kurtilas vs ktsp

CHAPTER I
INTRODUCTION

                 Of the many elements of educational resources, the curriculum is one element that can contribute significantly to realizing the potential of developing quality of learners. So do not doubt that the curriculum, which was developed based on competence indispensable as an instrument to guide learners to: (1) the human quality that can and proactively address the challenges of an ever-changing; and (2) human well-educated who are faithful to God, noble, healthy, knowledgeable, skilled, creative, independent; and (3) citizens of a democratic and responsible. Development and implementation of a competency-based curriculum is one of the national education development strategy as mandated in Law No. 20 of 2003 on National Education System.

CHAPTER II

DISCUSSION

A.      Definition of Curriculum

The curriculum is the educational program provided by the board of education (school) for students. Based on the education program students undertake a variety of learning activities that encourage development and growth in accordance with the educational goals that have been set. In other words, with the curricular programs, school or educational institution providing educational environment for students to grow. Therefore, the curriculum is organized in such a way that allows students to perform a wide range of learning activities. The curriculum is not limited to a number of subjects, but includes everything that can affect the development of students, such as school buildings, the school, school supplies, library, personnel administration, pictures, school yard, and others. [1]

In the national education system, stated that the curriculum is a set of plans and land arrangements and lesson content and the means used to guide the implementation of   teaching and learning activities. The more specific formulation which contains basic thoughts, as follows:

1)       curriculum is a plan / planning

2)       Curriculum is a regulation, means a systematic and specific structure

3)       The curriculum contains / contain content and learning materials, pointing to the subjects or areas of specific teaching

4)       The curriculum contains ways or methods of delivery of instruction or strategy

5)       The curriculum is a guideline maintenance of teaching and learning activities

6)       Although it is not written, but it was implicit in the curriculum, the curriculum is intended to achieve the goal of education

7)       Pursuant to point 6, the actual curriculum is an educational tool

B.      Draft Curriculum

The curriculum is a written plan about the ability to be owned by national standards, the material to be learned and the learning experience that must be followed to achieve these capabilities, and the evaluation should be done to determine the level of achievement of learners, as well as a set of rules that apply to the learning experience of participants learners to develop their potential in a particular educational unit.

·       National education standards is a statement about the quality of systems and components concerned with the provision of education throughout the jurisdiction of the ladder, type or a specific educational path. National education standards include content standards, teaching standards, standards development, educational personnel, facilities and infrastructure standards, and evaluation standards of education that shall be achieved by each unit of education at all types and levels of education

·       Teaching is a process of interaction of learners and learning resources in a particular learning environment, in particular education efforts

·       Learners are community members who seek to develop their potential through learning experiences that are available on line, type, and level of education

·       Unit of education is to provide education institutions, such as playgroups, nurseries, kindergartens, schools, colleges, courses and study groups

The curriculum is structured to achieve national education goals with regard to the development of learners and their compatibility with the environment, the needs of national development, the development of science and technology and the arts, according to the type and level of each educational unit.

a.        Components of Curriculum

Curriculum as a whole has a system related components to one another, namely:

1) Objective                           4) organization, and

2) Material                            5) Evaluation

3) Method

The components, either individually or jointly be the main basis in an effort to develop a learning system.

b.       The role of the Curriculum

Education curriculum as a guide that has been planned in a systematic, has a very important role for education students. If we analyze the nature of society and culture, which the school as a social institution operation, then we will specify at least three types of roles which were very important curriculum, namely: 1). Conservative Role 2). Critical role and Evaluative 3). Creative role. The third role is equally important and should be implemented between the three Expectations.

C.      Curriculum Education (SBC)

Curriculum Education (SBC) effect from the academic year 2006/2007. Unlike the previous curriculum, the curriculum prepared by each educational unit. Government (Ministry of Education) only gave signs of preparation or development. Through the signs for a predetermined expected amount of education (SD / MI, SMP / MTs, SMA / MA) is expected to develop the curriculum as a basis to plan, implement, and evaluate learning for students.

SBC is a refinement of the 2004 curriculum (CBC) is the operational curriculum developed and implemented by each unit of education / school. SBC preparation entrusted to each level of education in cadence with the implementation of the principle of KBK (Curriculum 2004) called School-Based Curriculum Management (KBS). This principle is implemented to empower the regions and schools in planning, implementing, and managing and evaluating the learning conditions and in accordance with their aspirations. KBS management principles based on "unity in diversity in policy and implementation". What is meant by "unity in wisdom" marked by schools using the CBC documents that "the same" issued by the Ministry of National Education. While "diversity in the implementation of the" marked by the diversity of the syllabus will be developed by each school according to school characteristics.

D.     Principles and Development References SBC

SBC was developed based on the following principles:

a.        Based on the needs, needs, and interests of learners and the environment

b.       Diverse and integrated

c.        Response to the development of science, technology and art

d.       Relevant to the needs of life

e.        Comprehensive and sustainable

f.         Learning for life

g.        Balance between national interests and the interests of the region [2]

E.      Component Unit Level Curriculum (SBC)

There are four components in the SBC, namely: 1) The purpose of education curriculum, 2) The structure and content of the curriculum, 3) Calendar of Education 4) Syllabus Teaching and Implementation Plan (RPP)

Component 1: Aims of Education Education Unit

The formulation of educational objectives of the education unit refers to the general purpose of education is.

· The purpose of basic education is laying the foundation of intelligence, knowledge, personality, character, and skills to live independently and to follow further education

· The purpose of secondary education, is laying the foundation of intelligence, knowledge, personality, character, and skills to live independently and to follow further education

· The purpose of secondary education kejuaruan, is laying the foundation of intelligence, knowledge, personality, character, and skills to live independently and to follow further education according to vocational

Component 2: Structure and Content Curriculum Education

The structure of the education unit curriculum at primary and secondary levels of education embodied in the Content Standards, which were developed from the   following subjects.

· The subject of religion and morals

· The subject of citizenship and personality

· The group of subjects in science and technology

· The subject of aesthetics

· The physical subjects, sports, and health

While loading the education unit curriculum covers a number of subjects that represent the breadth and depth of learning for students in the educational unit. Among the curriculum  of subjects, local capacity, activities of self-development, learning load settings.

Component 3: Education Calendar

Education can organize your calendar according to the needs of education, school characteristics, the needs of learners and society, by observing the education calendar as contained in the Content Standards.

Component 4: Implementation Plan Syllabus and Teaching

The syllabus is based competency standards and basic competence in the subject matter, learning activities, and indicators of achievement of competencies for evaluation. Based on this syllabus teachers can develop into learning Implementation Plan (RPP) to be applied in teaching and learning activities (KBM) for their students.

G. Curriculum 2013 (KURTILAS)

1) Development of a curriculum based on the following principles: [3]

1.       Curriculum education or education is not a list of subjects. On the basis of these principles, the curriculum as a plan is a plan for the educational content that should be owned by all learners after completing his education in one unit or level of education given.  K curriculum as a process is the totality of the learning experience of students in one unit or level of education to master the content designed education plans . H acyl study is the behavior of learners as a whole in implementing its acquisition in society.

2.       S tandar competency set for one set of education, level of education, and education program. In accordance with the Government's policy on compulsory 12 of the Competency Standards that became the basis for curriculum development is the ability to be possessed by students after attending the educational process for 12 years. In addition, in accordance with the function and purpose of primary education and secondary education as well as the function and purpose of each set of education at all levels of education, the development of the curriculum based on competency standards of basic education and secondary education as well as education Competency Standards.

3.       The model of competency-based curriculum is characterized by the development of competence in the form of attitudes, knowledge, ket e rampilan think , and ket e rampilan psychomotor packaged in a variety of subjects. Competencies including knowledge packaged exclusively in one subject. Competencies include attitudes and skills are packed in each subject, and across subjects and is organized on the principle of reinforcement (horizontal organization) and sustainability (vertical organization) that meets the principles of accumulation in learning.

4.       The curriculum is based on the principle that every attitude, skills and knowledge outlined in the curriculum of basic skills can be learned and mastered every learner (mastery learning) in accordance with the method of competence-based curriculum.

5.       The curriculum was developed by providing opportunities for learners to develop differences in abilities and interests. On the basis of the principle differences in the ability of individual students ,   the curriculum provides opportunities for students to have a level of control over the standards that have been defined (in attitude, ket e rampilan and knowledge) . Therefore a variety of programs and learning experiences provided in accordance with the interest and ability of the learner.

6.       The curriculum is based on the needs, needs, and interests of learners and the environment . The curriculum was developed based on the principle that students are in a central position and active learning.

7.       The curriculum should not consider the development of science,   culture, technology, and art . The curriculum was developed on the basis of the awareness that science, culture, technology, and art grow dynamically . O leh because of the  content of the curriculum must always follow the development of science, culture, technology, and art; build curiosity and the ability for students to follow and make the appropriate findings of science, technology, and art.

8.       The curriculum must r elevan with   the needs of life . P Education can not be semi s ven learners of environment and p Developing a curriculum based on the principles of the relevance of education to the needs and environment. That is, the curriculum provides opportunities for students to learn about the problems in their own societies as curriculum content and the opportunity to apply the lessons learned in the classroom in the life of society.

9.       Curriculum is directed to a process of development, culture and the empowerment of learners that lasts a lifetime. Empowering learners for lifelong learning defined in attitude, ket e rampilan , and knowledge base that can be used to develop a culture of learning.

10.   The curriculum was developed taking into account national interests and regional interests to build society, nation and state. National interests developed through the determination of the structure of the curriculum, S tandar K Capacity of / SK and Capability Association / KD and syllabus. K epentingan developed regions to developing human is not uprooted from their cultural roots and be able to contribute directly to the surrounding community. The interests of both complement and empower diversity and unity expressed in Unity to build the Unitary Republic of Indonesia.

11.   Assessment of learning outcomes is intended to identify and fix the achievement of competencies. Instruments assessment of learning outcomes is the tool to identify weaknesses of each student or group of students. These deficiencies must be immediately followed by the repair of deficiencies in terms of learning outcomes of a person or a group of learners.

2) CURRICULUM STRUCTURE 2013

            The curriculum structure consists of a number of subjects, the burden of learning and education calendar. The subjects consisted of:

-    Subjects must be followed by all students in the educational unit in each unit or level of education

-    Currency   lesson option is followed by students according to their choice.

            Both groups of subjects (compulsory and optional) mainly developed in the structure of the curriculum of secondary education (high school and vocational) while considering the age and psychological development of students aged 7-15 years, the subject has not been given the option to students in elementary and junior high school.

1.       Curriculum Structure S D

Study load expressed in hours of study time each week to study for one semester. Expenses learn in elementary Year I, II, and III, respectively, 30, 3, 2 , 3, 4 and for the Year IV, V, and VI, respectively 36 hours per week. SD study hours is 40 minutes.

SD curriculum structure is as follows:

EYE   OF EDUCATION		ALLOCATION OF STUDY PER WEEK
		I	II	III	IV	V	VI
Group A
1.	Religion education	4	4	4	4	4	4
2.	Pancasila and Citizenship Education	5	6	6	6	6	6
3.	Indonesian	8	8	10	10	10	10
4.	mathematics	5	6	6	6	6	6
Group B
1.	Arts Culture and Skills (Including local)	4	4	4	6	6	6
2.	Physical Education, Sport and Health (Including local)	4	4	4	4	4	4
Total allocation Hours Per Week		30	32	34	3 6	3 6	3 6

= Learning   Thematic Integrated

            A group is a subject that gives orientation to competence over intellectual and affective aspects while group B is subject to a greater emphasis on affective and psychomotor aspects.

            Integration of science and social studies content is based on the meanings subjects as content organization and not as a source of content. Science and social studies content integrated into subjects PPKn, Indonesian and Mathematics should be based on the statutory provisions. Learning thematic learning approach that integrates a variety of competencies of the various subjects. The integration is done in two (2) terms, namely the integration of attitudes, abilities / skills and knowledge in the learning process and the integration of various concepts related policies. Themes give meaning to the basic concepts so that students do not learn the basic concepts without relation to real life. Thus, learning to give real meaning to the learner. The theme chosen with respect to nature and human life. Both are of substantial significance to the language, PPKn, mathematics and the arts and culture because they are the real environment where students and community life. This is where the basic skills / KD of organized science and social studies to other subjects which have an important role as a binder and developer KD other subjects.

            Based on a psychological standpoint, the level of development is not simply abstract learners to understand the content of the subjects separately. Developmental psychology and Gestalt views provide a solid foundation for integration KD organized in thematic learning. From the perspective of transdisciplinarity then pengotakan separately strict curriculum content does not benefit the ability to think ahead.

2.       The structure of the school curriculum

B burden of students in the school to Year VII, VIII, and IX, respectively 38 hours per week. School study hours is 40 minutes.

The structure of the school curriculum is as follows:

SUBJECT		ALLOCATION OF STUDY PER WEEK
		VII	VIII	IX
Group A
1.	Religion education	3	3	3
2.	Pancasila and Citizenship Education	3	3	3
3.	Indonesian	6	6	6
4.	mathematics	5	5	5
5.	Natural science	5	5	5
6.	Social sciences	4	4	4
7.	English	4	4	4
Group B
1.	Culture (including local)	3	3	3
2.	Physical Education, Sport and Health (Including local)	3	3	3
3.	A craft (Including local)	2	2	2
Total allocation Hours Per Week		38	38	38

A group is a subject that gives orientation to competence over intellectual and affective aspects while group B is subject to a greater emphasis on affective and psychomotor aspects.

3.       The structure of the high school curriculum

            To implement the concept of similarity between high school and vocational secondary education curriculum is developed , which consists of groups of subjects Compulsory subjects and choice. Compulsory subject of 9 (Nine) subjects with a study load of 18 hours per week. Curriculum content (Core Competence / KI and KD) and content packaging and label content (subjects) for a compulsory subject for high school and vocational school is the same. This structure puts the principle that the learner is the subject of the study and they have the right to choose according to their interests.

            The subjects consisted of a selection of academic selection (SMA) and a selection of academic and vocational (SMK). The subjects of this option gives the pattern to the function of education and in it there are options to suit the interests of learners. Load a high school for Year X, XI, and XII respectively 4 3 hours of study per week. A study hours is 45 minutes.

Secondary Education Curriculum Structure of compulsory subjects as follows.

SUBJECT		ALLOCATION OF LEARNING per week
		X	XI	XII
Group   Mandatory
1.	Religion education	3	3	3
2.	Pancasila and Citizenship Education	2	2	2
3.	Indonesian	4	4	4
4.	mathematics	4	4	4
5.	History Indonesia	2	2	2
6.	English	2	2	2
7 .	Arts and Culture	2	2	2
8 .	A craft	2	2	2
9 .	Physical Education, Sport and Health	2	2	2
Number  Hour Group Lesson  Mandatory per week		23	23	23
Group Specialisation
Academic Specialisation Subjects (SMA)		20	20	20
Subjects Specialisation Academic and Vocational (SMK)		28	28	28

            Competence   Basic compulsory subjects provide the same basic capabilities for Secondary Education graduates among those studying in high school and vocational school.

            For those who choose the option of specialization in high school (instead of the department) and a choice between specialization and independent groups. Specialisation Group name is used because of its openness to learn outside of the group while the name of the department has the connotation limited to what is available on the department and may not take subjects outside the department.

            Academic Specialisation Group structure (SMA) provides flexibility for the learner as a subject but also based on the view that all disciplines are the same in his position. The group's name was changed interests of science, social studies and English to Mathematics and Science, Social, and Language. These names are not interpreted as the name of the group for their various disciplines fisolosfis opposition grouping disciplines. Based on the philosophy of social reconstruction and curriculum organization name is not attached to the name of discipline.

            Attached below are the subjects of specialization and elective subjects (cross-deepening interest and interest).

SUBJECT			class
			X	XI	XII
Mandatory group			23	23	23
Specialisation in Mathematics and Science
I	1	mathematics	3	4	4
	2	Biolo gi	3	4	4
	3	physics	3	4	4
	4	chemistry	3	4	4
Social Specialisation
II	1	geography	3	4	4
	2	history	3	4	4
	3	Sosi o logy and Anthropology	3	4	4
	4	economy	3	4	4
Specialisation Language
III	1	Indonesian Language and Literature	3	4	4
	2	English Language and Literature	3	4	4
	3	Language and Literature A sing more	3	4	4
	4	Sociology and Anthropology	3	4	4
Elective
		Deepening preferred interests or passions Cross	6	4	4
Total Hours Lessons Available			73	75	75
Total Hours Lessons must Travelled			41	43	43

3) STRATEGY IMPLEMENTATION

A.      Implementation Curriculum

Curriculum implementation is a joint effort between the Government and the provincial government and local government district / city.

1.       The Government of respon g ungjawab in preparing teachers and school principals to implement the curriculum.

2.       The Government is responsible for evaluating the implementation of the national curriculum.

3.       The provincial government is responsible for the supervision and evaluation of the implementation of the curriculum in the province concerned.

4.       The Government of regency / municipality responsible for providing professional support to teachers and principals in implementing the curriculum in the district / city concerned.

REFERENCES

Oemar Hamalik. Cet 2nd 2007. Management Curriculum Development. Bandung: Remaja Rosdakarya .

Masnuri Muslich. Cet 3rd 2008. SBC; Understanding and Development Policy. Jakarta: Earth Literacy .

Fauzi, Ahmad.2014.Manajemen Pembelajaran.Yogyakarta: Deepublish.

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[1] Oemar Hamalik. 2007. Management Curriculum Development. Page 10

[2] Masnuri Muslich. 2008. SBC; Understanding and Development Policy. Jakarta: Earth Literacy case. 11

[3] Fauzi, Ahmad.2014.Manajemen Pembelajaran.Yogyakarta: Deepublish.