are done using Tests are in
written form.
 Locate time. Identification of time on each kd is based on the number of
effective weeks and allocation of subjects per week. Time allocation is an
estimated time rerata for mastering the kd needed by various students.

58
  Determining the learning source. Determining resources is based on sk and kd
and the primary learning/learning materials, learning activities, and
accomplishments of competence.

2. Benefit of the syllabus

The syllabus serves as a guide for further learning development, starting
from planning, Management of learning and assessment development activities.
The syllabus can serve as a guide in further learning development, such as
learning planning making, Management of the learning and development of the
assessment system. The syllabus is a major resource in the creation of the learning
plan, Learning plan for one standard of competence as well as one of the basics of
competence.
The syllabus also serves as a guide for planning the management of
learning activities, such as activities Classically, small groups, or individually
learned. Similarly, the syllabus is invaluable for developing a judgment system.
3. Content of syllabus
a) Identity of subjects
b) School identity covers the name of education and class unit;
c) Core competence,
d) Basic competence
e) theme (khushi primary/mi /SDLB/ package a/etc);
f) Material, facts, concepts, principles, and procedures are relevant, and they are
written in the form of corresponding pellets With competency indicator
defined;
g) Learning, that is the activity done by Educators and learners to achieve
expected competence;
h) Judgment, is a process Gathering and processing information to determine the
attainment of learning
i) Allocation of time
j) Learning resources, books, Print and electronic media, surrounding nature or
other relevant learning resources.
4. Silabus development principle
a) Scientific; The total material and activity which are payload on the syllabus
must be sound and scientifically responsible.

59
 b) Relevant; The scope, depth, the degree of hardship and the sequence of
material presentation in the syllabus conforms to the level of physical,
intellectual, social development, An emotional, spiritual learner.
c) Systematic; The components of the syllabus are functionally linked in
achieving competence.
d) Consistency; There is a consistent connection between basic competence,
indicators, underlying materials, learning experiences, learning resources, and
assessment systems.
e) Sufficient;The coverage of indicators, subject materials, learning experiences,
learning resources, and assessment systems is enough to support the
attainment of basic competence.
f) Actual & contextual; The scope of indicators, the material, learning
experiences, learning resources, and the judgment system CARES for science
development, Technology, and real life science, and events that took place.
g) Flexible; The entire components of the syllabus can actuate diversity
Educators, educators, and dynamics of change taking place in school and the
demands of the community.
h) Comprehensive;The syllabus components cover a course The domain of
competence (cognitive, affective, psyomotor) matches the essence of each
subject.

B. Lesson plan (RPP)

A learning activity, a plan is needed for the learning to go well. Here's some
explaining to do RPP.
1. RPP understanding
The Lesson plan (RPP) isa plan that describes the learning procedure and
organization for achieving one of the basic competions set out in the bar of
content and outlined in the syllabus (kunandar, 2011: 263).
Based Rule of the Indonesian republic of government 19 of 2005, article
20 of the government's policy for the Indonesian republic of 2005 article 20 states
that "the planning of the learning process includes the silabus and learning plan
with at least the purpose of learning, learning resources and learning assessment."
According to dictating number 41 of 2007, RPP components are: identity subjects,
standards of competence, primary competence, indicators of competence goals,

60
 learning purposes, teaching materials, time allocation, learning methods, learning
activities, learning learning assessments, and learning resources.
2. Purpose and function of RPP
The purpose of the learning plan is to: (1) facilitate, improve, and improve
the results of teaching; (2) by making a professional, systematic, useful plan of
learning, teachers will be able to see, observe, analyze, and predict the learning
program as a logical, planned framework. (Kunandar, 2011: 264).
The function of the learning plan is as a guide for teachers to carry out
teaching activities (learning activities) to more direction and run effectively and
efficiently (kunandar, 2011: 264).
3. Notable elements in the arrangement of the RPP
a) To refer to the basic competence and capabilities the students must master,
as well as learning materials and submaterials, learning experiences that
have been developed within the syllabus;
b) Using a range of approaches that correspond with material that gives life-
skills (life skills) according to issues and the everyday environment;
c) Using appropriate methods and media that draw students close to immediate
experience;
d) Assessment by a comprehensive and sustained test system is based on a
testing system developed in harmony with the development of the silabus
(kunandar, 2011: 265).
4. Steps of compiling an RPP (dictating the number 41 of 2007):
a) To write down subjects' identities,Which include: school; Subjects; Theme;
Class /semester; Allocation time.
b) List the standards of competence. Sk is a minimum qualification for the ability
of students to describe the mastery of knowledge, attitudes, and skills expected
to achieve in a course.
c) List the basic competence. Kd is a number of abilities that learners must
master in certain subjects asa reference to competency indicator.
d) Write competency indicators. The competence indicator is measurable
behavior or observed to demonstrate the attainment of certain basic
competence that makes the subject's evaluation standard.
e) Formulating the purpose of learning. The purpose of learning describes the
process and results the students hope to achieve in accordance with the basic

61
 competence. The purpose of learning is made based on sk, kd, and on
specified indicators.
f) Teaching material. Teaching materials contain facts, concepts, principles, and
relevant procedures, and are written in the form of the concept map according
to the indicator of competence's attainments.
g) Allocation time. Time allocation is set according to the need for achieving kd
and the learning burden.
h) Establishing method of learning. The learning method is used by teachers to
establish the learning atmosphere and learning process in order for students to
reach designated kd or indicator.
i) Learning assessment. Learning learning procedures and assessment
instruments customized an achievement indicator of competence and refer to
the assessment standards.
j) Determines media/ tools/ material/ learning resources. Determining resources
is based on sk and kd, as well as teaching materials, learning activities, and
competence indicators.
5. Formulate learning activities like the ones below
a) Introduction. Introduction is the initial activity in a learning meeting intended
to arouse motivation and focus the learners' attention to actively participate in
the learning process.
b) Substance. The core activity is a learning process for reaching kd. Learning
activities are done interactive, inspiring, fun, challenging, stimulating learners
to active participate, and provide sufficient space for creativity, and self-
reliance according to students' talents, interests, and psychological
development. The core activity is undertaken systematically and systemically
through the exploratory, elaboration, and confirmation. According to nursham
(2009: 1), it is a learning activity designed to create an environment designed
to allow students to perform physical activities that maximize the senses' use
in various ways, media, and meaningful experiences in finding ideas, ideas,
concepts, or principles in accordance with eye competition. Elaboration isa
learning activity that gives learners the opportunity to develop ideas, ideas,
and creations in expressing cognitive conception through various ways both
oral and written and thus to develop great confidence in their abilities and
existence. The confirmation is the learning activity needed for the cognitive

62
 conceptions constructed in exploration and elaboration could be assured and
amplified so that a higher motivation develops further exploration and
elaboration.
c) Closing. The conclusion is an activity done to end a learning activity that can
be done in the form of summaries or deductions, judgments and reflections,
feedback, and follow-up.
6. Guidelines on RPP development principles
According to trianto (2010: 108), generally developing the RPP has to
guide the RPP development principle, which is as follows:
a) Planned competence within RPP must be clear, concrete, and understandable.
b) The RPP needs to be simple and flexible.
c) The RPP developed was comprehensive, intact, and clearly undertook.
Must coordinate with the executive component of the school program, in
order not to disturb other classes.

C. Development of Syllabus
Syllabus is a learning plan for a group of subjects with a specific theme, which
includes competency standards, basic competencies, learning materials, indicators,
assessment, time allocation, and learning resources developed by each education unit.
The term syllabus can also be defined as an outline, summary, summary, or points of
content, and learning material. The syllabus is used to mention a product development
curriculum in the form of further elaboration of the standards of competency and basic
competencies to be achieved, and explain the main points of material studied by
students.
In the 2004 curriculum, what is meant by the syllabus is as follows :
a. A set of plans and arrangements for learning activities, classroom management
and assessment of learning outcomes.
b. The syllabus component answers :
a. What competencies will be developed?
b. How to develop it?
c. How do you know that competencies have been achieved/mastered by
students?
c. The aim of developing syllabus is to help teachers and other education personnel
in describing basic competencies into teaching and learning planning.

63
 d. The target of developing syllabus is teachers, groups of subject teachers in schools
/ madrasas, discussion of subject teachers and national education services. The
syllabus can also be interpreted as a learning plan for a particular group of
subjects or themes that includes competency standards, basic competencies,
subject matter or learning, learning activities, competency achievement indicators
for assessment, time allocation, and learning resources.

D. Principles for the Development of Syllabus

a) Scientific
Given the syllabus contains outlines of learning material that students will
learn, the learning material that will be presented in the syllabus must meet
scientific truth and be scientifically accountable.
b) Relevant
Coverage, depth, level of difficulty and order of presentation in the syllabus
are adjusted to the level of physical, physical, intellectual, social, emotional, and
spiritual development of students.
c) Systematic
Because this syllabus is considered a system, the syllabus components must be
functionally interconnected in achieving the basic competency and competency
standards compiled by the National Standard Agency (BSN) for each subject.
d) Consistent
There is a consistent relationship (steady, obedient access) between
competency standards, basic competencies, indicators, subject matter or learning,
learning experience, learning resources, and assessment systems.
e) Adequate
Scope of indicators, subject matter / learning, learning experience, learning
resources, and assessment system.
f) Actual and Contextual
The development of the science of communication and information is taking
place quickly and dynamically, while it is not accompanied by a policy of
developing learning materials that are relevant to the development of science
today.
g) Flexible

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 The entire syllabus component can be developed comprehensively by
accommodating the diversity of students, educators, paying attention to the
dynamics of changes that occur in schools and paying attention to the demands of
today's society.
h) Whole
The formulation of learning objectives some time ago was felt to be unable to
develop the entire realm of learning objectives namely cognitive, affective and
psychomotor, so the learning objectives were not achieved as expected.
Therefore syllabus is useful as a guideline in developing further learning, such
as making learning plans, managing learning activities, and developing
assessment systems. Syllabus is the main source of planning in learning, both
learning plans for one competency standard (SK) and one basic competency (KD).
The syllabus is also useful as a guide for planning management of learning
activities, such as classical learning activities, small groups, or individual learning.
Similarly the syllabus is very useful for developing a scoring system.

E. Person in charge of developing syllabus

The development of syllabus can be done by teachers independently or in
groups at a school / madrasah or several schools, the Subject Teacher Consultation
Group (MGMP) at the Teacher Activity Center (PKG), the Education Office.
The steps in developing the syllabus are generally the development of syllabus
consists of seven main steps, namely: writing subject identity, formulating
competency standards, formulating basic competencies, determining indicators,
determining subject matter, determining learning experience, determining time
allocation, and determining sources learn.
Standard competencies and basic competencies (Curriculum Content
Standards) have been prepared by the National Education Standards Agency (BSNP).
BSNP as explained in the Government Regulation of the Republic of Indonesia
Number 19 of 2005 concerning National Education Standards in the general
provisions of article 1 paragraph 22 is an independent and independent body whose
task is to develop, monitor implementation and evaluate the National Education
Standards.
The steps in developing the syllabus :
1) Writing / filling in Identity Sheet

65
 2) Basic Competency and Competency Standards
3) Formulate Indicators of Achieving Competence
4) Identifying Principal Material / Learning
5) Develop Learning Activities
6) Determination of the Type of Assessment
7) Determining Time Allocation
8) Determine Learning Resources

F. Development of Learning Implementation Plans

The nature of the plan for implementing learning Based on Republic Law
Number 20 of 2003 concerning the National Education System and Government
Regulation (PP) Number 19 of 2005 concerning National Education Standards (SNP),
the government through the national education department, is obliged to set various
regulations on standards for education across the territory of the Republic of
Indonesia (NKRI). The national education standards in question include: (1) content
standards, (2) competency standards, (3) process standards, (4) education standards
[3] and education, (5) standards for facilities and infrastructure, (6) management
standards, (7) financing standards, and (8) educational assessment standards. One of
the eight standards is Standard content. The content standard contains competency
standards (SK) and basic competencies (KD), which students must achieve after
participating in learning in a certain level and time, so that in turn they achieve
graduate competency standards (SKL).
The learning implementation plan (RPP) is a plan that describes the procedures
and management of learning to achieve one of the more basic competencies set out in
the content standard and described in the syllabus. RPP is an important component of
KTSP, whose development must be done professionally.
The lesson plan was developed based on the characteristics and conditions of the
school, as well as the teacher's ability to describe it into a plan for implementing
learning that is ready to become a guideline for the formation of student
competencies. So that teachers can make effective and effective lesson plans required
to understand various aspects related to nature, practical functions, and development
procedures, and how to measure the effectiveness of their implementation in learning.

66
 Considerations in preparing plans for implementing learning. According to
Gagne and Briggs in Mulyasa explained that in developing lesson plans it is necessary
to pay attention to four basic assumptions namely :
1. RPP needs to be developed using a system approach.
2. RPP needs to be developed based on student development.
3. RPP must be developed to facilitate students in building their knowledge.
4. The lesson plan is not only formulated for administrative needs, but is an effort to
improve the quality of learning in schools.

G. Function of Learning Implementation Plan

The formulation of the learning plan/RPP functions to :
1. Estimating actions that the teacher will take in learning activities.
2. Teacher guidance in implementing learning.
3. Help facilitate teachers and students in carrying out learning.
4. Planning function that shows that the implementation plan of learning should
be able to encourage teachers to be more prepared to carry out learning
activities with careful planning.
5. The function of implementation, the implementation plan of learning must be
arranged systemically and systematically, intact and thoroughly, with several
possible adjustments in the actual learning situation.

Some principles that must be considered in the development of learning

implementation plans include the following :

a. Paying attention to individual differences in students.

b. Encourage active participation of students.
c. Developing a culture of reading and writing the learning process is
designed to develop a fondness for reading, understanding various
readings, and expressing in various forms of writing.
d. Provide feedback or follow-up.
e. Linkages and integration.
f. Implement information and communication technology.

H. Steps to Develop Learning Implementation Plans

67
 The minimum steps from the preparation of the learning implementation plan
(RPP) start from including the identity of the lesson plan, learning objectives, learning
materials, learning methods, steps of learning activities, learning resources and
assessment, each component has its own development direction, but all are unity.
1. Include Identity
Consists of: School Name, Subject, Class, Semester, Competency
Standards, Basic Competencies, Indicators and Time Allocation.
Things to note are :
a. RPP can be arranged for one basic competency
b. Competency Standards, Basic Competencies, and Indicators quoted from the
syllabus

c. Indicator is :
1) Characteristics of behavior (measurable evidence) that can give an idea
that students have achieved basic competencies.
2) Markers of achieving basic competencies which are characterized by
behavioral changes that can be measured which include attitudes,
knowledge and skills.
3) Developed in accordance with the characteristics of the education unit
students, and the potential of the region.
4) The formulation uses operational work that is measurable and / or
observable.
5) Used as a basis for compiling assessment tools.
d. The time allocation is calculated for the achievement of one basic
competency, expressed in class hours and number of meetings (example:
2x45 minutes). Therefore, the time to reach a basic competency can be
calculated in one or several meetings depending on the basic competency.
2. Formulating Learning Objectives
Direct results (output) of a package of learning activities.
For example: "Describe the history of the struggle of the Prophet in Medina".
3. Determining Learning Materials
To facilitate the determination of learning material, it can be referenced from the
indicator.
Example:

68
 Indicator: Students can explain the methods / strategies of the Apostle's
mission in Medina.
4. Determining Learning Methods
The method can be interpreted really as a method, but it can also be
interpreted as a learning model or approach, depending on the characteristics of
the chosen approach and strategy.
5. Establish Learning Activities
a. To achieve a basic competency, the steps of the activities of each meeting
must be included. Basically the steps of the activity contain elements of
preliminary or opening activities, core activities, and closing activities.
b. Learning steps may be arranged in the form of a whole series of activities, and
according to the characteristics of the chosen learning model.
6. Choosing Learning Resources
The choice of learning resources refers to the formulation in the syllabus
developed. Learning resources include reference sources, environment, media,
resource persons, tools and materials. Learning resources are written more
operationally, and what teaching materials can be used directly. For example, a
syllabus learning resource is written a reference book, in the lesson plan the
actual teaching material must be included.
7. Determining Assessment
Assessments are elaborated on assessment techniques, instrument forms,
and instruments used.

Contoh silabus:

SILABUS KURIKULUM 2013

Mata Pelajaran :Ilmu Pengetahuan Alam

Kelas : V (Lima)

Kompetensi Inti :

1. Menerima, menjalankan, dan menghargai ajaran agama yang dianutnya

69
 2. Menunjukan prilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya
diri dalam berinteraksi dengan keluarga, teman, guru, dan tetangganya serta cinta
tanah air
3. Memahami pengetahuan faktual dan konseptual dengan cara mengamati, menanya
dan mencoba berdasarkan rasa ingin tentang dirinya, makhluk ciptaan Tuhan dan
kegiataanya, dan benda-benda yang dijumpainya dirumah, disekolah dan tempat
bermain
4. Menyajikan pengetahuan faktual dan konseptual dalam bahasa yang jelas,
sisitematis, logis dan kritis, dalam karya yang estetis, dalam gerakan yang
mencerminkan anak sehat, dan dalam tindakan yang mencerminkan perilaku anak
beriman dan berakhlak mulia

Kompetensi Dasar Materi Kegiatan Penilaian Alokasi Sumber

Pembelajaran Pembelajaran Waktu Belajar

(1) (2) (3) (4) (5) (6)

3.2 Mengenal Bagian-bagian 1) Mendeskripsi Kognitif tes 1x35 Buku

bagian tumbuhan gaya, gerak, dan kan bagian- tertulis, tes menit paket Ipa
serta energi. bagian lisan kelas IV
mendeskrisipkan tumbuhan
fungsinya. 2) Mendeskrisip
4.2 Menuluskan sikan fungsi
ide-idenya tentang bagian-
pemanfaatan bagian
bagian tumbuhan tumbuhan
disekitarnya bagi 3) Mendeskripsi
manusia. kan manfaat
bagian
tumbuhan
untuk
manusia

Contoh Rencana Pelaksanaan Pembelajaran

70
Satuan Pendidikan : Sekolah Dasar Negeri 17 Tempilang

Kelas / Semester : V (lima) / 2 (dua)

Mata Pelajaran : Ilmu Pengetahuan Alam

Topik / Materi : Gaya, Gerak dan Energi

Pertemuan Ke :1

Alokasi Waktu : 1x 35 Menit

A. Kompetensi Dasar dan Indikator :

KD : 3.3 Memahami hubungan antara gaya, gerak, dan energy melalui
pengamatan, serta mendeskripsikan penerapannya dalam kehidupan sehari-hari.
Indikator : 3.3.1 Menyebutkan macam-macam Gaya

B. Materi Ajar :
1. Pengertian gaya adalah setiap aktivitas manusia selalu berhubungan dengan gaya,
oleh karena itu, gaya dapat menyebabkan suatu benda dapat bergerak dan
berpindah tempat. Ada beberapa macam-macam gaya yaitu:
a. Gaya Gravitasi Bumi
Gaya gravitasi merupakan gaya yang ditimbulkan oleh tarikan bumi.
Gaya gravitasi selalu mengarah kepusat bumi, oleh karena itu, setiap benda
yang jatuh pasti arahnya kebawah.Contoh buah yang telah masak akan jatuh
ketanah.
b. Gaya Magnet
Gaya magnet adalah gaya yang ditimbulkan oleh tarikan yang berasal
dari magnet. Contoh tertarik oleh magnet jika masih berada dalam medan
magnet.
c. Gaya Gesek Antara Dua Benda
Gaya gesek merupakan gaya yang terjadi akibat pertemuan atau
persinggungan atau persentuhan antara dua benda. Contoh gaya gesek antara
ban mobil dengan aspal.
d. Gaya Otot

71
 Gaya otot merupakan gaya yang dihasilkan oleh tenaga otot. Contoh
gaya otot adalah pada saat kita menarik atau mendorong kursi, membawa tas
sekolah, dan menendang bola.
e. Gaya Listrik
Gaya yang terjadi akibat aliran dari suatu muatan listrik dinamakan
gaya listrik. Suatu aliran listrik ditimbulkan dari sumber-sumber
belajar.Contoh televisi yang menyala karena dihubungkan dengan sumber
energy listrik.
C. Metode / model pembelajaran :
Model pembelajaran discovery
D. Kegiatan pembelajaran :

Tahap Langkah Pendekatan Fase Model Aktivitas Pembelajaran Alokasi

Kegiatan Pembelajaran Waktu

1.Pendahuluan Simulasi 1. Guru mengucapkan salam 5 menit

2. Berdoa

3.Menanyakan kabar siswa

4.Mengabsen siswa

5.Guru memberikan motivasi

pada siswa agar semangat
belajar

6.Guru memulai menjelaskan

materi pada siswa

2.Inti Mengamati Simulasi 1.Siswa mengamati gaya 5 menit

Ransangan magnet
2.siswa bertanya tentang gaya

Menanya Identifikasi Siswa bertanya kepada guru 5 menit

masalah tentang materi gaya

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 Mencoba/mengumpu menalar 1.siswa mencoba mencari tau 5 menit
lkan informasi tentang gaya
2. siswa menggali informasi
dari sumber lain

Mengasosiasi/menga menalar 1.guru menyuruh siswa 5 menit

nalisis dan data melakukan percobaan gaya
informasi magnet dengan table

mengkomunikasikan 1.Siswa menyimpulkan dari 5 menit

hasil percobaannya

2.Siswa mengumpulkan hasil

percobaan

3.Penutup Simulasi 1.Guru menyuruh siswa 5 menit

menjelaskan kembali materi

1.      2.Guru menyuruh siswa

menyimpulkan pelajaran

3.Guru memberikan tugas

4. berdoa

E. Media dan Sumber Belajar

Media : Gambar table
Sumber Belajar : Haryanto,2004,Sains,Jakarta: Erlangga
F. Penilaian Proses dan Hasil Belajar
1. Teknik
Individual
2. Bentuk
Kelompok
3. Instrument (tes non tes)

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 Yang terdapat dimini modul yang dibuat oleh Lasitah, berjudul “ Gaya, Gerak dan
Energi”
Penulis: Lasitah : penerbit STKIP PRESS
4. Kunci dan pedoman penskoran
Yang terdapat dimini modul berjudul “Gaya, Gerak dan Energi”
Penulis: Lasitah : penerbit STKIP PRESS
5. Tugas
Berada pada mini modul yang berjudul “Gaya, Gerak dan Energi”

I. Principles of Curriculum Development

Principle is a fundamental truth or proposition that serves as the foundation for
a system of belief or behavior or for a chain of reasoning. Principle of curriculum
development is as a rule that animates curriculum development. The principle had
order to make the curriculum designed or produced as asked by all parties the kids,
parents, society, and nation. The term curriculum development principle stated in the
Indonesian language literature, such as by Sukmadinata and Sanjaya, in various
foreign literatures there are those who refer to the term principle, axioms and basic
consideration. From these various terms, Sukmadinata classifies the principles [-
principles of curriculum development in general and specifically. In general, the
principles include: (1) relevance; (2) transition; (3) continuity; (4) practical
(efficiency); and (5) solutions.
1. The principle of relevance includes internal relevance and external relevance.
Internal relevance, namely a kind of horizontal analysis, that is the compatibility
between the components in the curriculum itself, such as goals, content, learning,
assessment, time allocation, and learning resources, as well as the same week,
month, and semester, in the same subject.. External relevance means conformity
with demands, needs, and development of society, as well as the development of
science and technology. In addition, the suitability of one subject with another.
2. The principle of flexibility means that the curriculum allows adjustments to the
abilities of the characteristics of students, the characteristics of the school, as well
as the conditions and potential of the region.
3. The principle of kontiunitas, namely a kind of vertical analysis, namely the
continuity of content between semester, between classes, between educational
institutions, and between levels of education. As a matter of fact curriculum

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 development is carried out simultaneously from elementary, junior high, high
school / vocational level, universities. In addition to being analyzed horizontally,
it is also analyzed vertically, so that there is continuity of competence from
elementary school to university.
4. The principle of practical or efficiency is easy to implement using simple
equipment and low cost. The curriculum though must be ideal, but it must also be
practical. The principle of effectiveness means that it must be cheap, but its
success must still be considered.
5. Principle of effectiveness with regard to the successful implementation of the
curriculum both in quantity and quality. The curriculum is an elaboration of
educational planning from government policies.In its development, we must pay
attention to the links between the main aspects of the curriculum, namely
objectives, content, learning experience, and assessment of government policies in
the field of education.
And In specific, the principles include:
1. Principles regarding education's purpose
The purpose of education is the center and direction of all educational
activities so that the formulation of educational components must always refer
to the designated educational purpose. These goals are common or long-term,
intermediate, and short-term.
a. The formulation of educational objectives is based on government
provisions and policies
b. survey of parents or societies perceptions of their needs
c. survey of the view of experts in a particular field
d. survey about manpower (Human resources, manpower )
e. Other countries' experiences on the same issue
f. Observation
2. The principle regarding the selection of educational content
In planning the curriculum needs to consider several things, that is :
a. The need for the description of the education purpose into the special and
simple form of learning
b. The content of lesson material must include knowledge, attitudes, and
skills
c. Curriculum units must be organized in logical and systematic order.

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3. Principle regarding the selection of the teaching and learning process
The selection of the teaching and learning process should consider several
things, that is:
a. Does the method used match?
b. Whether the method is able to provide varied activities to serve individual
students differences
c. Does the method also give a sequence of multilevel activities
d. Whether the use of such methods can achieve cognitive, affective, and
specialist goals
e. does the method further activate students
f. does the method encourage the development of new abilities
g. Whether this method can create learning activities in schools and homes,
while encouraging the use of learning at home and in the society. And the
need for learning activities that emphasize “learning by doing”, not just
“learning by seeing and knowing”
4. The principle in connection with selecting media and teaching tools
The pro cess of school activity (learning and teaching) that good need
suport by media and learning tools appropriate. There are requisites
a. Tools/Media teaching what is required. Is it already available? If the tools
nothing what the other alternateve?
b. If there is tool that must be made, should be attention about: how to made,
whom to made, financing, manufacturing time.
c. How to organizing the tool in lesson material. Is it like modul form, set of
learning, etc.
d. How to integrate whole of learning activity?
e. The best result will get with using multimedia.
5. The principle in connection with selecting assesment activities
Assesment is part integral of teaching:
a. In drafting assesment tool (test) should be following steps as the
following:
Formulation the puposes of the cause of education common, in
kognitive area, evective, and psyicomotor. Dicribed to in form student’s
attetudes be able observed. Conected with learning material. Wirite down
some item for question test.

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 b. In planed a assesment should be attantion some things, as following:
 How about the class, age, and the level the ability group that wiil
be test?
 How long time to need for implementing test?
 Does the test were shaped discussion or objective?
 How much the item test has to arrange?
c. In processing a assesment result should be attention about things, as
following:
 What’s the norm that use in processing test relusts?
 Is use question formula?
 How changing score into ripe score?
 Standart scoring what that used?
 For what results test is used?

J. Concept of Curriculum
1. Understanding Concept of Curriculum
The concept of curriculum in the broad or modern sense does not only cover
the learning plan. But it also includes everything that is real that happens in the
education process at school, both inside and outside the classroom. Then the
curriculum can also be interpreted as an educational entity that regulates
intraculicular and extracurricular activities. That is a concept that develops in line
with the development of theory and practice in education. The concept of
curriculum can also mean a concept of concepts that varies according to the flow
or theory of education adopted. Conceptually the curriculum broadly has three
domains, namely: curriculum as substance, curriculum as a system, and
curriculum as a field of study:
 Curriculum as substance, namely curriculum is seen as a plan of education in
school or as a set of goals to be achieved. A curriculum is described as a
written document that contains the formulation of objectives, teaching
materials, teaching-learning activities, schedules, and evaluations that have

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 been agreed upon and agreed to jointly by curriculum compilers and
stakeholders with the community.
 Curriculum as a system, namely the curriculum system is part of the school
system, education system, and community system. The result of the
curriculum system is the arrangement of a curriculum. The curriculum as a
system has a function of how to maintain the curriculum to keep running
dynamically.
 Curriculum as a field of study, the curriculum here serves as a discipline that
is studied in educational institutions such as universities. The aim of the
curriculum as a field of study is to develop curriculum science and curriculum
systems. Those who study the curriculum study the basic concepts of the
curriculum, they also conduct research and experiment activities to find new
things that can strengthen and enrich the field of curriculum study.
2. Types of concept curriculum
 Academic Subject Curriculum
This curriculum concept model is the oldest model, since the school
that first stood. This curriculum prioritizes the contents of education.
Educational content is taken from every discipline. In accordance with the
disciplinary fields of experts, each has developed knowledge in a systematic,
logical, and solid manner.
 Characteristics of Academic Subject Curriculum
The subjective academic curriculum has several features pleasing to goals,
methods, content organizations, and evaluations. The aim of the academic
subjective curriculum is to provide solid knowledge and train students to use
ideas and research processes. Academic subjective curriculum methods are
expository and inquiry methods. Evaluation of academic subjective curriculum
uses a form of evaluation that varies according to the purpose and nature of the
subject. There are several organizational patterns in the contents of the
academic subjective curriculum which are the most important:
 Correlated Curriculum
 Unified or Concentrated Curriculum
 Integrated Curriculum
 Problem Solving Curriculum

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  Selection of Science Discipline
The big problem faced by the developers of academic subjective
curriculum is how to choose subject matter from the many existing disciplines
 Formulation of Subjects with Child Development
The developers of academic subjective curriculum, prioritizing the
preparation of material logically and systematically rather than aligning the
order of materials with children's thinking abilities.
3. Humanistic curriculum
Concept of this curriculum emphasizes the attention on the formation of
students ' personality as a whole. The curriculum is very recognizes the rights of
students to learn. And for the purpose of learning everything required by students
to be a priority that must be provided.
 Basic concept
The humanistic curriculum was developed by humanistic education
experts. Education is directed to fostering a complete human being not only
physically and intellectually but also socially and affectively (emotional,
attitudes, feelings, values, etc.). Their education emphasizes how to teach
students and how to feel or behave towards something. Confluent education
emphasizes personal integrity, individuals must respond fully to the overall
unity of the environment.
 Characteristics of Humanistic Curriculum
The curriculum is humanistic different from the usual. The model
prioritizes more than results. Their goal is to develop children to become more
open human beings, more independent. Better learning activities are those that
provide experience that will help students broaden their awareness of
themselves and others and can cheer up their potential. There are three streams
included in humanistic education, namely:
1. Confluent Education, emphasizes personal integrity, individuals must
respond in their entirety (both in terms of thoughts, feelings, and actions), to
the overall strength of the environment.

2. Radical Criticism, education as an effort to help children find and develop

themselves all the potential they have.

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 3. Modern mysticism, namely the flow that emphasizes practice and the
development of sensitivity to feelings, subtlety of character, through
sensitivity training, yoga, meditation, and so on.
 Characteristics of Confluent Curriculum
Confluent curriculum has several main characteristics, namely:
 Participation this curriculum emphasizes student participation in
learning.
 Integration In a variety of group activities there are interactions,
interpenetration, and iteration of thinking.
 The relevance of the contents of education relevant to the needs,
interests and lives of students.
 Personal children this education provides a primary place for the
child's personality.
 The purpose of this education is to build a complete personality.
 Confluent Learning Methods
Confluent curriculum developers have compiled a curriculum to share
the field of learning. Confluent teaching has been arranged in the form of
lesson plans, study units that have been tested.

4. Curriculum for Social Reconstruction

The social reconstruction curriculum is different from other curriculum
models. This curriculum focuses more on the problems faced by the community.
This curriculum comes from the international education stream.
 There are several features of the Social Reconstruction Curriculum from social
reconstruction design:
 Assumption
 Urgent social problems
 Organizational patterns
 Components of Curriculum
The social reconstruction curriculum has the same components as other
curriculum models but the content and forms are different. Especially three
points, namely:

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  The purpose and content
 Method
 Evaluation
 Implementation of Social Reconstruction Teaching
Teaching of social reconstruction is mostly carried out in areas that are
classified as underdeveloped and the economic level is not yet high.
Curriculum experts who focus on the future suggest that the contents of the
curriculum be focused on: extracting natural and non-natural resources,
populations, the welfare of society, water problems, due to population growth,
the uneven use of natural resources, and so on. The view of social
reconstruction develops because of its belief in human ability to build a better
world.
5. Technology and Curriculum
The application of technology in learning, especially the curriculum, is in two
forms, namely the form of software and hardware. The application of software
technology is known as system technology, while hard devices are known as tool
technology.
 Some Characteristics of Technological Curriculum
The curriculum developed from the education technology department has
several special characteristics, namely: Objectives, Methods, Affirmation of
Objectives, Implementation of Teaching, Knowledge of Results, Teaching
Material Organization, and Evaluation.
 Curriculum Development
The essence of technological curriculum development is the role of
competence. The development and use of teaching tools and media is not only
a tool but is integrated with learning programs and is aimed at mastering
certain competencies.

K. The role of the teacher in curriculum development

1. Understanding of the Curriculum
According to Nengky & Evan (1967) the curriculum is all experiences planned
and carried out by schools to help students achieve learning outcomes to the best

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 abilities of students. Meanwhile, William B. Ragan stated that the curriculum is all
children's experience which is the responsibility of the school.
From the opinions about the curriculum above, it can be concluded that the
curriculum is part of a management system that involves planning and
implementing learning which is used as a guide or guide for teachers in carrying out
learning activities, or in other words, the curriculum is an educational program
containing various ingredients teaching and learning experiences programmed,
planned and designed systemically on the basis of prevailing norms that are used as
guidelines in the learning process for education personnel and students to achieve
educational goals.
2. Understanding of the Teacher’s Role
A teacher is an office or profession that requires specialized skill as a teacher.
This job can’t be done by people who don’t have special skills teachers. Person who
can speak in certain areas is not yet regarded as a teacher. To be a teacher requires
the special qualification as professional teacher who is special adept at education in
teaching with various other sciences that need to be nurtured and developed through
a certain age of education a rank education.
3. The Teacher’s Role in Curriculum Development
The curriculum has two equal sides of the curriculum as a document and a
curriculum as implementation. As a curriculum document serves as a guide for
teachers an curriculum for implementation is the realization of the document in the
form of the learning activities in the class. They are two things inseparable, the
curriculum means learning and instead the learning is the curriculum.
The curriculum implementation requires someone to act as an execution-to.
Teachers are an important factor in the implementation of the curriculum because
he/she is the executive of the curriculum. Therefore the teacher’s is required to have
the ability to implement them, because without it the curriculum would not be
meaningful as an educational tool. And learning otherwise would not be effective
without the curriculum as a guide. Thus teachers occupy a key position in the
curriculum implementation. Later in the teacher’s role curriculum development
process more in classroom settings.Murray Print presenting the teacher’s role in that
stage as follows:
a. As implementer, teachers take part in applying existing curriculum. Here
teachers receive only the formulation of a curriculum. Teachers do not have a

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 change to either determine the content of the curriculum or determine the targets
of the curriculum. The teacher’s role is limited to following the scripted
curriculum. This role was played in Indonesia before thee reforms in which
teachers as a centralized implementation of curriculum policies were put in a
broad outline of the teaching program (GBPP). The estabilished GBPP is
determined from the beginning of the goal to be reached, lesson materials that
must be presented, how to proceed to the allotted time of execution. In the
development of the teacher curriculum is considered to be a technical force that
is only responsible for implementing the various policies. The curriculum is
uniform so that what teachers do in east Indonesia is aqual to what teachers do
in west Indonesia. With the limited role teacher’s creativity and teacher
innovation in have not evolvet. Teachers have no motivation to do so many
upgrades. Teaching them has been regarded as a routine and everyday task and
not as a professional task.
b. As Adapters, which teacher is more that just as executive of the curriculum but
also as supervising the curriculum with the characteristics and needs of the
students and local needs. Teachers are authorized to adapt existing curriculum
to local school characteristics and needs. It is very precise with the KTSP policy
in which curriculum the signers only determine the bar of content as a minimum
standard to be reached how implement when time is applied and other technical
matters are entirely determined by the teacher. Thus the teachers role as
adapters is broader than the teachers role as implementers. As curriculum
developers the teachers has the authority to design a curriculum. The teacher
can not only determine the purpose and content of the lesson to be presented but
can even determine what strategies to develop and how to measure success. As
teachers curriculum developers can fully craft the curriculum in accordance
with mission characteristics and school vision and in accordance with the
learning experience required like a learner. In the KTSP of this role can be seen
in the development of the local payload curriculum. In the development of the
local curriculum the cargo is fully handed over to each educational unit because
the developing curriculum can differ between one agency and another.
c. As developers, namely the teachers role as curriculum developer. In this case
teachers can design the curriculum according to the school vision and mission.
It is one of the current proficiency of KTSP curriculum to the liver broad

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 autonomy to the school and the education force. One example is the local
loading and self-improvement that differs between one school and another.
d. Curriculum researcher, this role is performed from the professional duties of a
teacher who has the responsibility of improving her performance work as a
teachers. In this role teachers have the responsibility to test various curriculum
components such as examining curriculum materials testing the effectiveness of
strategy programs and learning models including gathering data on students’
success in reaching the curriculum targets. One of the methods recommended in
research is the action research method-the outgoing research method-of the
problems teachers face in the curriculum implementation. Through class action
research, the teacher takes initiative of doing research and then taking steps to
solve the problem at hand. Thus class action research is one of the methods that
only augment the teacher’s insight and enhances his professionalism but can
constantly improve his performance. It is possible that the management of the
curriculum development is distinguished by a centralization, decentralized and
central-decentralized.
4. The Teacher’s Role in the Centralized Development of Curriculum
In teachers centralized curriculum there is no role. The macro curriculum was
designed by a special team of experts. Micro curriculum drafting is based on the
macro curriculum. Teachers put the curriculum in their field for a period of 1 year, a
week or just a few days.
The 1 year curriculum is called protaand the semester is called promes.
Whereas the curriculum for a few weeks and few days is called the learning plan.
Either the annual program, for a semester program or the learning plan have the
same components that the purpose of the learning materials method and media
study and evaluation material is only varying in breadth and depth. The teacher’s
job is to organize and formulate the right goal of selecting and arranging and stages
of child development selecting varied methods and media teaching and formulating
the right methods and tools. A systematic and detailed curriculum will greatly make
is easier for teachers and for the implementation. Even though the curriculum is
structured but the teacher still has the duty to complete and realignment. The
implementation of the curriculum depends almost entirely on the creativity of the
teacher’ earnestness and perseverance. The teacher is also obliged to explain to the

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 students what his teaching will accomplish gives the motivation to learn to create a
cooperative situation and to provide direction and guidance.
 Strengths
a) In support of the creation of unity and unity of nations
b) Create minimum standards of mastery or child development
c) It easy to be driven. Monitored, evaluated, and aved in terms of time, cost
and facilities.
 Weaknesses
a) Uniformity id condition that can hamper creativity, and this will slow down
the steady progress of the school.
b) Injustice in assessing results
c) Show very extreme differences.
5. The Teacher’s Role in the Decentralized Development of Curriculum
The decentralized curriculum is compiled by a particular school group in a
region or area. This curriculum id intended for a particular school or community
environment. The development or such curriculum is based on characteristics for
the needs of local development and the ability of the school. The content of the
curriculum thus vary greatly each school or stake has its own curriculum but tne
curriculum is quite realistic.
These forms of curriculum have advantages and disadvantages:
 Strengths
1. The curriculum, according to the needs and development of the local
community
2. The curriculum comes within the level and level of professional, financial
and managerial skill.
3. Drafted by teachers themselves that makes it very easy to do.
4. There is motivation for school (headschool, teachers), to develop
themselves, to find and create the best possible curriculum, thus a kind of
competition in curriculum development
 Weaknesses
1. The lack of uniformity so situations requiring uniformity for unity and
national unity is inappropriate.

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 2. The lack of equal grading standards makes it difficult to compare the
circumstances and progress of a school or a region with school or others
areas.
3. There’s purchase difficult in transfer students to school or other areas
4. It’s difficult to distinguish management and assessment national.
5. Not all school or areas have readiness to organize and develop their own
curriculum.
6. The Teacher’s Role in the Development of Curriculum is Centrally-Decentralized
To overcome the weakness of the two curriculum forms a mixture of the
can be used as the centrally decentralized form.In a centralized decentralized
curriculum, decentralized measures have certain limits as well as the teacher’s role
in the development of the curriculum is greater than that which is centralized.
Teachers participate not only in exhuming the master curriculum programs or
learning plan, but also in the compiling of the full curriculum for the school.
Teachers contribute to formulating each component and element of the curriculum.
In such activities they have a feeling of sharing the curriculum and are promoted to
develop the knowledge and ability of the themselves in the development of the
curriculum. Because teachers from the beginning of the curriculum have been
included to understand and actually master the curriculum so that the curriculum
performance in the class will be more appropriate and fluently. The teacher not only
Acts as a user but the development planning and evaluator of the curriculum.

L. Role of teachers in curricculum

1. The Teacher as a Key Figure in Education
In any system and educational process, the teacher still plays an important
role, students may not learn on their own without the guidance of teachers who are
able to carry out their duties well. The role of the teacher is so great that it can be
reviewed in a broad sense and in a narrow sense. In a broad sense, the teacher
carries out roles as cognitive measures, as moral agents, innovators, and
cooperatives.
2. Teacher as a Cognitive Measure
The task of the general teacher is to pass on knowledge and various skills
to students. The things that will be inherited must certainly be in accordance with
the measures determined by the community and are an illustration of the social,

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 economic, and political conditions of the community concerned. Therefore, the
teacher must meet the measure of ability needed to carry out his duties so that
students can achieve a high measure of education. The results of teaching are the
result of interactions between the elements, motivation and abilities of students,
content or subject matter delivered and learned by students, the skills of the
teacher to deliver and teaching aids that help the path of inheritance.
3. Teacher as Moral and Political Agent
The teacher acts as the moral agent of the community because its function
is to educate the public to be literate, clever to count, and to have various other
cognitive skills. These skills are seen as part of the process of moral education
because people who are already good at reading and experienced will try to avoid
themselves from criminal acts and deviate from the size of society. Teachers are
also a picture and also act as political agents. The teacher conveys the attitude of
culture and political actions of the community to the younger generation. The
political will of the community is conveyed in the teaching process in the
classroom.
4. The Teacher as an Innovator
Thanks to the advancement of science and technology, society is constantly
changing and developing in all aspects. Changes and developments that require
the occurrence of educational innovations that lead to new changes and
qualitatively different from the previous thing. The responsibility of carrying out
the innovation, among others, lies with the education provider in the school, and
the teacher plays a leading role. The teacher is responsible for spreading new ideas
to students through the classroom teaching process.
5. The Teacher Holds a Cooperative Role
In carrying out their duties, the teacher may not work alone and rely on his
abilities individually. Therefore, teachers must work together, both working with
fellow teachers, social work, prison institutions and with student parents' union.
The role of cooperation in teaching among teachers is formally developed in team
learning systems.

M. Responsibilities of Teachers in Education

The teacher will fulfill his responsibilities well or can act as an effective
teaching force if there are various competencies (professional work development)

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 teacher namely personality competencies which include introduction and
acknowledging the dignity and potential of each individual or student he teaches.
Furthermore, mastery competency over teaching materials which includes elaborating
knowledge or skills into actual information. And the latter is competency in teaching
methods, namely using and developing educational media (assistive devices or visual
aids).
In essence, the responsibility of education is a big and important responsibility
because in its operational order education is the provision of guidance, help and
assistance from adults or people who are responsible for education to minors.
Education is part of the spiritual and physical maturation process. The teacher as an
educator is responsible for administering, managing, developing, overseeing and
serving technically to support the educational process in the education unit

N. The Function of Teachers in Education

Everyone believes that teachers have a huge contribution to the success of
learning in school. The teacher is very instrumental in helping the development of
students to realize their life goals optimally. This belief arises because humans are
weak creatures, who in their development always need other people, from birth, even
when they die. All of that shows that everyone needs other people in their
development, as is the case with students; when parents register their children at
school at that time he also hopes for the teacher, so that their children can develop
optimally.
Interests, talents, abilities, and potentials possessed by students will not
develop optimally without the help of the teacher. In this connection the teacher needs
to pay attention to students individually, because between one student and another has
very basic differences. Maybe among us still remember, when sitting in grade 1
elementary school, the teacher was the first to help hold a pencil to write, he held one
by one the hands of students and helped him to be able to hold the pencil correctly.
The teacher also gives encouragement to students to do the right thing, and accustoms
them to be responsible for their actions.
Understanding the description above, how great the services of teachers are in
helping the growth and development of students. They have roles and functions that
are very important in shaping the personality of the child, in order to prepare and
develop human resources (HR), as well as the welfare of society, the progress of the

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State, and the nation. Teachers must also race in learning, by providing learning
convenience for all students, in order to develop their potential optimally. In this case,
the teacher must be creative, professional, and fun, by positioning themselves as
follows:
a. Parents who are full of love for their students.
b. Friends, where to complain, and express feelings for students.
c. Facilitators who are always ready to provide convenience and serve students
according to their interests, abilities and talents.
d. Contributing ideas to parents to be able to know the problems faced by children and
provide suggestions for solutions.
e. Cultivating confidence, courage and responsibility.
f. Familiarize students with mutual friendship with others.
g. Develop a reasonable socialization process between students, other people and their
environment.
h. Develop creativity.
i. Become a helper when needed.
To fulfill the above demands, the teacher must be able to interpret learning,
and make learning as a place to form competencies and personal qualities of the
students' qualities. For this purpose, with regard to the study of Pullias and Young
(1988), Manan (1990), and Yelon and Weinstein (1997), at least 15 teacher roles can
be identified, namely teachers as educators, instructors, mentors, coaches, advisors,
innovators, creativity, generators views, routine workers, campers, actors, and
evaluators.
1. Teacher as Educator
The teacher is an educator, who becomes a character, role model and
identification for students, and their environment. Therefore, teachers must
have certain personal quality standards that include responsibility, authority,
independence, and discipline. Relating to responsibility; the teacher must
know and understand the values, moral and social norms and try to behave and
act in accordance with these values and norms.
2. Teacher as Teacher
Since the existence of life, since then the teacher has carried out
learning, and indeed this is the first and foremost task and responsibility. The

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 teacher helps developing students to learn something they have not yet known,
form competencies and understand the standard material learned.
3. Teacher as a Mentor
The teacher can be likened to a journey guide, which is based on his
knowledge and experience responsible for the smooth running of the journey.
In this case, the term travel not only concerns the physical but also the deeper
and more complex mental, emotional, creative, moral and spiritual journey. As
a guide, the teacher must formulate goals clearly, set travel time, set the road
that must be taken, use travel instructions and assess their fluency in
accordance with the needs and abilities of students.
4. Teacher as Coach
The process of education and learning requires skills training, both
intellectual and motoric, so it requires the teacher to act as a coach. Because
without training a student will not be able to demonstrate mastery of basic
competencies and will not be proficient in various skills developed in
accordance with standard material. Therefore, the teacher must act as a trainer
who is in charge of training students in the formation of basic competencies
and their respective potential.
5. Teacher as an Advisor
The teacher is an advisor for students, even for parents, even though
they do not have special training as an advisor and in some cases cannot hope
to advise people. He must understand personality psychology and mental
health science.
6. Teacher is a Reformer
The teacher translates past experiences into meaningful lives for
students. In this case there is a deep and wide gap between one generation and
another, so the experience of parents has more meaning than our grandmother.
Psychologically it is far from human experience that must be understood,
digested and manifested in education.
7. Teacher is a Model and Example
The teacher is a model or role model for students and all people who
consider him as a teacher. Being a role model is the nature of learning
activities, and when a teacher does not want to accept or use it constructively,
it has reduced the effectiveness of learning. The following are some things that

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 need to get the teacher's attention as an example; basic attitudes, speech and
speech style, work habits, attitudes through experience and mistakes, clothing,
human relations, thought processes, neurotic behavior, tastes, decisions, health
and lifestyle in general.
8. Teacher as a Person
As individuals involved in education. The teacher must have a
personality that reflects an educator. Demands for personality as educators are
sometimes felt to be heavier than other professions. The tough test for the
teacher in terms of personality is the stimulus that provokes his emotions.
Emotional stability is needed in this regard.
9. Teacher as Researcher
Learning is an art which in its implementation requires adjustments to
environmental conditions. For this reason, it takes a variety of research in it
involving teachers. Therefore the teacher is a seeker or researcher. He did not
know and he knew that he did not know, therefore he himself was the subject
of learning. With the awareness that he does not know something, he tries to
find it through research activities.
10. Teachers as Drivers of Creativity
Creativity is a very important thing in learning, and teachers are
required to demonstrate and demonstrate the process of creativity. Creativity
is something that is universal and is a feature of our world. Creativity is
characterized by the activity of creating something that did not exist and was
not done by someone or the tendency to create something.
11. The teacher as the Generator of Vision
Teachers are required to provide and maintain a view of grandeur to
their students, regarding this function the teacher must be skilled in
communicating with students at all ages so that each step of the educational
process that he manages is carried out to support this function. The teacher
knows that he cannot raise the view of greatness to students if he does not
own it himself. Therefore, the teachers need to be equipped with teachings
about the nature of human beings and after knowing them will also know the
greatness of God who created it.

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 12. The Teacher as a Routine Worker
Teachers work with certain skills, habits, and routine activities that are
very necessary and often burdensome. If the activity is not done well, it can
reduce or undermine teacher effectiveness in all of its roles. Besides that, if
the routine activity is not liked, it can damage and change the general attitude
towards learning. For example, in each learning activity the teacher must
make written preparations, if the teacher hates or does not like this task it will
undermine the effectiveness of learning.
13. Teacher as the Tent Shifter
Life is always changing, and teachers are campers, who like to move
around, and help students leave old things to something new they can
experience. The teacher strives to find out the problems of students, beliefs
and habits that hinder progress, and helps stay away and leave them to get new
ways that are more appropriate.
14. Teacher as an Actor
As an actor, the teacher conducting research is not limited to the
material that must be transferred, but also about the human personality so that
he is able to understand the responses of his listeners, and re-plan his work so
that it can be controlled. To do this he learns all things related to his duties, so
that he can work effectively.
15. Teacher as Evaluator
Evaluation or assessment is the most complex aspect, because it
involves many backgrounds and relationships, as well as other variables that
have meaning when dealing with contexts that are almost impossible to
separate from each aspect of the assessment. There is no learning without
assessment, because assessment is a process of assessing the quality of
learning outcomes, or a process for determining the level of achievement of
learning goals by students.

O. Anatomy curriculum
Anatomy comes from the Greek anatomia, from anatemnein, which
means cutting or then it will be more precise in this subject we call or interpret by
using the meaning of structure or arrangement or also part or component. The
curriculum is one component that has an important role in the education system,

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because the curriculum is not only formulated about goals that must be achieved
so as to clarify the direction of education, but also provides an understanding of
the learning experience that must be possessed by each student. Because of the
importance of curriculum functions and roles, every curriculum development at
any level must be based on certain principles.
The anatomy of the curriculum can be formulated into four parts, namely,
first, the objectives to be achieved, the two processes in learning, the three
material to be delivered, the fourth evaluation. From these four formulas, there are
interrelationships with each other. The objectives to be achieved must be in
accordance with the process to be carried out, the material to be delivered is also
inseparable from the process and objectives will be achieved in a curriculum.
Thus the final evaluation of the formulation is reciprocal relevant to the
development of the next curriculum.
Purpose Will direct all teaching activities and color the other curriculum
components. While the formulation of goals is based on, first, the development of
demands, needs, and conditions of society, second, the achievement of
philosophical values, especially the philosophy of the state (National Education
Objectives).
Components are integral and functional parts that cannot be separated from
a curriculum system, because the component itself has a role in forming the
curriculum system. As a system, the curriculum has components. The curriculum
components of a school can be easily identified by reviewing the curriculum book
or document itself. From the contents of curriculum documents can be seen what
components make up the curriculum system.
Wina Sanjaya stated that the curriculum is a system that has certain
components. When one component that forms a curriculum system is interrupted or
not related to other components, the curricular system will be disrupted. The
components that make up the curriculum system can be seen in the picture below.
1. Component of developing curriculum objectives.
The objective component is one of the most important components in
curriculum development. The curriculum according to Law Number 20 of 2003
concerning the national education system is a set of plans and arrangements
regarding the purpose and content or material of the lesson as well as the methods
used as guidelines for the implementation of teaching and learning activities

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 Wina Sanjaya suggests several reasons why goals need to be formulated in
the curriculum. First, the goal is closely related to the direction and goals that
must be achieved by every educational effort. The curriculum is a tool to achieve
educational goals, thus formulation of objectives is one component that must exist
in a curriculum. Second, through clear objectives, it can help curriculum
developers in designing the curricula model that can be used even will help
teachers in designing learning systems. Third, clear curriculum objectives can be
used as controls in determining the boundaries and quality of learning.
Achieving the curriculum objectives component will be very important
because the achievement of this objective component has a direct effect on the
achievement of further education goals
a) Objective Classification.
According to Bloom the form of behavior as a goal that must be
formulated can be classified into three classifications or three domains,
namely the cognitive domain, the affective domain, and the psychomotor
domain.
b) Cognitive domain.
Cognitive domain is the purpose of education related to intellectual
ability or thinking ability such as the ability to remember and problem
solving skills, the cognitive domain consists of six levels, namely:
a) Knowledge.
b) Understanding.
c) Application.
d) Analysis.
e) Synthesis.
f) Evaluation.
c) Affective domain.
Affective domain deals with attitudes, values and appreciation. This
domain is a continuation of the cognitive domain. Krathwohl argues that
the affective domain has several levels, namely:
a) Acceptance.
b) Responding.
c) Respect.
d) Organizing.

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 e) Characterization of values.
d) Psychomotor domains.
Psychomotor domains are goals that are related to one's ability
skills. This domain can be divided into six buildings,
1. Reflex motion.
2. Basic skills.
3. Perceptual skills.
4. Physical skills.
5. Movement skills.
6. Non-discursive communication.
2. Hierarchical Purpose.
Viewed from the hierarchy Educational goals consist of very general
objectives up to specific objectives that are specific and measurable.
Objectives that are general to specific in nature can be classified into various
parts, namely: first, the National Education Goals (TPN), including long-term
goals, ideal goals of Indonesian Nation education. Second, Institutional
Objectives (IT), include the educational objectives of an educational
institution. Third, Curricular Objectives (TK), cover the objectives to be
achieved by a study program. Fourth, Instructional Objectives or learning
objectives (TP), include targets that must be achieved by something subject.
General-purpose relationships to specific destinations can be seen below:
 National Education Goals
 Institutional Objectives
 Learning objectives
 Curricular Purpose
 Direction for Achieving Goals
 Direction of Goal Description
3. Component of developing curriculum material.
The development of curriculum material in essence is to develop
learning materials that are directed at finding learning goals. Learning material
is a device to facilitate understanding of learning material. Errors in choosing
learning materials can affect the learning process and the achievement of
learning objectives. Thus the component of curriculum material development
is very influential on the purpose of learning to be carried out in the

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classroom. The selection of teaching materials in the curriculum is an absolute
thing in this component.

Instructional materials are knowledge, attitudes, and skills that students

must know and possess in order to achieve their abilities or competencies that
have been determined
Wina Sanjaya argues that curriculum materials or materials
(curriculum materials) are contents or curriculum content that students must
understand in order to achieve curriculum objectives. The material component
is a study material consisting of science, values, experience, and skills
developed into the learning process in order to achieve the objective
component. The component of the development of materials to be developed
in teaching materials is an important factor in achieving a predetermined level.
It aims to provide an understanding of students about what is conveyed by a
teacher in achieving the learning objectives contained in the curriculum that
has been arranged.
In developing the material component, it is necessary to pay attention
to the sources of material development intended in a curriculum.
1) Sources of curriculum material.
a. Society as a source of curriculum.
The school serves to prepare students to live in the midst of the
community. Community needs that must be considered in curriculum
development include the community in the local environment, the
community in the national order and the global community. The sources
of curriculum material are not only sourced from the global and national
order of life, the material must also be sourced from the surrounding
community. In particular the local community has its own culture (local
wisdom) where the curriculum is implemented. This is quite important,
because after all local wisdom is an important part in advancing the
educational process that will be held. Besides that, it also teaches
students the importance of local wisdom as Soko Guru national culture.
b. Students as curriculum sources.
There are several things that must be considered in the
formulation of curriculum content relating to students, namely:

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 1) Curriculum because it is adjusted to the child's development.
2) The curriculum content should include skills, knowledge and
attitudes that can be used by students in their current experiences and
also useful in dealing with their needs in the future.
3) Students are encouraged to learn thanks to their own activities.
4) What students learn should be in accordance with the interests and
desires of students.
c. Science as a source of curriculum.
2) The stage of selecting curriculum material.
Selection is steps that must be implemented in developing
curriculum material. The selection is intended to cover, First, Identify
needs, Second, obtain curriculum materials (assess the curriculum
materials), Third, Analyze materials, Fourth, assess appraisal of curriculum
materials, Fifth, make decision to adopt material (make an adoption
decision).
3) Types of curriculum material.
The type of curriculum material that students have to learn consists
of facts, concepts, principles, laws, and skills. Facts are the nature or a
symptom, an event, an object, whose form can be captured by the five
senses, while the fact is knowledge that relates to specific (single) data
both those that have been and those that can be tested or observed.
4) Criteria for determining curriculum material.
There are several things balance in determining curriculum material
that is viewed from the student's point of view, namely: First, the maturity
level of students, Second, the level of practice of children, Third, the stage
of material difficulties.
4. Component Method.
The method component can be divided into two parts:
 methods in the broadest sense are not just teaching methods but
involve learning strategies, as well as building values, knowledge,
experience, and skills in students, methods in the narrow sense are in
the form of using one method in teaching or learning
5. Evaluation Components.

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 Evaluation is an action taken to find out the results of teaching in
particular and the results of education in general. In addition evaluation is also
useful for improving teaching (evaluation as feed back)
To see how far the success in implementing the curriculum needs
evaluation. The evaluation component is one component that is closely related
to other components, so the way of evaluation or evaluation will determine the
objectives of the curriculum, material or materials, and the teaching and
learning process.
Assessment is very important, not only to show the extent of student
achievement, but also a source of input in efforts to improve and renew the
curriculum. Assessment in a broad sense, not only can be done by educators,
but also among the wider community.

P. The nature of the curriculum

1. Understanding the curriculum
a) Understanding Curriculum Etymologically
Etymologically the term curriculum in English written "curriculum"
comes from Greek, namely "curir" which means "runner", and "curere"
which means "place to race". No wonder when viewed from its literal
meaning, the term curriculum was originally used in the world of Sports,
as can be seen from the meaning of "runners and racing places", which
remind us of the types of athletic sports.
b) Definition of curriculum based on terms
Starting from the meaning of "curir" and "curere" curriculum based
on the term is interpreted as "the distance that must be traveled by a runner
from start to finish to obtain a medal or award". The definition is then
adapted into the world of education and is interpreted as "A number of
subjects that must be taken by a student from the beginning to the end of
the program to obtain a diploma"
c) According to Peter F. Oliva
"Curriculum is the plan or program for all experiences which the
learner encounters under the direction of the school" (Oliva, 1982). The
curriculum is a program or plan developed by institutions (schools) to

98
 provide a variety of learning experiences for students. This definition
contains two important things that must be understood.
First, the curriculum is a program or plan that contains projections
to be carried out by educational institutions. Both curricula are all
experiences. This second limitation implies that the curriculum has a
broader meaning than the first meaning, meaning that apart from being a
plan, the curriculum is also an entire experience or activity that occurs as a
realization of a program or plan that has been made before.
d) Curriculum according to Law No. 20 of 2003
According to Law no. 20 of 2003, the curriculum is "A set of plans
and arrangements regarding the objectives, contents, and learning material
and the methods used as guidelines for the implementation of learning
activities to achieve certain educational goals". (Chapter I Article 1
paragraph 19).
2. The nature of the curriculum
The essence of the curriculum according to Saylor, Alexander and
Leuwis (1981), categorizes the definition of curriculum, namely:
 Curriculum as a plan about subjects or study materials
According to the dictionary webster's new international dictionary,
which has included the term curriculum in the repertoire of English
vocabulary since 1593, giving meaning to the term curriculum as follows:
a. course, esp. a specified fixed course of study, as in school or
college, as one leading to a degree.
b. The whole body of courses offered in educational institutions, or
by a department there of.
The definition above means
o As a number of lessons set for students to study in a school or
college, to obtain a diploma or degree.
o All subjects offered by an educational institution or a particular
department.
3. Curriculum as a plan about learning experience
Learning experiences can include studying subjects and various other
activities that can provide useful learning experiences. Learning activities are
not limited to learning activities in the classroom or school, but also activities

99
carried out outside the classroom or school; provided that it is carried out on
school responsibility (Romine, 1954).
According to the strata meyer, Frokner and Mck Kim (1947) are
declining... tension is the formulation of capabilities related to aspects of
knowledge, attitudes, and skills that must be reflected in thinking and acting
consistently. The types of objectives can be distinguished from very general
and long-term goals to more specific or short-term (immediate) goals in the
following order.
a. National Education Goals
The aim of national education is the ultimate goal that must be an
inspiration for every education provider at every level, path and type of
education throughout Indonesia. In Law no. 20 of 2003 explained that
National Education functions to develop capabilities and form a dignified
character and national civilization in order to educate the nation's life,
aiming to develop the potential of students to become human beings who
believe and fear God Almighty, noble, healthy, knowledgeable,
competent, creative, independent, and a democratic and responsible
citizen.
b. Institutional Education Objectives (Institutional)
The Educational Objectives of the Institution are targets,
expectations or directions that must be a reference to be achieved by each
educational institution in accordance with the pathway, level and type of
education. The term used today as the equivalent of institutional goals is
"Graduate Competency Standards / SKL" For example the purpose of
basic education institutions is "Laying the foundation of intelligence,
knowledge, personality, noble character, and skills to live independently
and follow further education." (Minister of National Education
Regulation No. 23 of 2006).
c. Curricular Objectives (Subjects).
Curricular goals are abilities / competencies that must be
possessed by students after studying a subject or group of subjects. The
term that is currently used as the equivalent of subjects (curricular) is
"competency standards".
d. Instructional Objectives

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 It is a further elaboration of competency standards, namely the
formulation of abilities / competencies (knowledge, attitudes, skills) that
must be possessed immediately and the results can be known after each
lesson ends. The term used today as the equivalent of learning objectives
is "basic competencies and indicators" of learning.
4. Content / material component
Components of the content and structure of the material are material
programmed to achieve certain educational goals that have been set. The
contents in question are usually in the fields of study, for example,
Mathematics, Indonesian Language, Science, Social Sciences, Physics and so
on. These fields are adapted to the type and level of education in an
educational institution. The content of curriculum programs is everything that
is given to students in teaching and learning activities in order to achieve
goals. The contents of the curriculum consist of two major groups, namely the
types of fields of study taught in each of these fields of study.
5. Component method / strategy
It is an approach, strategy, and management system for education /
learning that is carried out in each educational institution, so that the program
or curriculum that has been established can run effectively, efficiently, and
accountably.

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