Comparison Paper Curriculum

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COMPARISON PAPER CURRICULUM

PAPERS

THEORETICAL EDUCATION MANAGEMENT

COMPARISON STUDY OF COMPETENCE-BASED CURRICULUM, CURRICULUM UNIT LEVEL OF EDUCATION

AND CURRICULUM 2013


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ARRANGED BY:

SUSI PARLINA Sisw!"i

#G VI$


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GRADUATE PROGRAM

EDUCATION STUDY PROGRAM ADMINISTRATION

UNIVERSITY %&'!

BOGOR

201(

FOREWORD

Bismillahirrohmanirrohiim ..

Alhamdulillahhirobbil'alamiin. Praise the author turning to the presence of Almighty od !ho has besto!ed "is grace and guidance

to the author# so $ can complete the tas% this paper.


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&his paper the authors collated after searching for releant data from arious sources. &his paper !as made to fulfill the tas%

of (ecturers course Educational )anagement &heory basis# )r Dr. ". D*oehana +etyamid*a*a# ).Pd also to inform ne! insights to

our co!or%ers.

&here is no iory that is not crac%ed# so did the authors !ere *ust ordinary people !ho try to gie the best thing a !riter can. ,riticism

and constructie suggestions ery authors e-pect that the authors can be better in the future.

"ighest appreciation authors coney to all those !ho assisted in the preparation of this paper assignment# may be good deeds and get

the re!ard from od Almighty. Aamiin.

&his paper is basically a summary of results from arious sources !ere adeuate regarding E-ecution ,omparison /B/# +B, and

,urriculum 0123. "opefully this paper can be useful for the reader.

Bogor# 4anuary 0125


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Author

&AB(E OF ,O6&E6&+

!ord Pengantar........................................................................................................................ .ii

(ist $si....................................................................................................................... .iii

,"AP&ER $ $6&ROD7,&$O6

2.2 Bac%ground )asalah....................................................................................................................................... .2

2.0 Problem Formulation ............................................... ......................... 0

2.3 Ob*ectie Discussion ............................................... ......................... 0

,"AP&ER $$ +&7D8 OF &"EOR8


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0.2 Definition of curriculum............................................... ................... 3

0.0 Basic ,oncepts /B/................................................................................................................................... .3

0.3 Basic ,oncepts of +B, .............................................. ...................... 5

0.5 Basic ,oncepts of ,urriculum 0123............................................. ....... 9

,"AP&ER $$$ D$+,7++$O6

3.2 ,ompetency:Based ,urriculum.............................................. ... ;

3.0 ,urriculum unitPendidi%an................................................................................................................................... .<

3.3 $mplementation of the ,B,# +B, and ,urriculum 0123 .......................... <

3.5 ,omparatie Analysis of ,urriculum.............................................. . =

,"AP&ER $> ,O6,(7+$O6+ A6D RE,O))E6DA&$O6+

5.2 ,onclusion................................................ .................................. 20

5.0 +aran................................................................................................................................. .23


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(ist Pusta%a ..................................................................................................................................... 25

PAR& $

PRE($)$6AR8

2.2. Bac%ground

&he education process in learning actiities or in the classroom# !ill be running smoothly# enabling# interactie# and so forth# if based

on the basic curriculum is good and right.Education can be run properly !hen the curriculum becomes the main support in the

learning process. &he curriculum contains many constructie elements that performing optimal learning.+ome e-perts curriculum

found in the heart of education is the curriculum. ood and poor educational outcomes are determined by the curriculum.

$n the history of education in $ndonesia has seeral times been modified and improed curriculum goal is of course to adapt them to

the deelopment and progress of time. &he closest that a change of %uru%ulum based ?/B/@ into educational unit leel curriculum


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?+B,@# then s!itch again to curriculum 0123. Apart from !hateer cause !hether it !as due to political issues# changes in

leadership minister or because it is deemed to be a definite change its contents hae changed. Well# as a minimum academic us

analye the nature of the curriculum.+o !e %no! !hat and ho! the ,B,# /pts and the 0123 curriculum.

By %no!ing the nature of both the comparatie analysis !e can do. ,omparatie Analysis of ,B,# +B, and ,urriculum 0123 ie!s

of shared ie!points. At least !ith the comparatie analysis# !e can %no! the !hat the cause that must be held true change in the

curriculum is releant or not# right or not such changes. With appropriate curriculum and appropriate# it can be e-pected educational

goals and ob*ecties !ill be achieed to the fullest

2.0. Problem Formulation

Based on the bac%ground that has been described# the formulation of the problem isC

a. "o! is the basic concept of the ,B,

b. "o! is the basic concept of the +B,

c. "o! is the basic concept of ,urriculum 0123

d. "o! do you compare ,B,# +B, and ,urriculum 0123


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2.3. Ob*ectie Discussion

&he purpose of the discussion of this paper areC

2. &o %no! the basic concepts of the ,B,

0. &o %no! the basic concepts of +B,

3. &o %no! the basic concepts of ,urriculum 0123

5. &o compare the ,B,# the curriculum and the curriculum in 0123.


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,"AP&ER $$

&"EOR$&$,A( RE>$EW

0.2. understanding ,urriculum

Dr. Dede Rosyada# )A 2G says that the curriculum is at the core of an education. While Ronald ,. Doll 0G e-plains that the

curriculum is the oerall e-perience offered to children of students under the direction and guidance of the school.

(a! 6o. 0 8ear 2=


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formulation of this curriculum mengandungma%na that includes curriculum plan# content# and materials and !ays of teaching and

learning actiities. 3G

0.0. Basic ,oncepts of ,ompetency:Based ,urriculum

,ompetency:based education emphasies the ability to be possessed by graduates of a gien education leel. ,ompetence is often

called a competency standard is the general ability of graduates to be mastered. ,ompetence according to "all and 4ones are

Hstatements that describe the appearance of a certain ability unanimously !hich is a blend of %no!ledge and capabilities that can be

obsered and measured.H

,ompetence ?ability@ graduate is the main capital to compete on a global leel# because of the competition that occurs is the human

resource capacity. &herefore. the implementation of competency:based education is e-pected to produce graduates !ho are able to

compete at a global leel. $mplications of competency:based education is the deelopment of syllabi and competency:based

assessment system.

&he paradigm of competency:based education that includes curriculum# learning and assessment# emphasiing the achieement of

learning outcomes in accordance !ith the standards of competence. &he curriculum contains teaching materials proided to students

students through the learning process. &he learning process is implemented using the principles of learning deelopment that includes

material selection# strategy# media# assessment# and source or learning materials. &he success rate of learning achieed by students

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students can be seen in the ability of the student students in completing the tas%s that must be controlled in accordance !ith the

standards of a particular procedure.

$n the era of autonomy# as no! the curriculum in force in national# not a Hfi-ed priceH that must be accepted and implemented as is#

but can still be deeloped in accordance !ith the circumstances and conditions in the field# as long as not to deiate from the

principal that has been outlined in# national. $n this case the teacher lecturer is curriculum deelopers !ho are# in a decisie and

strategic position.

+tandards of competence is defined as roundness %no!ledge# %eterampilari# attitudes# and achieed the e-pected leel of mastery in

studying a sub*ect. +cope of the standard of competence standard content ?content standards@ and appearance standards ?performance

standards@. 5G

0.3. Basic ,oncepts 7nit (eel ,urriculum

Educational unit leel curriculum ?+B,@ is the curriculum in $ndonesia !hich enhance competency:based curriculum ?/B/@. $n the

6ational Education +tandards ?+6P chapter 2# erse 29@ e-plained that the +B, is operational curriculum formulated and

implemented by each educational unit. 9G

Preparation of +B, conducted by educational units by !atching and by the standards of competence and basic competence deeloped

by the 6ational ,ompetency +tandards and basic competence ?B+6P@. IG

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+B, is one form of realiation of the decentraliation policy in the field of education to the curriculum really fit !ith the needs of the

deelopment potential of learners at the school in uestion in the present and the future ta%ing into account the interests of local#

national and global demand !ith the spirit of school:based management ?+B) @.

0.5. Basic ,oncepts of ,urriculum 0123

$n the ne! academic year 01230125 the goernment sets the enactment of a ne! curriculum that ,urriculum 0123 replaces

+B,. ,urriculum 0123 is part of the continuing deelopment of the ,B, !hich !ere initiated in 0115 to include competency

attitudes# %no!ledge# and s%ills in an integrated manner# as mandated by (a! 01 of 0113 on 6ational Education +ystem in the

e-planation of Article 39# !here the competence of graduates ualified in the ability of graduates includes attitudes# %no!ledge# and

s%ills in accordance !ith agreed national standards ?Education# 0120@.

0123 curriculum also focuses on simplification# thematic:integratie refers to the curriculum in 011I ?+B,@. !here there are some

problems among them

?i@ curriculum content is still too dense# this is indicated by the number of sub*ects and a lot of material that the e-tent and leel

of distress beyond the leel of deelopment of the child's age

?ii@ competency:based are not yet fully in accordance !ith the demands of the functions and ob*ecties of national education


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?iii@ competency domains holistically not describe attitudes# s%ills# and %no!ledge some competencies reuired in accordance

!ith the deelopment needs ?eg character education# actie learning methodology# the balance of soft s%ills and hard s%ills#

entrepreneurship@ hae not been accommodated in the curriculum

?i@ yet sensitie and responsie to social change at the local# national# or global

?@ standard not describe the learning process of learning the detailed seuence of opening up the possibility that dierse

interpretations and culminate in a teacher:centered learning

?i@ assessment standards yet to lead to a competency:based assessment ?process and results@ and not e-plicitly demand a

remediation periodically and

?ii@ +B, reuires more detailed curriculum documents so as not to cause multiple interpretations. $n these reasons there is a factor

the competence of the future# !here the graduate should be able to communicate# to thin% clearly and critically# is able to consider the

moral aspects of a problem.

"ere !e can see that the graduates !ere born of this character:based curriculum implementation can be a great graduates and able to

compete internationally if the curriculum is !ell run and right by all parties concerned.


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,"AP&ER $$$

D$+,7++$O6

3.2. ,ompetency:Based ,urriculum

&he curriculum is the ideal curriculum releant to the needs of society# effectiely meaning it produces graduates as planned# efficient

in the sense of achieing the ob*ecties that hae been planned !ith the use of human resources# time# thought# and small amounts of

funds# as !ell as fle-ible in the sense of easily customiable to follo! the changing needs of society.

,ompetency:based curriculum ?/B/@ !as born as the implications of (a! 6o. 00 of 2=== concerning (ocal oernment and

oernment Regulation 6o. 09 of 0111 regarding oernment Authority and Proincial Authority as Autonomous Region. With the

Act# the policy changes of the educational management is centralied to decentralied. &he policy change of course has implications

for curriculum improement. &hrough the curriculum in 0115# the area !as gien the freedom to deelop education in the region

based on the characteristics of the area.

,B, also born as a response to the problems facing the !orld of education in $ndonesia. ,B, too% effect gradually 0115:0119

school year at the basic education leel# and secondary. ;G &he deelopment of the ,B, as a guide and educational tool is based on

three basic principles# namely# the principle of philosophical ?!ith respect to the alue system applicable@# the principle of the

psychological ?related to psychological aspects and the deelopment of learners@# principle sociological and technological.

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3.0. ,urriculum Education 7nit

+B, consists of educational ob*ecties educational unit leel# structure and content of education leel curriculum# educational

calendar and syllabus. +yllabus is a lesson plan on a and or groups of sub*ects specific theme !hich include standards of

competence# basic competence# sub*ect matter learning# learning actiities# indicators# assessment# allocation of time and resources

materials learning tool.

+B, has some foundation# the foundation isC

a. (a! 6o.01 of 0113 on 6ational Education +ystem

b. PP 6o. 2= 8ear 0119 on 6ational Education +tandards

c. Permendi%nas 00011I on the ,ontent +tandards

d. Permendi%nas 03011I on raduates ,ompetency +tandards

e. Permendi%nas 05011I on the implementation Permendi%nas 00 and 03 of 011I


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enerally the purpose of implementation of the curriculum is to empo!er education unit's independence and through the granting of

authority ?autonomy@ to educational institutions.+B, proides the opportunity for schools to participate actiely in the deelopment

of the curriculum.

3.3. $mplementation of the ,B,# +B, and ,urriculum 0123

$n 0115 the goernment began to implement the ne! curriculum# namely the ,ompetency Based ,urriculum ?,B,@ replaces the

2==5 curriculum are ealuated as not releant to the deelopment and the demands of the times. Within t!o years# the ,B, and

socialiation penilainnya system is not enough.,onfusion and uncertainty still felt by the teachers loo%ed on ,B, and Assessment

+ystem. &his situation is getting H!orseH !ith the enactment of the Education 7nit (eel ,urriculum ?+B,@ by the goernment

through the )inisterial Regulation 6o. 00 and 03 of 011I.

&hus the actual +B, ,B, has been established by the 0115 curriculum# *ust has undergone improements !ith the aim of

!ea%nesses and deficiencies contained in the ,B, can be oercome# both in its planning# implementation# and ealuasi./&+P

simpler and gies teachers the fle-ibility to improise in practice teaching and learning. >ision +B, still emphasies students'

competencies tailored to the needs of a particular area or school.

$n 0123 curriculum changes bac% into the ,urriculum 0123# !hich has no! been applied to seeral schools. &he author himself is a

third grade teacher elementary school and hae not receied training on this curriculum.

&he strategy consists of $mplementation of ,urriculum 0123.


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2. &he implementation of the curriculum in all schools and leels of education# namelyC

J 4uly 0123C ,lass $# $># >$$# and K

J 4uly 0125C ,lass $# $$# $># ># >$$# >$$$# K# and K$

J 4uly 0129C class $# $$# $$$# $># ># >$# >$$# >$$$# $K# K# K$# and K$$

0. &raining of &eachers and Education Personnel# from the year 0123:0129

3. Deelopment of student boo%s and teacher handboo%s of the year 0120:0125

5. Deelopment of management# leadership# administratie systems# and the deelopment of school culture ?culture of teachers@#especially for high school and ocational school# starting from 4anuary : December 0123

9. Assistance in the form of )onitoring and Ealuation to find the difficulties and problems of implementation and preention effortsC

4uli 0123:012I

3.5. ,omparatie Analysis ,urriculum

$n the history of education in $ndonesia# the implementation of the curriculum and the process of change is ery rapid. $t !as as

if# all of them hae to follo! !hat is desired authorities. When it is not desired then discarded and replaced !ith ne! ones. &his of


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course adds to the comple-ity of the implementation of education. Finally# the ictims are the people and children !ho are being

educated.

+ubstitution ongoing curriculum# 0115 curriculum called ,ompetency Based ,urriculum ?/B/@ still !hole corn suddenly turned

into the so:called 011I ,urriculum Education 7nit (eel ,urriculum ?+B,@. &he author himself has not been so long engaged in

education# ne! almost stepped on the fourth year# therefore it is not a lot of e-perience are ualified to !rite ,B, comparison# +B,

and ,urriculum 0123.

$ neer e-perienced a period of learning on ,B,# but from some of the e-periences of their colleagues !riter# the !riter can dra!

a little understanding# that the ,B, focuses on mastery of learners !ill be the sub*ect matter. &eachers !ill continue to strie to ma%e

the entire participant students understand the material that he gae# so the !ea%ness that sho!s up is the completion of all of the

material that should be gien. &hus the teacher !ill hae a material debt# because he had to !ait until all children understand. While

learning in the curriculum is focused on the deliery completeness teaching materials# so they can ma%e some students !ho struggle

to digest the lessons left behind.

&hen other differences are on the sub*ect# !hen the ,B, and +B,# sub*ects such as stand:alone# !hile the latest curriculum

already terintegratif and tied to core competencies.For more details can be seen from the table belo!C

PB, and +B, curriculum 0123

2. ,ompetency standards deried

from ,ontent +tandards

2. ,ompetency standards deried

from the needs


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0. ,ontent +tandards are formulated

based on course ob*ecties

?competency standards sub*ects@ are

bro%en do!n into ,ompetence

+tandard and Basic ,ompetence

+ub*ects

3. &he separation bet!een sub*ects

forming attitudes# shaper s%ills and

%no!ledge shaper

5. ,ompetence deried from sub*ects

9. +ub*ects separated from one

another# such as a collection of separate

sub*ects.

0. ,ontent +tandards of ,ompetency

+tandards raduates deried through

the core competencies that are free of

sub*ects

3. All sub*ects should contribute to

the formation of attitudes# s%ills and

%no!ledge#

5. +ub*ects deried from the

competency

9. All sub*ects are bound by core

competencies ?each class@

&able 3.0.


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,omparison of Essential ,urriculum

6o. curriculum 0123 PB, and +B,

2 +/( ?raduate ,ompetency +tandards@ is determined in

adance# through Permendi%bud 6o. 95 of 0123. After that

determined the ,ontent +tandards# !hich bebentu%

,urriculum Frame!or%# as outlined in Permendi%bud 6o

I;# I$ in $ntegrated &hematic elementary class $:$$$

5 &he number of teaching hours per !ee% more and the

number of sub*ects less than +B,

&otal hours of lessons a little more and the number of

sub*ects more than the ,urriculum 0123

9 &he process of learning each theme in elementary and all

sub*ects in +)P +)A +)/ done !ith a scientific

approach ?saintific approach@# !hich is the standard in the

learning process consists of !atching# as%# Re!or%#

Presenting# +ummed# and ,reating.

+tandards in the learning process consists of

e-ploration# elaboration# and ,onfirmation


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I $,& ?$nformation and ,ommunication &echnology@ is not

as sub*ects# but as a medium of learning

$,& as a sub*ect

; +tandard assessment using authentic assessment# !hich

measures the attitudes of all competencies# s%ills and

%no!ledge based on the process and results.

Assessment is more dominant in the aspect of

%no!ledge

< +couting became mandatory e%stra%uler +couting is not mandatory e-tracurricular

= Pemintan ?ma*ors@ start class K for +)A )A )a*ors start class K$

21 B/ more emphasis on deeloping students' potential B/ more on soling problems of students

,"AP&ER $>

,O6,(7+$O6+ A6D RE,O))E6DA&$O6+

5.2. ,onclusion

From the e-planation in this paper# it can be concludedC

2. ,ompetency:Based ,urriculum is a concept of a curriculum that emphasies the deelopment of the ability to perform tas%s

!ith the competence of a particular performance# so the results can be felt by students# such as mastery of a particular set of


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competencies.,ompetence is essentially a blend of %no!ledge# s%ills# alues and attitudes are reflected in the habit of thin%ing and

acting.

0. +B, is one form of realiation of the decentraliation policy in the field of education to the curriculum really fit !ith the needs

of the deelopment potential of learners at the school in uestion in the present and the future ta%ing into account the interests of

local# national and global demand !ith the spirit of school:based management ?+B) @.

3. ,urriculum 0123 is part of the continuing deelopment of the ,B, !hich !ere initiated in 0115 to include competency

attitudes# %no!ledge# and s%ills in an integrated manner# as mandated by (a! 01 of 0113 on 6ational Education +ystem in the

e-planation of Article 39# !here the competence of graduates ualified in the ability of graduates includes attitudes# %no!ledge# and

s%ills in accordance !ith national standards that hae been agreed.

&he curriculum no! is a refinement of the preious curriculum# therefore Based on the author's e-perience is still green# eery

curriculum certainly has adantages and disadantages of each# of course# there !ill neer be perfect# because the goernment

continues its efforts to improe education in $ndonesia through innoation :inoasi# curriculum changes along !ith the change of

education minister.


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5.0. +uggestion

Basically# all the curriculum is the same# the goernment's efforts in improing the uality of education is precisely to cause

confusion# difficult and complicated because of the lac% of socialiation and training of teachers.,ompetency:Based ,urriculum has

not been entirely successful already changed into the curriculum Education 7nit# curriculum is not a long !al% has been replaced

!ith the curriculum in 0123.

6othing is perfect# although the curriculum is constantly changing# the author can dra! the conclusion that the achieement of

the ob*ecties of education is not only the tas% of the goernment# but it is the duty of all of us# teachers# students# community. &he

curriculum no! !e should learn and e-ecute !ell.


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B$B($ORAP"8


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,hamisti*atin# (ise# et al# SD Curriculum Development ?Directorate eneral

"igher Education# )OE# 011=@

Doll# Ronald ,. Curriculum Improvement, Decision Making and Process ?BostonC

Alyyn and bacon# 2=I5@

E. )ulyasa. Implementation of the 2004 curriculum learning guides CBC

?BandungC Rosda !or%# 011I@

Rosyada# Dede. Paradigm Democratic !ducation, " Model of !ngagement

communit# the Deliver# of !ducation?4a%artaC Prenada

)edia# 0115@

+an*aya# >ienna# curriculum and learning ?4a%artaC /encana#0121@

+u%mara# Dian. Implementation of life skills in the curriculum?BandungC )ugni prosperous#

011;@


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httpClinda:haffandi.blogspot.com012321%b%:%tsp:dan:%uri%ulum:0123.html

httpCrisafebriindrian.blogspot.com

2G Dede Rosyada# Democratic !ducation Paradigm, "n !ngagement Model mas#araat

the Deliver# of !ducation ?4a%artaC Prenada )edia# 0115@# hlmn. 0I

0G Ronald ,. Doll# Curriculum Improvement, Decision Making and Process ?BostonC Alyyn

and bacon# 2=I5@# hlmn. 29

3G (ise ,hamisti*atin# et al# SD Curriculum Development ?Directorate eneral Education

"igh# )OE# 011=@# hlmn. 2:I

5G httpClinda:haffandi.blogspot.com012321%b%:%tsp:dan:%uri%ulum:0123.html

https://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://linda-haffandi.blogspot.com/2013/10/kbk-ktsp-dan-kurikulum-2013.html&usg=ALkJrhjh3jyN9Sm8iDfgq_o6YylQSqcYawhttps://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://risafebriindrian.blogspot.com/&usg=ALkJrhj-_RqmkzuxTjJc7YZzSQOJ8qoEjwhttps://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://linda-haffandi.blogspot.com/2013/10/kbk-ktsp-dan-kurikulum-2013.html&usg=ALkJrhjh3jyN9Sm8iDfgq_o6YylQSqcYawhttps://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://linda-haffandi.blogspot.com/2013/10/kbk-ktsp-dan-kurikulum-2013.html&usg=ALkJrhjh3jyN9Sm8iDfgq_o6YylQSqcYawhttps://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://risafebriindrian.blogspot.com/&usg=ALkJrhj-_RqmkzuxTjJc7YZzSQOJ8qoEjwhttps://translate.googleusercontent.com/translate_c?depth=1&hl=id&rurl=translate.google.com&sl=id&tl=en&u=http://linda-haffandi.blogspot.com/2013/10/kbk-ktsp-dan-kurikulum-2013.html&usg=ALkJrhjh3jyN9Sm8iDfgq_o6YylQSqcYaw


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9G Dian +u%mara# Implementation of life skills in thecurriculum ?BandungC )ugni prosperous 011;@#

hlmn. 02

IG >ienna +an*aya# curriculum and learning ?4a%artaC/encana# 0121@# hlmn. 20<

;G E. )ulyasa. Implementation of the 2004 curriculum learning guides CBC ?BandungC Rosda

!or%s 011I@# hlmn. 3

Comparison Paper Curriculum

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