Author: NiPutuSekarGadisBiantara JoseTambunan
ALSA Local Chapter Universitas Udayana
GustiNgurahAryaDanaputra
The development of the curriculum is always changing every year because it follows the development of society in Indonesia. From 1947 to 2021, Indonesia has experienced dozens of changesinitscurriculum.Thetermcurriculum(curriculum)in English was first used in ancient Greece, and the word curriculum was first included in Webster's dictionary in 1856. Associated witheducation,simplycurriculumcanbe interpreted as several subjects that students must take to obtain a diploma. The 2013 curriculum hasbeeneffectivesinceDecember12,2014.Thiscurriculumcertainlyhas its own advantages and disadvantages compared to the previous curriculum. A striking fundamental change from the 2013 curriculumisattheleveloftheeducation unit which includesfromelementaryschool,juniorhighschool,toseniorhighschool, or vocational high school. The rest is in the concept of implementation of the competenciespresented.Thelearningsystemofthe2013curriculumisthatclassroom learning is no longer centered on the teacher, but students are required to participate actively so that learning is no longer one-way but more interactive between two directions. No longer referring to subject competency standards, the2013curriculum provides a new color that all subjects are required to have a contribution in the formation of the affective, psychomotor, and cognitive aspects of students. to high school or vocational high school. The rest is in the concept of implementation of the competenciespresented.
Learning activities place students to carry out discovery learning theory, namely the learningprocessthattendstofindoutontheirownwithoutwaitingforthe material to be given by theteacher.Studentsarenotpresentedwithlearningmaterials in a complete form, but students are expected to identify and examine them themselves. Thus, in this curriculum, the teacher acts asasupervisorandstudentsare given full rights to learn actively to achieve student-oriented teaching and learning activities. This curriculum is expected to improve human resources who have problem-solving skills, gather information, analyze, compare, categorize, organize, integrateandgivestudentstheopportunitytobeexpertsintheirrespectivefields.
In the curriculum, goals have an important role, because they will direct all learning activities that color the other components of the curriculum. There are several factors that must be considered in the formulation of curriculum objectives, namely: the development of demands, the needs and conditions of society, and philosophical values, such as the philosophy of the state. In accordance with the curriculum definition above, the curriculum objectives can be categorized into goals in a broad sense, which is equated witheducationalgoals.Whiletheobjectivesofthe curriculum in a narrow sense arethegoalstobeachievedinlearningactivities.These goals are: first,nationaleducationgoalsarelong-termgoalsoridealeducationalgoals to be achieved; second, institutional goals are goals to be achieved byaneducational
institution; third, curricular objectives are the goals to be achieved by the study program; and fourth, instructional objectives, namely targets to be achieved in a subject. And there are other general and specific instructional objectives which are oftenreferredtoasobjectiveswhicharethemainobjectivesofthediscussion.
Based on the background described above, the authors formulate the problem asfollows:
1. What is the structure of the 2013 Indonesian curriculum which refers to governmentregulationno.35of2018?
2. How is the implementation of core competencies and basic competencies in the 2013 curriculum in overcoming the shortcomings in the previous Indonesiancurriculum?
The 2013 curriculum provides a new color for the world of Indonesian education. The specific purpose of the 2013 Curriculum is to prepare Indonesian human resources who have the ability to live as individuals and citizens who are faithful, productive, creative,innovative,effective,andabletocontributetothelifeof society, nation, state, andworldcivilization.Thecurriculumintheworldofeducation is the main determining factor for the quality of students. It is also stated in the national education goals. Basically, the 2013 curriculum develops rooted in the nation's culture. The 2013 curriculum as an educational design has a view that education will build Indonesia based on the diverse culture of the Indonesian nation for today's life and to build the basis for a better nation's life in the future. For this reason, the 2013 Curriculum has the task of preparing young people who master the competencies needed for present and future life as well as become heirs of creative andinnovativeculture.
In order to realize the ideals of the nation to give birth to a creative and innovative. The young generation, of students must carry out the educational process with the curriculum that has been prepared. The educational process is a processthat provides opportunities for students to develop their potential into rational thinking abilities and academic brilliance by giving meaning to what is seen, heard, read, and learned from cultural heritage based on the meaning determined by the cultural lens and according to the level of maturity psychological and physical maturity of students. The 2013 curriculum structure is also designed in such a way to meet the dynamicsofpeople'slives.However,notonlyfocusontheemphasisonscience.
The 2013 curriculum structure is divided into Core Competencies, Subjects, Learning Loads,LearningContent,andBasicCompetencies.Thecurriculumstructure is a description of the application of curriculum principles regarding thepositionofa student in completing learning in a unit or level of education. The following is the curriculum structure of the SMP/MTS level schools based on government regulation no.35of2018.
From the data above, Group A subjects are a group of subjects developed by the center Group B subjects consist of subjects whose content is provided by the central government but is also supplemented by local governments. In SMP/MTS education units, there are additional hours of study per week, which isaminimumof 38, 38, 38, originally32,32,32.Theapplicationofscienceandsocialstudiessubjects that have been developed is quite different, namely as integrative science and integrative social studies. Both are oriented towards applicative education so as to develop thinking skills, learning abilities, high curiosity, foster a caring and responsible attitude to the environment and the natural surroundings. In the social studiesfield,theemphasisisonnationalknowledge,nationalspirit.1
The above curriculum structure is regulated in Permendikbud 35 of 2018 which also focuses on discussing the allocation of learning time for students at the junior high school level. The learning load of students for one week is required to have a minimum of 38 (thirty-eight) hours of lessons and educational units may add hours of lessons per week according to the needs of students. The learning load in class IX in odd semesters, students are required to carry out at least 18 (eighteen) weekseffectiveinoddsemestersand14(fourteen)weeksinevensemesters.
Competence in the KBBI is a word that means the authority todetermineand or the ability to master the grammar of a language in an abstract way 2 The 2013 curriculum has competencies that are the basis forstandardsinschoollearningwhich
1 MuhmmadFaturrahman,TeguhBudiPrakoso,andBambang Sujarwo,“MakalahStrukturKurikulum2013,” SlideShare,May3,2014,https://www.slideshare.net/bambanggiwank/makalah struktur
2 KamusbesarBahasaIndonesia(KBBI),https://kbbiwebid/kompetensi,(accessedonJuly2,2021at0719)
are divided into core competencies and basic competencies. Core competencies contain various basic competencies combined with aspects of attitudes, skills, and knowledge that students must learn for levels in schools, classes, andsubjects.These core competencies must be possessed from learning. Core competencies are the operationalization of SKL in the form of qualities that must be possessed by those who have completed education in certain educational units or certain levels of education based on the aspects. Core Competencies must describe the quality that is balanced between the achievement of hard skills and soft skills. Core Competencies function as elements of organizing basic competencies. Core Competencies bind vertical organizations and horizontal organizations Basic Competencies. The vertical organization is the relationship between the basic competency content ofoneclassor level of education to a class or level above it so that it fulfills the learning principle, namely there is a continuous accumulation of content that students learn. While the Horizontal Organization is the relationship between the basic competence content of one subject with the Basic Competencies of other different subjects in one weekly meeting and the same classsothatthereisamutuallyreinforcingprocess.References from Basic Competencies that must be developed in every learning event in an integrativewayincludevariousaspectswhicharedividedinto4groups,namely:3
● CoreCompetency1:ReligiousAttitude
● CoreCompetency2:SocialAttitude
● CoreCompetency3:Knowledge
● CoreCompetency4:ApplicationofKnowledge
ThefollowingareexamplesofCoreCompetenciesinSMP/MTs:
ALSA Local Chapter Universitas UdayanaThe table image above is taken from the 2013 Ministry of Education and Culture regarding thebasiccompetenciesofJuniorHighSchools(SMP)/MadrasahTsanawiyah(MTs)
Based on the table, we can see examples of core competenciesinthelearning curriculum. Where in this core competency there are several components of knowledgeandattitudeinstrumentswhichbecomeareferenceforstudentstolearn. The curriculum is important because it is a collection of subjects that are combined as well as character building tips that students should take in learning at school. So that with the existence of a good curriculum quality standard based on covering aspects of knowledge as well as aspects of attitudes from those based on their religion, social attitudes, and from their application to theknowledgetheyhave, the quality of human resources for students can be better in the futureincarryingout learning. The 2013 curriculum has a different way of learning from the previous curriculum (KTSP). Where in the 2013 curriculum, more emphasis is placed on students to be more creative with themselves, actively accompanied by cognitive, psychomotor, and affective aspects. Not only for students, but teachers in the 2013
curriculum are required to be more professional, which means that teachers must be able to manage classes and organize more lively classes and classes that contain students to be active, teachers only provide motivation, assessment, directing, and guide. For example, one elementary school in Indonesia, especiallySDNSamporaII, has emphasized KDP (Strengthening, Education, Character).4 This is very different from the KTSP curriculum where the dominant learning is only through the lecture methodwhichusuallycancauseboredominstudents.
The 2013 curriculum system emphasizes more on a curriculum that is full of character education. Which is like focusing on expressing opinions,learningtospeak in public and so that later grades in school are in the form of qualitative values, not numbers. With a qualitative assessment, students donotbecomefixatedonastandard value that must be pursued based on numbers. So that thedifferencesthatexistinthe 2013 curriculum and the previous curriculum, namely KTSP, In the2013curriculum, the curriculum structure is explained as an illustration of the conceptualization of curriculum content in the form of subjects, the division of subjects in semesters or years which is the concept of organizing content in a learning system and also the learningloadinthesystem.WhileinKTSP,
2.3Curriculum2013seenfromthepointofviewofLawNo.20of2003
The 2013 curriculum from a legal perspective, especially constitutional law, has a very important urgency and correlation in ensuring that the norms in the constitution can be appropriately implemented in order to realize the goals of the state. The 1945 Constitution of the Republic of Indonesia is the basis (ground norm) in the formation of state laws and regulations. This means that all laws and regulations must not conflict with the 1945 Constitution. Constitutionally, the legal basis for the 2013 National Curriculum is the 1945 Constitution and Law No. 20 of 2003concerningtheNationalEducationSystem
In the provisions of Article 31 paragraph (2) of the 1945 Constitution of the Republic of Indonesia, it has been emphasized that "The government seeks and organizes a national education system, which increases faith and piety as well as a noble character in the context of the intellectual life of the nation, which isregulated by law". Likewise, in the provisions of Article 31 paragraph (5) of the 1945 Constitution of the Republic of Indonesia, it has also been emphasized that the government proposes science and technology by upholding religious values and nationalunityfortheadvancementofcivilizationandthewelfareofmankind.
However, in its development, the elaboration of the principles of noble character in the 2013 curriculum experienced a legal vacuum (recht vacuum), one of the indicators that can be seen by government regulations to implement the national education system law, and basically, the curriculum system in Indonesia has been running well, with the Minister of Education and Culture also enacting No. 58 of 2014, but basically what happened in thefieldwasthattheMinisterofEducationand
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ALSA Local Chapter Universitas UdayanaCulture based on Law No. 20 of 2003 contained many formal defects, it can be seen how muchthelawwastestedthroughjudicialreviewtotheconstitutionalcourt,itcan be seen from its basis that there is a formal defect, how a regulation that is the basis for containing a formal defect can be continued by making a continuation of the regulation.
Because of this, therearemanyproblems,asreportednamelytheprocurement of books that isnotsystematic,notallstudentstafffollowexistingdevelopments,like knowing how to use the computer, the assessment techniques are very diverse, and theteachingcultureofteachersisdiverse.5
The various problems above become assignment that must be resolved immediately by the government so that the Indonesian educationsystemcanrunwell in accordance with what is mandated by our country's constitution and does not conflictwiththe1945ConstitutionoftheRepublicofIndonesia.
5 DonyPurnomo,27Agustus2014,www.kompasiana.com,SegudangMasalahKurikulum2013,(accessedon5 Juli2022,pukul2032)
Each curriculum that is created contains the aim ofhelpingstudentslearnand master whatislearnedsothattheobjectivesoftheeducationareachieved.Basedona study of the structure and implementation ofthe2013curriculum,conclusionscanbe drawn and some suggestions aremadetobeusedassuggestionsforfuturecurriculum policies.
In the 2013 curriculum, there are several differences from the previous curriculum, where teachers are required to take a scientific approach in the teaching and learning process, this is done so that students are active and innovative. Thus students can identify existing problems and formulate problems, collect data and process the data found. In the scientific approach, it is often carried out in 5 steps, namelyobserving,digesting,collectingdata,associating,andcommunicating. The accuracy and effectiveness of the curriculum in implementation certainly require a specific study The assessmentshouldbebasedonitspurposeandrelevance to appropriate needs. Based on the advantages and disadvantages of each curriculum that is relevant to the needs of vocational schools, namely competency-based curriculum, and education unit level curriculum because with this curriculum vocationalschoolswillbeabletogohandinhandwithindustry.
Basedontheresultsoftheconclusionsanddescriptionsabove,oursuggestionsare:
1. In preparing learning plans in the lesson plans to complete the components contained in the lesson plans and preparing varied learning media, in the implementation of learning using variedlearningmodelssothatstudentsactively participate in learning and to change the mindset of social studies subjects who tendtomemorize.
2. Routinely carry out monitoring related to the implementation of the 2013 Curriculum in order to make improvements if there are discrepancies with government regulations and the implementation of the 2013 Curriculum can run optimally.
3. conduct socialization related to the 2013 Curriculum and maximize learning supportfacilitiesandinfrastructuresothattheycanbeusedeffectively.
4. The government to make policies in the field of education that are more mature, adequatesocialization,andtrainingforteachersproperly Becauseitistheteacher whodealsdirectlywiththestudents.
5. Implementing the 2013 Curriculum because it is very good for developing spiritual,social,knowledge,andskills