“THE NATURE OF CURRICULUM” Curriculum & Material Development “THE NATURE OF CURRICULUM” Sri Rejeki (26.09.6.2.154) Tira Nur Fitria (26.09.6.2.164) Wulantin Kurnia (26.09.6.2.180)

INTRODUCTION According to the history of education, the term 'curriculum' was originally related to the concept of a course of studies followed by a pupil in a teaching institution. The concept of "curriculum" was used in the English-speaking tradition as equivalent to the French concept programme d'études. Nevertheless, in recent decades, the concept of curriculum has evolved and gained in importance.

A. The Definitions of Curriculum Curriculum comes from the Latin root, "currere" which means "to run", which later came to stand as the "course of study. 1. Zais (1976): “Kurikulum sebagai perencanaan pengalaman belajar adalah semua sarana yang digunakan sekolah untuk menyediakan kesempatan bagi siswa untuk memperoleh pengalaman belajar yang diinginkan.” 2. UU No. 20/2003 in National Education System: “Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu.”

3. Subandijah: Curriculum is an instrument to gain an institutional goal. It means that curriculum is an important tool in educational development As an instrument, a curriculum should have contributions to anticipate the development of science and technology and it should be adaptive all the time on the science and technology expansion. 4. Nasution: Curriculum is a set of plans and arrangements on the objectives, content and teaching materials and methods used to guide the implementation of instructional activities to achieve certain educational goals. 5. Wardiman: Curriculum is one of the tools to be used to achieve the objective of education. As curriculum is constructed to anticipate and to adjust the development of science and technology, it was constantly transformed in any certain period of time. 6. Richard: Development of curriculum is an essentially practical activity since it seeks to improve the quality of language teaching trough the use of systematic planning, development, and review practice in all aspects of language programs.

We can conclude that: " Curriculum is the sum total of all learning content, experiences, and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. Curriculum defines the educational foundations and contents, their sequencing in relation to the amount of time available for the learning experiences, the characteristics of the teaching institutions, the characteristics of the learning experiences, in particular from the point of view of methods to be used, the resources for learning and teaching

B. The Development of Curriculum in Indonesia In the history of Indonesia's education, national education curriculum has experienced many changes, namely in the years 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest is 2006. The change is a logical consequence of the change the political system, social, cultural, economic, and science. The entire national curriculum is designed based on the same basis, the Pancasila and the 1945.

The 1947, 1952, 1964 (before 1968) 1947 curriculum or Leer Plan or Subject Plan 1947 (Rencana Pelajaran 1947). At that time, Indonesia's education curriculum in the Netherlands and Japan education system influenced. Rencana Pelajaran 1947 organized to replace the Netherlands education system. The curriculum emphasizes the establishment of the Indonesian people character. 1952 curriculum or Unravels Subject Plan 1952 (Rencana Pelajaran Terurai 1952). This leads to the curriculum of national education system. The 1952 curriculum is that every lesson plan must consider the content of subjects connected with everyday life. 1964 or Education Plan 1964. It is critically concerned with science, so that the learning program focused on Pancawardhana: development of moral, intellectual, emotional/artistic skills, and physical.

The 1968 Curriculum The 1968 curiculum is New Style Curriculum called “Kurikulum Gaya Baru yang Disempurnakan” (Perfect New Style Curriculum). The curriculum emphasized grouping of subject matter. For Curriculum 1968 has a goal to form a human Pancasila sincere, strong, and healthy physical, enhance skills and acumen physical, moral, moral character, and religious. The 1975 Curriculum The principles are: efficiency and effectively, goal oriented, continuity, behavior psychology (stimulus-response), integrative approach and long life education . Teaching practitioners assumed that this curriculum was better than previous one, having clearer instructional objectives. The method used in the teaching of English skill advocated the audiolingual method.

The 1984 Curriculum The 1984 curriculum which was operated from 1984-1993). It is emphasized students’ active learning, using communicative approach, which was considered the best approach to the teaching of English. The essential of this curriculum is: relevancy, development approach, long life education, flexibility. It has characteristics, such as: oriented to the instructional goals, Provide concept of science before exercises. student's active learning system (Cara Belajar Siswa Aktif, CBSA). CBSA is a teaching approach that provides the opportunity for students to actively engage the physical, mental, intellectual, emotional, and with hope that students get the maximum learning experience, both in cognitive, affective, and psychomotor.

The 1994 Curriculum The 1994 curriculum was planned to recognize the objective of the national education considering of the development and the development of science and technology in accordance with the types and level of each education unit. The major goal of this curriculum is expansion of compulsory basic education from 6-9 years, the improvement of the quality the primarily and secondary education and enhancing learning achievements for all level. First, a structural approach including 1965 and 1975’s curriculum. Second, the communicative or meaningful approach in 1984 and 1994’ curriculum. But student load is too heavy because the number of subjects and substance of each of the subjects is too much.

The 2004 Curriculum The 2004 curriculum or the Competence Based Curriculum (CBC) or “Kurikulum Berbasis Kompetensi (KBK)”, especially in teaching English as foreign language aimed on developing the language competency, language model, literacy level, and core of written and oral language that should achieved by the students. The main goal of this curriculum especially in English are: to develop the abilty to communicate in oral and written form in the fourth skill. 2) to increade the awareness of the essential and the importance of English as a means of communication. 3) to develop the students understanding of the languages and culture relevance and to enlarge the culture.

The 2006 Curriculum The 2006 or School Based Curriculum (SBC) or Curriculum in the Unit Level of Education (KTSP) emphasizes on the mastery of respective or productive linguistic competence in spoken and written text. The spoken texts include transactional and interpersonal conversation, and simple monologues. The written text includes simple transactional texts and various genre texts in daily context of life. In the process of teaching and learning activities, the teachers should master all the text types and know how to teach the text using an appropriate approach.

Bila kita lihat dari beberapa aspek yang terdapat dalam KBK maupun KTSP, ada kesamaan antara keduanya. Kesamaan tersebut diantaranya adalah : 1.  Pendekatan pembelajaran berorintasi pada kompetensi (competence based approach). 2 .Berorientasi pada hasil belajar (learning outcomes) dan keberagaman 3.  Penyampaian dalam pembelajaran menggunakan pendekatan dan metode yang bervariasi 4.  Penilaian memperhatikan pada proses dan hasil belajar (authentic assessment) 5.  Sumber belajar bukan hanya guru, tetapi juga sumber belajar lainnya yang memenuhi unsur edukatif

KTSP Berkarakter KTSP merupakan kurikulum operasional yang disusun dan dilaksanakan oleh masing-masing satuan pendidikan. Pengembangannya harus berdasarkan satuan pendidikan, potensi daerah, atau karakteristik daerah, sosial budaya masyarakat setempat dan peserta didik. Satuan pendidikan merupakan pusat pengembangan budaya. KTSP ini mengembangkan nilai-nilai budaya dan karakter bangsa sebagai satu kesatuan kegiatan pendidikan yang terjadi di sekolah. Nilai-nilai yang dimaksud di antaranya: religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, komunikatif, cinta damai, gemar membaca, peduli sosial dan lingkungan, serta tanggung jawab. Nilai-nilai melingkupi dan terintegrasi dalam seluruh kegiatan pendidikan sebagai budaya sekolah.

Landasan Penyusunan KTSP Landasan Filosofis Sekolah sebagai pusat pengembangan budaya tidak terlepas dari nilai-nilai budaya yang dianut oleh suatu bangsa. Bangsa Indonesia memiliki nilai-nilai budaya yang bersumber dari Pancasila, sebagai falsafah hidup berbangsa dan bernegara, yang mencakup religius, kemanusiaan, persatuan, kerakyatan, dan keadilan. Nilai-nilai ini dijadikan dasar filosofis dalam pengembangan kurikulum sekolah. Landasan Yuridis Secara yuridis KTSP ini dikembangkan berdasarkan: Undang-undang Dasar 1945 Pasal 31 ayat (5) dan Pasal 32 ayat (1). Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional Bab II Pasal 3, Pasal 36 ayat (2), Pasal 38 ayat (2). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Sistem Pendidikan Nasional Pasal 17 ayat (1). Peraturan Menteri Pendidikan Nasional nomor 6 Tahun 2007 tentang Perubahan Peraturan Menteri Pendidikan Nasional dan nomor 24 Tahun 2006 tentang pelaksanaan Standar Isi dan Standar Kompetensi Lulusan.

Tujuan Penyusunan KTSP KTSP ini disusun sebagai pedoman bagi komunitas sekolah dalam menyelenggarakan kegiatan pendidikan yang sesuai dengan karakteristik sekolah, tujuan pendidikan nasional, dan prinsip-prinsip pendidikan. Prinsip Pengembangan KTSP Pengembangan KTSP ini berpedoman pada prinsip-prinsip berikut ini. Berpusat pada potensi perkembangan kebutuhan dan kepentingan peserta didik dan lingkungannya Beragam dan terpadu Tanggap terhadap perkembangan ilmu pengetahuan dan teknologi dan seni Relevan dengan kebutuhan kehidupan Menyeluruh dan berkesinambungan Belajar sepanjang hayat Seimbang antara kepentingan nasional dan daerah

SEBAB-SEBAB KTSP TIDAK DAPAT DI TERAPKAN DI INDONESIA 1. KTSP, Kurikulum yang Tidak Sistematis evaluasi nasional oleh pemerintah melalui ujian nasional (UN) justru paling menentukan kelulusan siswa. 2. KTSP Tidak fungsional Kepsek yang kurang Mengerti KTSP Guru yang bermutu berjumlah sedikit Bahasan tentang kurikulum bagi guru terbatas Penataran tentang kurikulum ini yang dilakukan terbatas Buku-buku yang diberikan kepada murid kebanyakan tidak menunjang keberhasilan kurikulum ini. Guru yang menguasai atau siap dan bisa berkompetisi dalam kurikulum ini cuma sedikit. Kebanyakan guru-guru hanya merubah nama, format, atau silabi.