CURRICULUM DESIGN

INDONESIAN CURRICULA THAT HAVE EVER EXISTED

Arranged by:

Bimbi Izumi Sembiring

UNIVERSITAS HKBP NOMENSEN

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH STUDY PROGRAM

2022
A. Introduction
Prior to independence, the curriculum was frequently exploited as a political
instrument by the government. For example, while Indonesia was still a Dutch colony
and Japan was still a Japanese colony, the curriculum had to be tailored to the political
interests of the two countries. Following Indonesia's independence in 1945, the school
curriculum was revised and adapted to reflect the Indonesian nation's political goals,
which are founded on the noble values of the nation as a reflection of Indonesian
society. Following independence, the national education curriculum was revised in
1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, and 2013. These changes are
a logical result of changes in the nation's society and patriotic political, socio-cultural,
economic, and scientific and technology systems. All national curricula are built on
the same foundation, namely Pancasila and UUD 1945; the fundamental distinction is
the emphasis on educational goals and means to achieving them.

B. List of the Curricula

1. Kurikulum 1947 (Rentjana Pelajaran 1947)

The curriculum was established in 1947 under the term "Rentjana Pelajaran
1947." Because it was still in the process of independence at the time, this
curriculum continued the previous curriculum utilized by the Dutch. The
fundamental feature of this curriculum is that it lays a greater emphasis on the
development of human character that is independent and equal to that of other
nations. The word leer plan was used for the first curriculum created during
the independence period. In Dutch, it refers to lesson plans, which are more
popular than curriculum (English). Changing the educational grid is more
political: shifting from a Dutch educational emphasis to national goals.
Rentjana Pelajaran 1947 was not introduced in schools until 1950. Several
groups claimed that the history of curriculum development began with the
1950 curriculum. The form consists of two major components: (1) a list of
subjects and instructional hours; and (2) a lesson plan. The 1947 Lesson Plan
limits cognitive education. Character education, social and state awareness,
and social life education are prioritized, as is a subject matter that is related to
everyday happenings, as well as attention to arts and physical education.

2. Kurikulum 1952 (Rentjana Pelajaran Terurai 1952)

After "Rentjana Pelajaran 1947," the curriculum in Indonesia was refined in
1952. This curriculum, named "Rentjana Pelajaran Terurai 1952," goes into
greater information about each subject. This curriculum has started to adapt to
national education system. The most noticeable and distinct feature of the
1952 curriculum is that every lesson plan must pay attention to the topic of the
lesson as it relates to everyday life. "Silabus mata pelajarannya menunjukkan
secara jelas bahwa satu guru mengajar satu mata pelajaran." Dirpendas
(Djauzak Ahmad, 1991-1995)"
3. Kurikulum 1964 (Rentjana Pendidikan 1964)
After 1952, nearing 1964, the government attempted for the second time to
perfect Indonesia's curriculum system. It was renamed "Rentjana Pendidikan
1964" this time. The key component of the 1964 curriculum that distinguishes
this curriculum is the government's objective for citizens to acquire
intellectual knowledge at the elementary school level. The Pancawardhana
programme (Hamalik, Oemar. (2004) underpins learning in this curriculum,
which focuses on moral, intellectual, emotional/artistic, skills (skills), and
physical development. Pancawardhana, according to some, focuses on the
development of creativity, reasoning, mental, productivity, and morals. The
emphasis in primary education is on knowledge and practical functional
activities.

4. Kurikulum 1968
The 1968 Curriculum was created for political reasons, specifically to replace
the 1964 Education Plan, which was portrayed as a product of the Old Era. In
terms of educational goals, the 1968 Curriculum emphasizes efforts to produce
individuals who are strong and physically fit, intelligent, and possess moral,
social, and religious beliefs. It appears that adjustments have been made to the
structure of the educational curriculum from Pancawardhana to nurturing
individuals with the moral value of Pancasila, basic knowledge, and particular
skills in this curriculum. The 1968 curriculum is the epitome of changes in
orientation toward the pure and consistent execution of UUD 1945. Subjects
were divided into 9 points. Djauzak referred to the 1968 Curriculum as a
"kurikulum bulat". The subject matter's substance is theoretical and has
nothing to do with factual problems in the sector. It emphasizes deciding
subjects for each level of education. Educational content focuses on activities
that improve intelligence and abilities while also developing physically fit,
healthy, and strong individuals. The 1968 curriculum is a linked subject
curriculum, which means that the material in lower-level lessons correlates
with the high school curriculum. This curriculum's field studies are divided
into three categories: Pancasila moral value implantation, basic knowledge,
and unique skills.

5. Kurikulum 1975
The goal of education is emphasized in the 1975 curriculum so that education
is more effective and efficient. The origins of this curriculum can be traced
back to the influence of management concepts, specifically: MBO
(management by goals), which was popular at the time, and "Methods,
materials, and objectives" Teaching is described in depth in the Prosedur
Pengembangan Sistem Instruksional (PPSI), also known as a "satuan
pelajaran," which is a lesson plan for each subject of instruction. Tujuan
instruksional umum (TIU), tujuan instruksional khusus (TIK), subject matter,
learning tools, teaching and learning activities, and evaluation are the
 components of each "satuan pelajaran." Curriculum 1975 was highly
criticized. The teacher is kept busy putting down the specifics of what each
learning activity will accomplish.

6. Kurikulum 1984
The process skills method is used in the 1984 curriculum. Despite focusing on
the approach method, the objective remains critical. This curriculum is also
commonly referred to as "Kurikulum 1975 yang disempurnakan." The
standing of students is studied as a subject. From observing something through
grouping, debating, and reporting. This model is known as Cara Belajar Siswa
Aktif (CBSA), which stands for Student Active Learning (SAL). When used
nationally, the CBSA concept theoretically and practically shows good
outcomes in schools that were examined, with a lot of deviation and reduction.
Unfortunately, many underprivileged schools misinterpret CBSA. What they
observe is a raucous atmosphere in the classroom due to students discussing,
pictures here and there, and the teacher is no longer delivering lecture models.
As a result, CBSA rejections appeared here and there. The 1984 curriculum is
designed for educational reasons. Based on the belief that kids' learning
experiences at school must be useful and successful in the limited time
available.

7. Kurikulum 1994
The 1994 curriculum was the outcome of efforts to merge prior curricula,
particularly those from 1975 and 1984. Unfortunately, the mix of objectives
and methods didn't seem to work. As a result, a great deal of criticism is
leveled, owing to the perceived overburdening of student learning, which
ranges from national to local subjects of teaching. Local subject matter is
adapted to the demands of each region, such as regional language arts,
regional talents, and so on. Various community groups' interests also asked
that specific subjects be included in the curriculum. Finally, the 1994
Curriculum evolved into a curriculum that was extremely dense. The fall of
the Suharto government in 1998 was followed by the introduction of the 1999
Curriculum Supplement. However, the modification focuses solely on
mending a few subject matters. There are several notable aspects of the
curriculum's introduction in 1994, including the following: The "Caturwulan"
system divides learning phases in schools. At school, learning focuses on a
topic matter that is highly dense (directed to the subject matter/content). The
populist nature of the 1994 curriculum is exemplified by the implementation
of a single curriculum system for all pupils throughout Indonesia. Curriculum
This is a core curriculum that allows special locations to design their own
curriculum that is tailored to the environment and the needs of the surrounding
community.
8. Kurikulum 2004 (Kurikulum Berbasis Kompetensi (KBK))
The 2004 curriculum, nicknamed "Kurikulum Berbasis Kompetensi (KBK),"
serves as a replacement for the 1994 curriculum. KBK is distinguished by the
following characteristics:
1) Emphasizing the achievement of student competencies both
individually and classically.
2) Oriented to learning outcomes (learning outcomes) and diversity.
3) A multitude of approaches and strategies are used in teaching.
4) Learning resources include not only teachers but also additional
learning resources that meet the criteria as educational resources.
5) Assessment emphasizes the process and learning outcomes in an effort
to master or the achievement of competency.

This Competency-Based Curriculum's core competency framework is broken

down into component parts, classes, and semesters. Skills and knowledge in
each area, organized and split by subject aspect.

9. Kurikulum 2006 (Kurikulum Tingkat SatuanPendidikan (KTSP))

There is little variation between the 2004 Curriculum and the overview of the
content and method of obtaining the learning competency targets by students
for technical evaluation. The major distinction What sticks out is that teachers
are given more latitude to organize classes in accordance with the environment
and conditions of pupils, as well as the location of the school. The central
government establishes competency standards and basic competencies in the
2006 curriculum, while schools in this instance are obliged to be able to
develop in the form of a syllabus and the evaluation is in accordance with the
requirements of the school and the area. The outcomes of all topics'
development are compiled into a device known as Kurikulum Tingkat Satuan
Pendidikan (KTSP). The school is responsible for preparing the KTSP, which
is guided and monitored by regional and local education departments.

10. Kurikulum 2013

The government is developing competency-based courses based on tests
conducted in 2004. (curriculum-based competency). Competence is used as a
reference and guideline for educational implementation to improve numerous
domains of education; knowledge, skills, and attitudes at all levels and paths
of education, particularly on the school education line. The competency-based
2013 curriculum focuses on pupils acquiring certain competencies. As a result,
the curriculum includes a number of competencies and a set of defined
learning objectives in such a way that its fulfillment can be observed as a
criterion of success in the form of behavior or behavior student skills.
Learning activities must be focused on assisting students in mastering at least
the minimum level of competence in order for them to achieve the goals that
have been established. In line with the philosophy of total learning and talent
development. Every student should be given the opportunity to attain goals
that are appropriate for their skills and learning pace. The 2013 curriculum is
primarily focused on shifting the learning process (from students being told to
students discovering) and the evaluation process (from focusing on knowledge
through output assessment becomes capability-based through process
assessment and outputs). Additional hours of instruction, as has recently been
the norm in countries such as the Knowledge is Power Program (KIPP) and
Massachusetts Longer Learning Periods (MELT). The 2013 curriculum's core
concept is to generate individuals who are productive, creative, innovative,
and affective through observing attitudes, skills, and integrated knowledge. To
do this, teachers are required in the implementation curriculum to
professionally create learning that is effective and meaningful, arrange to
learn, identify the best learning approach, effectively define learning processes
and competency creation, and set success criteria.
 References

Siti Dina Hidayati. 2015. “Kurikulum Yang Pernah Berlaku Di Indonesia.” Riskesdas 2018 3(1):103–
11.