History of Curriculum Development in Indonesia

CHAPTER I

INTRODUCTION

A. Background

The curriculum is a means to achieve educational goals, as well as guidance in the implementation of education. The curriculum reflects the philosophy of life of the nation, in which direction and how it shapes the lives of the future will be determined by the curriculum used by the nation's social now. Value, the needs and demands of society are likely / always changing partly as a result of the advancement of the science and technology. The curriculum should be able to anticipate these changes, because education is considered the most strategic way to compensate for the advancement of science and technology.

The curriculum can be (at least slightly) predict outcomes of education / teaching that is expected because it shows what is to be learned and what activities should be experienced by learners. Education results sometimes can not be known immediately or after students completed a course curriculum education.

Curriculum change can be partly (in particular the component), but may also be related to all the components of the overall curriculum. Curriculum change involves a variety of factors, both those involved in education and supporting factors in the implementation of education. As a consequence of changes in the curriculum will also lead to changes in the operationalization of the curriculum, both to people involved in education and supporting factors in pelaksannaan curriculum.

Curriculum renewal is needed because the curriculum as a means to achieve the goal of society should adapt to the changing development and ongoing.

Updates curriculum usually starts from a fundamental conceptual change, followed by structural changes. Updates are said to be partial when only occurs in certain components, for example the course objectives, course content, method, or system assessment alone. A comprehensive curriculum renewal when all components of the curriculum include the changes.

B. Problem Formulation

The problem formulation in this paper are:

• How History curriculum development in Indonesia?

• What is the Curriculum Pre independence?

• What is the Curriculum Lesson Plan (1947-1968)?

• What is the curriculum Achievement Oriented?

• What is the CBC (KBK) and SBC (KTSP) ?

• What is the curriculum in 2013?

• What factors are influencing curriculum development in Indonesia?

C. The purpose of Problem Formulation

• Knowing How History curriculum development in Indonesia

• Knowing What is Curriculum Pre independence

• Knowing What is Curriculum Lesson Plan (1947-1968)

• Knowing What Oriented Achievement

• Know What the CBC and SBC

• Knowing What is curriculum 2013

• Knowing the factors that influence curriculum development in Indonesia

CHAPTER II

DISCUSSION

A. History of Curriculum Development in Indonesia

In the course of history since 1945, the national curriculum has undergone changes, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004 and 2006. The changes are a logical consequence of the change of political system, socio-cultural, economic, science and technology in society and nation. Therefore, the education curriculum as a set of plans should be developed dynamically in accordance with the demands and changes taking place in society. All national curriculum was designed based on the same foundation, namely Pancasila and the 1945 Constitution, the difference in emphasis of the basic education goals and approaches to make it happen.

More specifically, Herliyati (2008) explains that after Indonesian independence in the implementation of educational curricula known several times that a simple curriculum (1947-1964), curriculum reform (1968 and 1975), the skills-based curriculum (1984 and 1994), and competency-based curriculum (2004 and 2006).

                                                                                                                     

B. Pre-Independence Education Curriculum

Education in pre-independence affected by colonialism. The result of this nation are educated to serve the invaders. Because, at the time of colonization of all forms of education focused on helping and supporting the interests of the invaders. At first, they were never thought to pay attention to education but are just looking for pure spices. However, it also has a European nation proselytizing mission. Because it's the 16th century and 17, they set up educational institutions in an effort to spread of Christianity in the archipelago. Education is not only for them but also indigenous Christian population.

Furthermore, the colonists who felt the need for low level employees who can read and write in order to help the development effort, especially cultivation, will be established educational institutions. But this class is only intended for a limited circle, ie priyai children. Ideal concept of colonial education is education that is capable of printing workers who can be employed by the colonizers as well.

The purpose of colonial education was not directed at the formation and education of young people to serve the nation and homeland itself, but is used to instill the values ​​and norms of colonial society to be transferred by the indigenous population and herd the natives into slaves of colonial rule. Education in the Netherlands during the formation of the model there are two kinds. First, Second Class Schools for natives with education 3 years old. While the curriculum taught include math, writing and reading. Second, the School Classroom A child who is destined for the Dutch East Indies government employees. Length of education was originally 4 years, then 5 years and the last 7 years. The curriculum is taught covering geography, history, life sciences / drawing and measuring soil science. While using the introduction of Malay language and Dutch.

In principle, the Dutch East Indies Act divided the population into three groups, namely Europe, Eastern Foreign and Bumiputera. This classification also affects the education system at that time, namely:

1. ELS (Europe Lagere School) is a school for the children of Europe, Chinese, and Indonesian are statutory rights equated with the Europeans.

2. HCS (Holand Chinese School) is a school for Chinese class.

3. HIS (Holand inlandse School) is a school for indigenous or native people of the upper class.

Meanwhile, when the population shift from the Netherlands to Japan, the Netherlands smelling educational removed by replacing distinctively Japanese education and in accordance with their goals. At the inferior level of education to replace Japan as the Kokumin Gako with education 6 years old. Education curriculum is more focused on the military exercise was aimed to assist the defense of Japan. Children these days are taught to collect gravel and sand for the defense, as well as planting jatropha for biodiesel as the interests of war. But this time, the language of instruction used is Indonesian. Thus the use of Indonesian almost uniformly in all schools. The material studied is actually not much different from the future occupation of the Netherlands, but only just the beginning of all things that smell Netherlands replaced with Japanese models.

C. Curriculum Lesson Plans (1947-1968)

The curriculum used in Indonesia is influenced by the social and political system of Indonesia. Colonial nations inhabiting the territory of Indonesia participated also affect the education system in Indonesia. In the Dutch colonial period, there are at least three systems of education and teaching that developed at that time. First, the system of Islamic education held perantren. Second, the Dutch education system.

Dutch education system is governed by strict procedures from start to rule the student, teacher, teaching systems, and curriculum. Procedural system like this is very different from the procedural system of Islamic education system that has been known previously. Dutch education system was discriminatory. The schools established by educational distinguish between Dutch children, children of foreign east, and indigenous children. The indigenous groups are further into the lower classes and the aristocracy. The composition kolinial schooling age is as follows (Sanjaya, 2007:207).

- Schooling for indigenous children to non-gentry class using the introduction of local languages, the name Village School 3 years. Those who successfully finish it may melajutkan to School Connection (Vervolg School) for 2 years. From here they can move on to the School Teachers or MULO Natives for 4 years, this is the top school for indigenous peoples usual. For indigenous groups could enter His aristocratic society Inlandsche School for 7 years, MULO for 3 years, and Algemene Middlebare School (AMS) for 3 years.

- To the east of foreign supplied schools like the School of the Chinese 5-year introductory Chinese, Hollandch Chinese School (HCS) who speak Dutch for 7 years. HCS Students can continue to MULO.

- As for the Netherlands provided the elementary to college, which Eropese Legere School 7 years, school HBS 3 and 5 years 6 years Lyceum, Maddelbare Meisjeschool 5 years, Recht Hoge School 5 years, 8.5 years Medical school high, and 5-year dentistry.

After Indonesian independence, namely in 1945, at the beginning of the reign of government gradually began constructing the curriculum in accordance with the conditions and the situation at that time. Three years after the Indonesian independence the government began to make a simple curriculum called the "Lesson Plan". In 1947. The curriculum is kept current with several changes related to orientation, direction and kebijakanyang there, to survive until 1968 when the government switched to the new order.

1. Lesson plans 1947

The first curriculum which was born during the freedom to use the word leer plan. In Dutch, meaning lesson plans, more popular than the curriculum (English). Changes in the lattice is more political education: from Dutch educational orientation to the national interest. The principle of Pancasila education set. Initially in 1947, the curriculum when it is named Lesson Plan 1947. At that time, the curriculum in Indonesia is still influenced Dutch colonial education system and Japan, so the only forward I've ever used before. Lesson Plan 1947 may be regarded as a substitute for the Dutch colonial education system. Because the atmosphere of national life while it is still in a fighting spirit for independence then education as a development conformism more emphasis on the formation of human character Indonesian independent and sovereign and equal with other nations on earth.

New Lesson Plan implemented in 1947 schools in 1950. Number of the calling history curriculum development beginning of Curriculum 1950. The form contains two main points:

a. List of subjects and teaching hours

b. The outlines of teaching (GBP)

Lesson Plan 1947 in the sense of reducing the cognitive mind and education, but education preferred character or behavior (value, attitude), includes:

a. Awareness of state and society

b. Subject matter associated with daily events

c. Attention to the arts and physical education.

2. Lesson Plan Unraveling 1952

After the Lesson Plan in 1947, in 1952 was modified curriculum in Indonesia. In 1952 it was named Lesson Plan Unraveling 1952. This curriculum has led to a national education system. The most prominent feature of the curriculum and at the same time, 1952 was that each lesson plan should pay attention to the content of the lessons associated with everyday life.

The curriculum is more detailing each subject called Unraveling Lesson Plan 1952. "Syllabus subject area clear. a teacher to teach a subject, "said Djauzak Ahmad, Director of Elementary Education MONE period 1991-1995. When it was, at the age of 16 years is a primary school teacher Tambelan Djauzak and Tanjung Pinang, Riau. In late President Sukarno era, appearing Curriculum Education Plan 1964 or 1964. The focus on developing Pancawardhana, namely: a) Creativity, b) Taste, c) Karsa, d) work, e) Moral.

Subjects were classified into five groups of subjects.

a. Moral

b. Intelligence

c. Emotional / artistic

d. Craft (skill)

e. Physical.

In its development, lesson plans are specified each lesson, which is known as the Unraveling Lesson Plan 1952. "Syllabus subject area clear. A teacher teaching a subject ". At that time also formed Society Class. which is a special school for 6 years SR graduates who do not go to junior high school. Public class teaches skills, such as farming, carpentry, and fisheries. The goal is that children can not afford school to SMP, can instantly work.

Subjects available in the 1954 Curriculum for Primary school level (SD) according to the Lesson Plan 1947 are as follows.

a. Indonesian

b. Local Language

c. Count

d. Physics

e. Biology

f. Geography

g. History

h. Draw

i. Write

j. Sound Art

k. Handwork

l. Work kepurtian

m. Exercise

n. Hygiene and health

o. Character education

p. Religious education

3. Curriculum Plan for Education 1964

At the end of the Soekarno era rule, the educational curriculum was changed to Education Plan 1964. Growing issue in the 1964 education plan is the concept of learning that is active, creative, and productive. The concept guiding this learning requires school children to be able to think of themselves as problem solving (problem solving).

Plans Education Curriculum in 1964 gave birth in 1964 that focuses on developing creativity, taste, intention, work, and morale, which was then known as Pancawardhana. Pancawardhana called for five groups of fields of study, namely the development of morality, intelligence, emotional / artisitk, craft (skill), and physical. At the time of primary education more emphasis on practical knowledge and functional activity, which is tailored to the child's development.

How to learn to run with a method called mutual aid guided. Moreover Saturday as the government implements the creed. That is, on Saturday, the students are given the freedom to practice the activity in the field of culture, arts, sports, and games, according to interests of students. Curriculum 1964 is a tool for shaping human pacasialis the socialist Indonesia, with properties such as the provision of MPRS No. II year 1960.

The applying curriculum 1964 to provide education to the curriculum change in the valuation report card for class I and II, which was originally a balanced 10-100 into the letters A, B, C, and D. As for classes II to VI keep using scores 10-100. Curriculum 1964 is separate subject curriculum, which separate groups of subjects based on five areas of study (Pancawardhana). Subjects available on the Curriculum 1968 was.

a. Moral Development

o Education community

o Religious education / manners

b. The development of intelligence

o Regional Languages

o Indonesian

o Numeracy

o Natural Sciences

c. Emotional or Artistic Development

o Education art

d. The development of craft

o Education craft

e. Physical Development

o Physical Education / Health

4. Curriculum 1968

After 1952, the year 1964, the government re-tune the system in Indonesian curriculum. This time it was named the 1964 Education Plan. Main ideas of curriculum 1964 which is characteristic of this curriculum are: that the government has got people's desire for academic knowledge to equip the elementary school level, so that the learning program focused on Pancawardhana (Hamalik, 2004), namely the development of morals, intelligence, emotional / artistic , craft, and physical.

Curriculum 1968 is a renewal of the curriculum in 1964, which does change the structure of the educational curriculum Pancawardhana be coaching spirit of Pancasila, basic knowledge, and special skills. Curriculum 1968 is a manifestation of a change in the orientation of the 1945 implementation of a genuine and consistent.

In terms of educational objectives, curriculum aims in 1968 that emphasized education in an effort to establish the Pancasila true man, strong, and healthy body, enhancing intelligence and physical skills, morals, manners, and religious beliefs. Fill educational activities directed at enhancing intelligence and skills, and to develop a healthy physical and political kuat.Kelahiran Curriculum 1968: replace the Education Plan 1964 which was imaged as a product of the Old Order. The goal is the formation of a true human Pancasila. 1968 curriculum emphasizes organizational approach the subject matter: a group coaching Pancasila, basic knowledge, and special skills. The number of lesson 9.

Djauzak calls Curriculum 1968 as rounded curriculum. "Just load subjects the points," he said. Charge subject matter is theoretical, not associate with factual issues in the field. Emphasis on what is appropriate material given to students at every level of education.

Curriculum 1968 was born with ideological political considerations. The purpose of education in the curriculum of 1964 which aims to create a socialist society Indonesia muzzled, education at this time with more emphasis on the human form of Pancasila true.

1968 curriculum subject curriculum is correlated, meaning that the subject matter at the lower levels are strongly correlated with school curriculum. Curriculum studies in this field are grouped in three major groups: coaching Pancasila, basic knowledge, and special skills. The number of subject area 9, which includes only the principal subjects only.

Charge the lesson material itself is only theoretical, no longer associating with the factual issues in the neighborhood. This method of learning is strongly influenced by the development of science education and psychology in the late 1960s. One is the element of psychological theory. Examples of the application of this method is the method pembelajarn misspelled when learning to read. So also in other subjects, "children learn through first elements". 1968 curriculum structure can be seen in the following table.

a. Life coaching Pancasila

o Religious education

o civic education

o Indonesian

o Regional Languages

o Physical education

b. Development of basic knowledge

o Numeracy

o IPA

o Education art

o Education family welfare

c. Development of specific skills

o Vocational Education

D. Achievement-Oriented Curriculum

As Indonesia entered the new order then order curriculum changed from "Lesson Plan" to the curriculum based on the achievement of goals. In this context is the subject of academic curriculum, a concept model of the old curriculum, since the first school once stood. The curriculum emphasizes on the contents or subject matter that comes from discipline. Preparation is relatively easy, practical, and easily combined with other models. The curriculum is derived from a classical education, perenalisme and essentialism, oriented to the past. function of education is to pass keep and science, technology, and cultural values ​​of the past to a new generation.

According to this curriculum, learning is trying to master the content or subject matter as much as possible. academic curriculum does not mean the subject continues to remain only emphasize the material presented, the history of its development is gradually learning that attention also carried learners. The learning process is chosen depending on what aspect overlooked in carrying the subject matter. All directed learning process in an effort to achieve the learning objectives. This curriculum was developed from 1975 to 1984.

1. Curriculum 1975

Curriculum 1975 as a replacement for the 1968 curriculum uses the principles of which are as follows.

a. Goal-oriented. In this case the government formulate objectives that must be mastered by the student, better known by khirarki educational purposes, which include: national education goals, institutional goals, curricular objectives, general instructional objectives and specific instructional objectives.

b. Embrace integrative approach in the sense that each lesson has a meaning and role of supporting the achievement of the objectives is more integrative.

c. Emphasizing the efficiency and effectiveness in terms of power and time.

d. Adopt approaches instructional system known as Instructional Systems Development Procedure (ITS). The system always leads to the achievement of goals that are specific, measurable and formulated in the form of student behavior. Influenced behavioral psychology with an emphasis on stimulus response (excitatory-responsibility) and exercise (Drill). Learning more uses behaviorism theory, the view is determined by the success in the learning environment by outside stimulus, in this case the school and teachers.

2. Curriculum 1984

On the basis of these developments by the year 1983 between the needs or demands of society and science / technology education in the curriculum of 1975 was considered no longer appropriate, therefore, necessary changes in the curriculum. Curriculum in 1984 appeared as improvements or revisions to the curriculum in 1975. Curriculum 1984 has the following characteristics.

a. Oriented instructional purposes. Based on the view that the provision of learning experiences to students in a very limited study time at school to be really functional and effective. Therefore, before selecting or determining instructional materials, which must first be defined is what the goal should be achieved by students.

b. Centered approach to teaching students through active student learning (CBSA). CBSA is a teaching approach which provides the opportunity for students to actively engage physically, mentally, intellectually, and emotionally in the hope students gain the maximum learning experience, both in the cognitive, affective, and psychomotor.

c. Using the subject matter is packed with a spiral approach. Spiral is the approach used in the packaging of teaching materials based on the depth and breadth of subject matter. The higher the grade and school level, the more deep and broad subject matter provided.

d. Instill sense before given exercise. Concepts students are learning must be based on understanding, then given exercises after understanding. To support the understanding of props used as a medium to help students understand the concepts learned.

e. The material presented is based on the level of readiness or maturity of the students. The provision of learning materials based on students' level of mental maturity and presentation at the primary level should be through a concrete approach, semikonkret, semiabstrak, and abstracts using the inductive approach of the examples to the conclusion. From the easy to get to from the simple to the difficult and complex to.

f. Using the skills approach. Skills is a process of teaching and learning approaches that put pressure on the formation process of acquiring knowledge and communicating skills acquisition. Process skills approach be pursued effectively and efficiently in achieving the learning objectives.

3. Curriculum 1994

There are characteristics that stand out from the application of the 1994 curriculum, including the following.

a. The division of the stages of learning in school with a quarter system.

b. Learning in schools emphasize the subject matter is quite dense (oriented to the subject matter / content)

c. Populist 1994 curriculum, which is a system that enforces the curriculum for all students throughout Indonesia. This curriculum is a core curriculum so that specific areas can develop their own teaching tailored to the needs of the environment and surrounding communities.

d. In the implementation of activities, teachers should select and use strategies that actively engage students in learning, both mentally, physically, and socially. In turn the students the teacher can provide a form of matter that leads to a convergent divergent answers (open, more than one answer is possible), and investigations.

e. In teaching a course should be tailored to the specific concept / subject and the development of students' thinking, so hopefully there will be harmony between the teaching emphasis on understanding the concepts and teachings that emphasize problem-solving skills and problem solving.

f. Teaching from the concrete to the abstract, from the easy to the difficult, and from the simple to the complex.

g. Repetition of material that is considered difficult to be done to strengthening students' understanding.

During the implementation of the 1994 curriculum appear some problems, mainly as a result of the tendency to approach the mastery of the material (content oriented), including the following :

a. Student learning burden too heavy due to the large number of subjects and material / substance of each subject.

b. The subject matter was considered too difficult because less relevant to the students' level of thinking, and less meaningful because it is less associated with daily life applications.

c. The above problem was the time of the implementation of the 1994 curriculum. This prompted policy makers to enhance the curriculum. One of the efforts to improve the implementation of Curriculum Supplement 1994. The enhancement is done by keeping in mind the principles of curriculum improvement, namely: (a)) Completion of the curriculum is continuously in an effort to adjust the curriculum to the development of science and technology, and society's demands. (B) Completion of the curriculum is done to get a proper proportion between the objectives of the study load, potential students, and the state of the environment and support facilities.

d. Completion of the curriculum is done to obtain the truth and substance of the subject matter of compliance with the level of development of the students.

e. Completion of the curriculum into account various related aspects, such as material goals, learning, evaluation, and facility / infrastructure including textbooks.

f. Completion of the curriculum is not difficult for teachers to implement and can still use textbooks and other educational infrastructure available in schools. 1994 Completion of the curriculum in primary and secondary education is the stage of completion gradually implemented short-term and long-term improvement

E. Competency-Based Curriculum (KBK) and SBC (KTSP)

The curriculum is oriented to the achievement of objectives (1975-1994) on the acquisition of cognitive implication more dominant but less in the mastery of skills (skills). Graduates so we do not have sufficient capability that is especially applicable, requiring mastery-oriented curriculum competencies holistically.

This holistic capabilities in line with the developments and changes that occur in the life of society, nation, and state in Indonesia can not be separated from the global pengaruhperubahan, development of science and technology, and culture also arts. Changes continuously demanded need improving including improving national education system curriculum for create a society that is able to compete and adapt with era. To changes that efforts to improve the quality of education to be done secaramenyeluruh which includes the human dimension of development Indonesia, the aspects of moral, morality, manners , knowledge, skills, arts, sports, and behavior.

The development of these aspects lead to the improvement and development of life skills (life skills) are realized through the achievement of competence educated tosurvive, adapt, and succeed in the future. Thus learners have toughness, self-reliance, self and developed through learning or training and be gradual and continuous. Completion of the curriculum for learners means realize it has been mandated in the following national as policies.

• Changes in the 1945 fourth Pasal31 of Education.

• No. MPR. IV/MPR/1999 on the Guidelines in 1999-2004.

• Law on National Education System.

• The implementation of Law No. 22 of 1999 on OtonomiDaerah

• Government Regulation No. 25 of 2000 tentangKewenangan

Local Government and the Autonomous Region, yangantara other central states have the authority to determine: the competence of students; curriculum and subject matter; national assessment, and school calendars.  On this basis, Indonesia chose to enact curriculum CBC as providing education and guidance in the form perfected Education Unit Level Curriculum (SBC).

1. Competency Based Curriculum (CBC) 2004

2004 curriculum is more popularly known as CBC (Competency-Based curriculum). Born in response to demands for reform, including 2 of Law No. 1999 on local government, Law No. 25 of 2000 concerning the authority and the authority of the provincial government as an autonomous region, dam MPR Decree No. kebijakan.j IV/MPR/1999 on the direction of national education.

CBC no longer question the process of learning, the learning process is seen is a region of teacher authority, which is important to a certain extent learners achieve expected competencies. Competence is defined as a blend of knowledge, skills, values, and attitudes are reflected in the habit of thinking and acting. Someone has to have competence in that field are reflected in the patterns of everyday behavior.

Competence contains several aspects, namely knowledge, understanding, skills, values, attitude, and interest. By developing these aspects of students are expected to understand, mastered, and apply in everyday life material that has been learned. The competence itself is classified into: the competence of graduates (dimilik after graduation), competency standards (owned after studying one subject), basic competence (owned after completing one topic / concept), academic competence (knowledge and skills in solving problems), occupational competence (readiness and ability to adapt to the world of work), cultural competence (adaptation to the environment and culture of the people of Indonesia), and the temporal competence (utilizing the basic skills of the students

Some superiority CBC compared 1994 curriculum are:

a. CBC put forward Mastery of Learning Outcomes and competence Paradigm UNESCO versions: learning to know, learning to do, learning to live together, and learning to be.

b. Syllabus uniformly determined, the role of the teacher and the student in the learning process, the syllabus becomes authority teacher.

c. The number of class hours to 40 hours per week 32 hours per week, but the number of subjects can not be reduced.

d. Skills learning methods spawned process with active and creative learning methods and CTL,

e. More assessment system focuses on cognitive aspects, combining balance assessment of cognitive, psychomotor, and affective, with emphasis on classroom-based assessment.

f. CBC has four components, namely, curriculum and learning outcomes (KHB), classroom-based assessment (PBK), learning activities (KBM), and the management of school-based curriculum (PKBS). KHB containing about planning the development of student competencies that need to be achieved as a whole from birth until the age of 18 years. PBK is a balanced assessment in three domains, using tests and non-test instruments, in the form of portfolio, product, performance, and pencil test. KBM is directed at active student activities dala construct meaning or understanding, the teacher does not act as the sole source of learning, but as a motivator that can create an atmosphere that allows students to learn fully and optimally.

2. Education Unit Level Curriculum (SBC) 2006

Education Unit Level Curriculum (SBC) is an operational educational curriculum developed by and implemented in each unit of education in Indonesia. SBC legally mandated by Law No. 20 Year 2003 on National Education System and the Indonesian Government Regulation No. 19 Year 2005 on National Education Standards. Preparation of SBC by the start of the school academic year 2007/2008 with reference to the Content Standards (SI) and Competency Standards (SKL) for primary and secondary education, as published by the National Education Minister, respectively No. 22 of 2006 and No. 23 of 2006 , as well as SBC Development Guide issued by the National Education Standards.

In principle, SBC is an integral part of the SI, but the development is left to the schools to fit the needs of the school itself. SBC is composed of unit-level educational goals of education, curriculum structure and unit levels of education, school calendars, and syllabus. Implementation of SBC refers to Permendiknas No. 24 of 2006 on the Implementation of SI and SKL.

The SBC development principles according Permendiknas number 22 of 2006, as quoted from Mulyasa (2006: 151-153) is as follows :

a. Centered on the needs, and the needs of learners and their environment. Curriculum development based on the principle that learners are central educational process in order to become a man fearing, noble, knowledgeable, as well as citizens of a democratic country that needs to be adapted to the needs, requirements, and environment of the learners.

b. Diverse and integrated. The curriculum was developed by taking into account the diversity of learners, local conditions with no distinction of religion, race, culture, customs, as well as socio-economic status and gender. The curriculum shall include the substance of the charge component of the curriculum, local content, and the development of an integrated self.

c. Responsive to the development of science, technology, and art .curricullum developed on the awareness that science, technology, and art of growing dynamically.

d. Relevant to the needs.

e. The curriculum was developed by taking into account the relevance of education to the needs of life and the world of work.

f. Comprehensive and continuous. The substance of the curriculum is planned and presented on an ongoing basis across all levels of education.

g. Lifelong learning, the curriculum is directed to the process of development, acculturation, and the empowerment of learners that last a lifetime.

h. Balance between the interests of the global, national, and local.Kurikulum developed by taking into account the interests of the global, national, and local communities to build a life.

F. Curriculum 2013

The core of the curriculum in 2013, is no simplification efforts, and thematic-integrative. Curriculum 2013 is prepared to print generation ready in the future. Because the curriculum is structured to anticipate future developments.

2013 curriculum aims to encourage learners or students, better able to make observations, ask questions, reasoning, and communicating (present), what they earn, or they know after receiving learning materials. The object becomes the structuring of learning and curriculum improvement in 2013 emphasize on natural phenomena, social, art, and culture.

Through this approach we have the competencies expected of students attitudes, skills, and knowledge is much better. They will be more creative, innovative, and more productive, so that later they can be successful in dealing with various problems and challenges in his day, entering a better future.

Curriculum implementation in 2013 is part of the continuing development of Competency Based Curriculum (CBC) has been initiated in 2004 with competencies include attitudes, knowledge, and skills in an integrated manner, as mandated by Law 20 of 2003 on National Education System in the explanation of Article 35, in which competence of graduates are qualified graduate capabilities that include attitudes, knowledge, and skills in accordance with the agreed national standards. This exposure is part of the public test curriculum in 2013, which is expected to capture the opinions and input from the community.

G. Factors Influencing Curriculum Development

Schools get the influence of the forces that exist in the community, especially from the college and the community.

1. Higher Education

Curriculum minilam got two influences of Higher Education. First, from the development of science and technology developed in public universities. Second, from the development of Education and Teacher Training and preparation of teachers in Teacher Training Colleges (Institutions of Education Personnel). We have already seen that the knowledge and technology have much to contribute to the content of the curriculum and the learning process. Types of knowledge developed in the curriculum. Technological development in addition to being the contents of the curriculum also supports the development of educational tools and media.

Workforce Education Curriculum Institutions also affect the development of the curriculum, especially through teacher mastery and ability of the teachers they produce. Penguassaan science, good science education and field of study and teaching skills of teachers will greatly influence the development and implementation of the curriculum in schools. The teachers who teach at various levels and types of schools that exist today, are generally prepared by LPTKs (Teachers' Training College, Guidance and Counseling, STKIP) through a variety of programs, ie programs D2, D3, and S1. In elementary school there are many teachers and educational background SPG SGO, but gradually they will follow D2 equalization program.

2. Community

Schools are part of the community and prepare children for life in society. As part of the agency and the community, the school community is strongly influenced by the environment in which the school is located. Curriculum content should reflect the condition and can emenuhi demands and needs of the surrounding community. Communities that exist around a public school may be homogeneous or heterogeneous, urban or rural, peasant pedaang or employees, and so on. Schools should serve the aspirations that exist in society. One of the strengths that exist in society is the world of business. Business development in the community because it affects the development of the school curriculum not only prepares children for life, but also to work and strive. Types of jobs and companies in the community requires preparation in school.

3. System Value

In public life there is a value system, both from a moral, religious, social, cultural and political. Schools as community institutions are also responsible for the maintenance and continuation values. System value to be preserved and passed on to be integrated in the curriculum. The main issue that dhadapi curriculum developers face value this is, that in a society that values ​​not just one. Society generally heterogeneous and multifaceted. Communities have ethnic groups, vocational groups, group intellect, social groups, spiritual and so that each group has a different value. In society there are also aspects of social, economic, political, physical, aesthetic, ethical, religious, and so on. These aspects are often also contain different values. There are several things to consider teachers in teaching values:

a. Teachers should know and pay attention to all the values ​​that exist in society

b. Teachers should stick to the principle of democracy, ethical and moral

c. The teacher tried to make himself as an example that should be emulated

d. Teachers appreciate the values ​​of other groups

e. Understand the doubt and accept their own culture

CHAPTER III

CLOSING

Conclusion

Early curriculum formed in 1947, named Learning Plan 1947. The curriculum is at that moment forward the curriculum that has been used by the Dutch because at that time still in psoses struggle for independence. Which is the central feature of this curriculum is more emphasis on the establishment of a sovereign human character and equal with other nations.

After learning Plan in 1947, Indonesia in 1952 curriculum was modified. With renamed Lesson Plan Unraveling 1952. That was the hallmark of this curriculum is that every lesson should pay attention to the content of the lessons associated with everyday life.

After 1952, the government ahead of the 1964 re-tune the system curriculum in Indonesia. This time it was named the 1964 Education Plan. which is characteristic of the learning curriculum centered on pancawardhana program that moral development, intelligence, emotional, and physical kerigelan.

Curriculum 1968 is new of curriculum 1964. Ie changes in the structure of pancawardhana pendiddikan be coaching spirit of Pancasila, basic knowledge, and special skills. Pemabelajaran activities directed at enhancing intelligence and skills as well as physical development of a healthy and strong

Curriculum in 1975 as a replacement for the 1968 curriculum emphasizes the goal, making education more efficient and effective. Methods are detailed material on Development Procedure Instruction System (ITS). According Mudjito (in Dwitagama: 2008) This period is known as the unit of learning that lesson every unit of discussion. Each unit broken down again: general instructions, specific instructional goals (ICT), learning materials, learning tools, learning activities, and evaluation.

The  curriculum of 1984 brings the skills curriculum approach. Although the approach prioritizes process, but an important factor that purpose. The curriculum is also often referred to as an enhanced curriculum in 1975. The position is placed sebgai students learn the subject. Of observing something, classify, discuss, to report. This model is called the Active Student Learning Model Method (CBSA).

1994 curriculum rolling over on a combination of previous curricula. His soul wanted to combine the Curriculum Curriculum 1975 and 1984, the process approach. 1994 curriculum as curriculum improvement made in 1984 and implemented in accordance with Law no. 2 of 1989 on National Education System. This resulted in a time-sharing system lesson, namely by changing from a semester system to the quarter system. With a quarter of the distribution system within one year to three phases expected to provide opportunities for students to be able to receive the subject matter quite a lot.

Then CBC CBC 2004 and 2006 (SBC version), that the school was given full authority in the education plan with reference to the standards set, ranging from the purpose, vision, mission, structure and content of the curriculum, the burden of learning, education calendar to syllabus development.

While the curriculum in 2013, is no simplification efforts, and thematic-integrative. Curriculum 2013 is prepared for printing on the generation ready to face the future with competence include attitudes, knowledge, and skills in an integrated manner, as mandated by Law 20 of 2003 on National Education System.

REFERENCES

Ahmadi, Manajemen Kurikulum: Pendidikan Kecakapan Hidup, Yogyakarta: Pustaka Ifada. 2013

Departemen Pendidikan Nasional Republik Indonesia. 2003. Undang-undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional.Jakarta: Depdiknas.

Idi, Abdullah. 2011. Pengembangan Kurikulum; Teori dan Praktik. Yogyakarta: Arruz

Sukmadinata, Nana Syaodih. Pengembangan Kurikulum. PT. REMAJA ROSDAKARYA.

              Bandung: 2012

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