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CURRICULUM CONTENT: A CONCISE IMPLEMENTING IN KTSP

Andi Asrifan

ABSTRACT

KTSP is the spirit of autonomy granted by the government for education practitioners to design the curriculum according to the needs of the education unit and regional level where the education level of the unit is located. Implementation KTSP fraught with administrative rules-bound bureaucracy that is given to the world of education is not without reason. In essence it is a form of regulation of government compliance (in this case the Ministry of Education) of the UU Sistim Pendidikan Nasional. In Chapter IX of the Education Standards Pasal 36 states that curriculum development is done by referring to the national standards of education to achieve national education goals. National standards of education consists content standards, processes, competence of graduates, staff, facilities and infrastructure, management, financing, and educational assessment that must be improved in a planned and regular basis.

KEYWORDS:

Curriculum, KTSP, content

OBJECTIVES:

To find out the contents of KTSP (Indonesian: Level Curriculum Education Unit)

INTRODUCTION

In the academic year 2006/2007 after applied competency-based curriculum, the

government published a new policy regarding the implementation of curriculum

organization known as KTSP (Kurikulum Tingkat Satuan Pendidikan), with a deadline

for the implementation of the school in academic year 2009/2010.

The policy is referred to UU Sistem Pendidikan Nasional No.20 Tahun 2003, PP

No.19 tahun 2005 on National Education Standards, PP No.22 tahun 2006 concerning

Content Standards, and PP No.23 tahu 2006 about graduates of Competency

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Standards. Where these policies over a foundation in the development and preparation

of KTSP.

The Effectiveness of curriculum (learning process) is strongly influenced by the

four components, namely; formulation purposes, the determination of material / content,

selection methods, and evaluation. Development of thinking and learning strategies

using the four components of the curriculum, produce different patterns of learning,

tailored to the psychological demands of children, community demands, and demands

the development of science and technology and the arts.

Beside these components, the other most important thing is the position of

implementer in this case the teacher, the teacher can deemed necessary considering

various changes in the perspective of learning and teaching in line with changes in

every aspect of life, in order to perform corrective measures and adjustments adjusted

with the demands of the times. But the facts show the absence of the field is a

significant change from the existing curriculum changes to quality processes and

student learning outcomes, especially in the aspects of the curriculum and learning

relevance in actual conditions.

Actually, there are many problems appear with the presence of this KTSP in relation to

the new curriculum in Indonesia. The teachers seemed not yet ready to implement it in

the classroom. But behind the appearance of it, the government has been thinking

about these aspects in reaching established national education goals. One effort in

reaching that goal is in the process of planning the curriculum content. The following will

be explained in terms of content and applications to KTSP.

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THE NATURE OF CURRICULUM

Etymologically, the curriculum comes from the words in your language Latim

"curir" which means runners, and "curere which means" place of running ". So the term

curriculum comes from the world of sports in ancient Rome in Greece, which contains

the sense of a history that must be taken by runners from the starting line to finish.

In The Curriculum, the first textbook published on the subject, in 1918, John

Franklin Bobbitt said that curriculim, as an idea, has its roots in the Latin word for race-

course, explaining the curriculum as the course of deeds and experiences through

which children become the adults they should be, for success in adult society.

Furthermore, the curriculum encompasses the entire scope of formative deed and

experience occurring in and out of school, and not experiences occurring in school;

experiences that are unplanned and undirected, and experiences intentionally directed

for the purposeful formation of adult members of society. (www.wikipedia.com)

In terminological, the term curriculum is used in education in terms of number of

knowledge or subject matter that must be taken or completed by the student to achieve

an educational goal or competency set. As a sign or evidence that a learner has

achieved competence standard is defined by a diploma or certificate.

Understanding curriculum developed in line with the development of science itself. Prof.

Dr. H. Engkoswara, M. Ed, Professor of Education in University of Indonesia has

formulated the notion of curriculum development using the following formula:

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K = -------------, means curriculum is the distance that must be taken by runners.

K = Σ MP, it means the curriculum is the number of subjects that must be taken by

the learner.

K = Σ MP + KK, means the curriculum is the number of subjects and activities that

the school planned to be followed by the learner.

K = Σ MP + K + SS + TP, meaning the curriculum is the number of subjects and

activities and anything which affects the personal formation of students in

accordance with the educational objectives set by the government or schools.

KINDS OF CURRICULUM

1. Viewed from the concept and execution, we know a few terms of curriculum as

follows:

1.1 Curriculum ideal, the curriculum contains an ideal, something to be desired as

stated in the curriculum document.

1.2 Curriculum actual curriculum that is conducted in the process of teaching and

learning. Reality in general is very different from expectations. However, the

actual curriculum should be approached with the ideal curriculum. Curriculum

and instruction are two terms that can not be separated. Curriculum refers to

materials that have been planned to be implemented in the long run. 'm

Teaching refers to the implementation of the curriculum in stages in the learning

and teaching.

1.3 The hidden curriculum, i.e. everything that happens during the implementation of

the ideal curriculum to be factual curriculum. Everything that could be the

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influence of teachers, principals, administrators, or even the students

themselves. Habits of teachers arrive on time while teaching in class, for

example, would be hidden curriculum that will affect the personality formation of

learners.

2. Based on the structure and content of subjects taught, we can distinguish:

2.1 Separated curriculum, the subject curriculum is designed to be given separately.

For example, given the history of the subjects separated by geography subjects,

and so on.

2.2 Integrated Curriculum, curriculum materials provided in an integrated. For

example the Social Sciences are a fusion of several subjects of history,

geography, economics, sociology, and so on. In the learning process is known

as thematic learning given in the lower elementary school class. Mathematics,

science, Indonesian language, and several other subjects are given in a

particular theme.

2.3 Correlated curriculum, curriculum materials designed and presented in

integration with other teaching materials.

3. Based on the developer and its use, curriculum can be differentiated into:

3.1 National Curriculum, the curriculum is organized by the national development

team and used nationally.

3.2 State curriculum, the curriculum is developed by each state, for example in each

state in the United States.

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3.3 School curriculum, the curriculum is organized by the school education unit.

Kurikulum Tingkat Satuan Pendidikan (KTSP) is the school curriculum. School

curriculum was born of the desire for differentiation in the curriculum.

FOUNDATION OF KTSP

A. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem

Pendidikan Nasional. Stipulation in UU 20/2003 which settle KTSP as follow as

Pasal 1 ayat (19); Pasal 18 ayat (1), (2), (3), (4); Pasal 32 ayat (1), (2), (3); Pasal 35

ayat (2); Pasal 36 ayat (1), (2), (3), (4); Pasal 37 ayat (1), (2), (3); Pasal 38 ayat (1),

(2).

B. Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar

Nasional Pendidikan. Stipulation in PP 19/2005 which settle KTSP, as follow as

Pasal 1 ayat (5), (13), (14), (15); Pasal 5 ayat (1), (2); Pasal 6 ayat (6); Pasal 7 ayat

(1), (2), (3), (4), (5), (6), (7), (8); Pasal 8 ayat (1), (2), (3); Pasal 10 ayat (1), (2), (3);

Pasal 11 ayat (1), (2), (3), (4); Pasal 13 ayat (1), (2), (3), (4); Pasal 14 ayat (1), (2),

(3); Pasal 16 ayat (1), (2), (3), (4), (5); Pasal 17 ayat (1), (2); Pasal 18 ayat (1), (2),

(3); Pasal 20.

The Nature of Content

(Richard, J. 1992: 150)

1. An overall plan for a course or programme, as in the freshman composition

curriculum. Such a programme usually states;

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a. the educational purpose of the programme, in terms of aims or goals and

b. the content of the programme and the sequence in which it will be taught, (also

known as the syllabus)

c. the teaching procedures and learning activities that will be employed (i.e.

methodology)

d. the means used to assess student learning (i.e. assessment and testing)

e. the means used to assess whether the programme has achieved its goals (i.e.

evaluation)

2. The total programme of formal studies offered by a school or institution, as in the

secondary school curriculum

CONTENT STANDARD (CS) OF KTSP

Content Standard (CS) covers materials and level of competence to achieve the

level of competency and specific types of education. Included in the CS are: basic

framework and structure of the curriculum, Competency Standards (SK/ Standar

Kompetensi) and Basic Competency (KD/ Kompetensi Dasar) each subject in every

semester of every type and level of primary and secondary education. CS determined

by Kepmendiknas No. 22 tahun 2006.

Content of the curriculum is the study of structure and learning materials to

achieve national education goals that include study materials and subjects.

The contents of curriculum are courses on teaching and learning processes, such as

knowledge, skills, and values associated with subjects. Elections approach emphasizes

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content subjects (knowledge) or the approach process (skills). For that, there are criteria

that need to be considered in selecting the contents of this curriculum, namely:

A. Significance, i.e. how important the content of the curriculum in a discipline or theme

of study.

B. Validity, relating to the authenticity and accuracy of the content of the curriculum

C. Social relevance, the relevance of curriculum content with moral values, ideals,

social issues, controversial issues, and so on, to help students become effective

members of society

D. Utility or usefulness (efficiency), related to the use of the content of the curriculum in

preparing students to maturity

E. Learn-ability or the ability to learn, which is related to students' skills in

understanding the content of the curriculum; and

F. Interest, related to interest students of the curriculum.

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SISTEM PENDIDIKAN NASIONALINDONESIAIDEOLOGI

POLITIK

EKONOMI

BUDAYA

SOSIAL

HANKAM

ADMINISTRASI LEMBAGA PENDIDIKAN

VISI-MISI-TUJUAN PENDIDIKAN DASAR DAN MENENGAH

NILAI-NILAI BUDAYA DAN FILOSOFI PENDIDIKAN

KONTEN DAN

KURIKULUM

PROSES BELAJAR

MENGAJAR

FASILITAS DAN

SARANA PRASARANA

SUMBER DAYA

MANUSIA

INFRASTRUKTUR DAN SUPRASTRUKTUR PENDIDIKAN

MANAGEMEN DAN KEBIJAKAN LEMBAGA PENDIDIKAN

ANALOGI SEKOLAH DAN KONTEN KURIKULUM INDONESIA

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CONTENT AND CURRICULUM

Integrasi ilmu pengetahuan, keahlian, tata nilai dan penggunaan bahasa secara benar

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Works cited

Richard, Jack C. 1992. Longman Dictionary: Language Teaching and Applied Linguistics. London: Longman Group UK. (p. 150)

Richard, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge University Press. (p. 55 – 89)

Print Murray. 1993. Curriculum Development and design: Second Edition. Allen & Unwin Pty Ltd. (p. 140 – 163)

Hamalik Oemar. 2008. Dasar-Dasar Pengembangan Kurikulum. PT. Remaja Rosdakarya Bandung.

Undang-Undang Republik Indonesia. Nomor 20 Tahun 2003. Tentang Sistem Pendidikan Nasional, Jakarta. Medya Duta.

BNSP. (2006). Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenajang Pendidikan Dasar dan Menengah. Jakarta.

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DEPARTEMEN PENDIDIKAN NASIONAL

PROGRAM PASCA SARJANAUNIVERSITAS NEGERI MAKASSAR (UNM)

FIELDWORK SCHOOL SITUATIONAL ANALYSIS (FSSA)CURRICULUM & MATERIAL DEVELOPMENT

- Objectives:

FSSA is intended to:

1. Explore the current condition of applied curriculum,

2. Seek the factors affecting the effectiveness of the current practice

3. Recommended the implications at Junior/ Senior high school in Makassar or

surrounding areas.

- Methods:

Direct school observation

A. School Name : SMA NEGERI 5 PAREPARE

B. School Address : JALAN KELAPA GADING NO. 69 PAREPARE

C. Phone : 0421-3310834 / 3310835 / 3310836

Print (1993, p.116) summaries that there are 4 procedural steps in conducting “School

Situational Analysis”, they are: 1) Identify problems in context, 2) Select appropriate

factors, 3) Data collection and analysis, 4) Make recommendation.

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The 4 step of FSSA will be explored below:

1. Identify specific problems in the selected school:

- First, there still exists a group of teachers who are apathetic and lack of response

to change. This attitude will certainly be detrimental to the implementation of

KTSP field. These groups argue that the KTSP and previously applicable

curriculum was no different only in the manufacture of different formats and

terms. For example "if the first general instructional purpose is now the basis of

competence, if used special instructional objectives will now be indicators".

Furthermore this group argues that the implementation of KTSP is project by

officials to spend budget funds only.

- Second, the teacher KTSP is given more responsibility in determining student

achievement of learning outcomes. Teachers are required to better understand

KTSP and enhance creativity in teaching, but most of them are still low in

willingness to improve their academic and professionalism. This situation is

exacerbated by the limited facilities and infrastructure.

- Third, not all teachers have the opportunity to participate in upgrading courses,

workshops, and other acvities associated with the implementation of KTSP and

contextual approach.

- Fourth, trainings of KTSP which have been followed by researcher focused on

the technical program in making annual, semester programs, syllabus, RPP,

assessment systems and educational calendar. Discussion of the background,

philosophy, and the purpose of KTSP less highlighted. Such training will provide

the ability in making technical format only but not to change the mindset of

teachers (brain washing) so that teachers have the conclusion that at this

moment must apply KTSP.

2. Factors affecting the implication of current curriculum in the selected area.

The question asked related to the arranging of KTSP and constraints, teaching and

learning activities, including assessment, facilities and infrastructure, as well as

determining the impact of graduation on the application of standards of learning. The

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result was 52.5%, and 47.5% had arrange it. Reason why that school could finish in

arranging KTSP, partly because of lack of funds, no training, lack of understanding

KTSP, and infrastructure are limited. The teachers arrange the RPP (lesson plan) is

administrative only not more consistent with the implementation in the classroom.

3. Data collection technique required

a. Direct-interview (headmaster, curriculum affairs officer, two teachers, and 65

students “which consist of 3 phases of class namely: one class in tenth, eleventh

and thirteenth”. The class was chose randomly where: X.1 (20 students); XI

IPA.2 (25 students); and XIII IPA 2 (20 students)

b. Direct observation

c. Supporting reading and knowledge

4. Possible recommendation gained from the observation

Regional education office of Parepare

a. Its function is to encourage the establishment of SBM (school-based

management) and the Independent Schools (Sekolah Mandiri). MBS is the

principle of performance audits of school which is ignored today not only because

of the closure of financial management (see the high turnover of school without

knowing the money was used for what) and the closure in the process of the

interaction of teachers and students in the class so that the output or educational

quality not audited, as a result, Bimbel (Bimbingan belajar) and more private

courses grow in Parepare.

b. MBS also measured the performance of teachers so that teachers are motivated

to excel and innovate continuously, because all stakeholders will monitor the

achievement of the target. As a result there is no teacher-drill method in dealing

with UAN or to contract Private course (Bimbingan Belajar) to pursue high value

in UAN.

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The headmaster

Always watch, evaluate and motivate the performance of teachers including: the

preparation of teaching devices, teaching methods which refers to the quality

standards pofesionalisme and educators.

The Teachers

a. In order to develop a curriculum that can be accounted for (not only mimic

syllabus from other Publisher for example erlangga, tiga serangkai etc), then the

teachers should really professional (teacher must pass in certification program)

and as professionals, teachers are entitled to benefits profession. So far teachers

have only a functional allowance and the Headmaster / vice / Class officer only

on welfare.

b. Providing opportunities for all teachers, to participate in activities / upgrading of

KTSP.

c. Measured teacher performance audits through UAN (national exam) and school

performance audit assessed through the accreditation of schools. So do not be

too scared to UAN, because according to Peraturan Pemerintah no. 19 Tahun

2005 on National Education System, stated, what is tested is the minimum

achievement of curriculum goals

School committee and society

A similar function to the headmaster

Approval of the school committee: Parepare, November 21st, 2009

THE HEADMASTER OF SMA NEGERI 5 PAREPARE

DRS. AHMAD ISMAILNIP. 19621222 1989903 1 012