The Curriculum

Implemented in Indonesia
Education System

Curriculum and Material Development

Group 6
01. 02.
Lintang Aulia
Mukti Rahayu
(206121366)
Putri Cahyani
226121043

03.
Asti Putri
Hanifah
226121235
 Introduction
In an education system, the curriculum is dynamic and must
always be changed and developed. changes and development, so
that it can keep up with the development and challenges of the
times. However, changes and development must be
donesystematically, directed, not just change. The history of the
curriculum in Indonesia hasthrough a long journey, history
records these changes starting in 1947,1952, 1964, 1975, 1984, 1994,
2004, 2006, 2013, and the latest is 2022, namely the independent
curriculum.
Introduction
These changes are a logical
consequence of systemic changes in
politics, socio-culture, economics, and
science and technology of the nation
and state, because the curriculum as a
set of educational plans must be
developed dynamically in accordance
with the demands and changes that
occur in society.
 Introduction.
Over time, the Indonesian curriculum has changed
periodically for various reasons. The existence of the
curriculum has a significant influence on the quality of
education in Indonesia. Therefore, the purpose of
writing this is to examine the Indonesian curriculum in
each period more deeply and carefully and compare
them with each other, so that it is expected to be a
discussion of solutions to understand the main
problems. Indonesia's education from a curriculum
perspective.
 1. 1947 Curriculum

The 1947 curriculum was the first curriculum that

was born during independence, more precisely
two years after independence, using the Dutch
term "leer plan" which means "lesson plan".
Education in the early days of independence was
under the control of Suryadi Suryaningrat who
served as Minister of Teaching and compiled the
1947 curriculum. The 1947 curriculum is known as
the "1947 Lesson Plan", and was only implemented
in schools in 1950. The principles of education were
determined by Pancasila.
 2. 1952 Curriculum

The 1952 curriculum was a development of the

previous curriculum, namely the 1947
curriculum, where this curriculum was more
detailed in each subject. For this reason, the 1952
curriculum is better known as the 1952
Decomposed Lesson Plan. The juridical basis of
the 1952 curriculum is not much different from
the 1947 curriculum. The ideal basis is Pancasila
which is stated in the preamble to the 1945
Constitution, while the constitutional basis is the
1945 Constitution. 4 of 1950. This law was drafted
before 1950.
 3. 1964 Curriculum
In 1964, the government again perfected the system
curriculum in Indonesia and was named the 1964
Education Plan. The main ideas of the 1964
curriculum which characterize this curriculum are:
that the government has the desire for the people to
gain knowledge academic for provision at
elementary school level, so that learning focused on
the Pancawardhana program, namely moral
development, intelligence, emotional/artistic,
personality, and physical
 4. 1968 Curriculum
The 1968 curriculum aims to emphasize education on efforts to
form true Pancasila people, strong and physically healthy,
enhancing intelligence and physical skills, morals, character and
religious beliefs. In this curriculum, it appears that there has
been a change in the structure of the educational curriculum
from Pancawardhana to fostering the spirit of Pancasila, basic
knowledge and special skills. The 1968 curriculum is the
embodiment of a change in orientation towards the pure and
consistent implementation of the 1945 Constitution. The 1968
curriculum emphasized an organizational approach to subject
matter: Pancasila development groups, basic knowledge and
special skills. The content of the subject matter is theoretical, not
related to factual problems in the field. The emphasis is on what
material is appropriate to provide to students at each level of
education. The content of education is directed at activities to
increase intelligence and skills, as well as develop a healthy and
strong physique.
 5. 1975 Curriculum
After Indonesia entered the New Order era, the curriculum
structure underwent a change from a "learning plan" to a
curriculum based on achieving goals. In this context, the
academic subject curriculum is the oldest curriculum concept
model, since the first schools were established. This curriculum
emphasizes content or subject matter originating from scientific
disciplines. The preparation is relatively easy, practical and easy to
combine with other models. This curriculum originates from
classical education, perennialism and essentialism, oriented to the
past. At that time, there was a fundamental change in subject
organization (the abbreviation is mapel). For the first time, the
Indonesian curriculum implemented an integrated approach in
subject organization, namely by combining several lessons into
one class of lessons. This approach is applied to almost all subjects
in the curriculum including social studies (history, geography,
economics and sociology).
 5. 1975 Curriculum
Grouping subjects in the 1975 curriculum was to simplify the many disciplines
and streamline lessons. As a result, the subject portion changes and must be
shared with other scientific disciplines. In the 1975 Curriculum the education
system has a goal orientation in the hope of being more effective and efficient. In
the 1975 Curriculum, the term lesson unit or lesson plan for each unit of
discussion began to be known. Each learning unit is further broken down into
general instructions, specific instructional objectives, learning materials, learning
tools, teaching and learning activities, and evaluation. Many criticize the 1975
Curriculum as not ideal because teachers have too much workload in carrying
out these detailed lessons at school. The 1975 curriculum was also intended to
absorb scientific developments in the 1970s. Apart from strengthening
mathematics, theoretical science lessons are also sharpened. Study hours, which
were previously 41 hours per week, have become 43 hours. Science lessons are a
combination of Life Sciences and Natural Sciences. The positive side of this
curriculum is that "the basic knowledge absorbed by elementary school students
at that time became increasingly developed". However, the impact of the 1975
curriculum was that many teachers spent their time doing administrative tasks,
such as creating TIU, ICT, etc.; while the substance of money material will be
taught in less depth.
 6. 1984 Curriculum
The 1975 curriculum up to 1983 was considered no
longer able to meet the needs of society and the
demands of science and technology. Even the 1983
MPR general session, the product of which was
contained in the 1983 GBHN, indicated a political
decision that required a change in the curriculum
from the 1975 curriculum to the 1984 curriculum. That
is why in 1984 the government decided to replace the
1975 curriculum with the 1984 curriculum. Based on
these developments, by 1983 there was either need or
The demands of society and science/technology on
education in the 1975 curriculum are no longer
considered appropriate, therefore curriculum changes
are needed. The 1984 curriculum appears as an
improvement or revision of the 1975 curriculum.
7. 1994 Curriculum
The 1994 curriculum is the result of efforts to combine previous
curricula, especially the 1975 and 1984 curricula. Unfortunately, the
combination of objectives and processes has not been successful. So a
lot of criticism comes, because the student learning load is considered
too heavy, from national content to local content. Local content
material is adapted to the needs of each region, for example regional
arts, regional skills, etc. Various interest groups in society also urge
certain issues to be included in the curriculum. Finally, the 1994
Curriculum was transformed into a super dense curriculum. The fall of
the Soeharto regime in 1998 was followed by the 1999 Curriculum
Supplement. But the changes were more about just patching in a
number of learning materials.
 8. 2004 Curriculum (KBK)
A competency-based curriculum is a set of plans
and arrangements about the competencies and
learning outcomes that students must achieve,
assessment, teaching and learning activities, and
empowerment of educational resources in school
curriculum development. Competency standards
are defined as the roundedness of knowledge, skills,
attitudes, and the level of mastery expected to be
achieved in learning a subject.
9. 2006 Curriculum (KTSP)

KTSP is a refinement of the 2004 curriculum (KBK),

so in the 2006 curriculum, the central government
sets competency standards and basic competencies,
while schools, in this case teachers, are required to
be able to develop in the form of syllabuses and
assessments according to the conditions of schools
and regions. The results of the development of all
subjects are compiled into a device called the
Education Unit Level Curriculum (KTSP). The
preparation of the KTSP is the responsibility of the
school under the guidance and monitoring of the
regional and local education offices.
 10. 2013 Curriculum

The 2013 curriculum is a curriculum development that

focuses on improving and balancing the
competencies of attitude, skills, and knowledge." The
curriculum is used as a guideline for organizing
learning activities to achieve basic competencies and
educational goals. It aims to improve the quality of
the educational process and results, which lead to the
formation of character and noble character of
students in a whole, integrated, and balanced
manner, in accordance with the competency
standards of graduates in each educational unit.
 Conclusion
The role of the curriculum in teaching is very
important and cannot be separated because the
curriculum is a planning document regarding the
goals to be achieved, material content, and learning
experiences. The journey of the education curriculum
in Indonesia is in line with the history of the
development of the Indonesian nation itself. Starting
from the 1947 curriculum to the 2013 curriculum.
Therefore, with the changes several times, it is hoped
that the new one will not suffer the same fate as the
previous curriculum, and be able to provide facilities
and improve the competence of students so that they
can compete both nationally and internationally.
Bibliography

Alhamuddin. 2014. “sejarah kurikulum di Indonesia”

01. Jurnal studi Analisis Kebijakan Pengembangan
Kurikulum Volume 1 ( halaman 2 )
Thank you!
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