CHAPTER I

INTRODUCTION

I.1 Background
Education in human child civilization is the most urgent thing. Since
humans have interacted with these educational activities since then, humans
have succeeded in realizing various developments and advancements in all
their lines of life. Even education is something natural in the development of
human civilization. In parallel, the educational process has also progressed
very rapidly, both in the form of methods, facilities and targets to be
achieved. Because this is one of the characteristics and features of
education, which is advanced. And if an education does not experience and
does not cause progress or setbacks it is not called education. Because
education is an integral activity that includes targets, methods and means in
shaping humans who are able to interact and adapt to their environment,
both internally and externally in order to realize better progress. In order to
improve the quality of education in Indonesia, the government is trying to
carry out various reforms in the field of education. And as a means to
improve the quality of education a curriculum is needed.

I.2 Formulation of the Problem

a. What is a curriculum?
b. What is the function of curriculum development?
c. What are the principles of curriculum development?
d. What is the history of curriculum development in Indonesia?
I.3 Purpose
a. To find out what is meant by the curriculum
b. To find out the function of curriculum development
c. To find out the principles in curriculum development
d. To analyze the history of curriculum development in Indonesia

1
 CHAPTER II
DISCUSSION

II.1 Definition of Curriculum

The term curriculum comes from the words curir (Pelari) and curere
(Tempat Berpacu), and was originally used in the world of sports. At the time
the curriculum is defined as the distance that must be taken by a runner from
start to finish to get a medal / award. Then, this understanding is applied in
the world of education into a number of subjects (subjects) that must be taken
by a student from the beginning to the end of the lesson program to get an
award in the form of a diploma.
The term curriculum is basically not only limited to a number of
subjects, but includes all learning experiences experienced by students and
influences personal development. Even Harold B. Alberty (1965) viewed the
curriculum as all activities given to students under the responsibility of the
school (all of the activities that are providet for the students by the school).
So that the curriculum is not limited to activities in the classroom, but
includes activities carried out by students outside the classroom. Similar
opinion and reinforce this understanding is stated by Saylor, Alexander, and
Lewis (1974) who consider the curriculum as all school efforts to influence
students to learn, both in the classroom, in the school yard and outside of
school.
Whereas according to the Law of the Republic of Indonesia in 2003
concerning the National education system article 1 paragraph (19) the
curriculum is a set of plans and arrangements regarding the purpose, content,
and learning materials and the methods used as guidelines for the
implementation of learning activities to achieve certain educational goals.
II.2 Function of Curriculum Development
The function of the curriculum is identical to the understanding of the
curriculum itself which is oriented towards understanding the curriculum in
the broadest sense for the development of textbooks, procurement of media
and facilities, staff development, supervision and testing. Then the
curriculum development function has the following meanings:

2
a. As a guide to the implementation of education at a certain level of
educational institutions and to enable the achievement of the objectives
of the educational institution.
b. As a limitation of educational programs (teaching materials) that will be
run in one semester, class, or at the level of education.
c. As a teacher's guide in organizing the Teaching and Learning Process, so
that the activities carried out by the teacher and students are directed
towards the intended goals.
Thus the function of the curriculum is basically an activity program
listed in the curriculum that will influence or determine the desired student's
personality. Therefore curriculum development needs to pay attention to
several things:
1. Regional and national development demands.
2. Workplace demands.
3. Rules of religion, development of science, technology and art.
4. The dynamics of global development.
5. National unity and national values.

In teaching and learning activities, the position of the curriculum is very

crucial, because with the curriculum the students will benefit. However, in
addition to the curriculum useful for students, he also has other functions as
follows:
1. The function of the curriculum in order to achieve educational goals In
Indonesia, there are four main educational goals that can be
hierarchically addressed, namely national goals, institutional goals,
curricular objectives, and instructional goals. In achieving the goals of
education that are aspired, these goals must be achieved in a
multilevel and mutually supportive, while the existence of the
curriculum here is as a tool to achieve goals (education).
2. Curriculum function The curriculum as a structured learning
organization is a preparation for students. Students are expected to get

3
 a number of new experiences that can later be developed in tune with
the child's development, so that they can fulfill their future provisions.
3. Curriculum functions for educators The function of the curriculum for
teachers or educators is as a work guideline in compiling and
organizing the learning experience of the students and guidelines for
evaluating the development of students in order to absorb a number of
experiences provided.
4. Curriculum function for school / madrasah head / coaches The
principal is an administrator and supervisor who has responsibility for
the curriculum. The curriculum function for principals and other
coaches is as follows:
a. As a guideline for holding supervision functions, namely
improving the learning situation.
b. As a guide in carrying out supervision in creating a situation to
support the child's learning situation towards a better direction.
c. As a guide in carrying out supervision in providing assistance to
teachers or educators in order to improve the teaching situation.
d. As an administrator who makes the curriculum as a guide for
curriculum development in the future.
e. As a guide for evaluating the progress of teaching and learning.
5. The function of the curriculum for parents
For parents, the curriculum is functioned as a form of parental
participation in helping school businesses in advancing their children.
Such assistance can be in the form of direct consultation with the
school / teacher regarding issues concerning their children. Assistance
in the form of thoughts, material from parents or community children
can be through school committee institutions.
6. Curriculum functions for upper level schools
The curriculum function in this case can be divided into two.
First, maintaining the balance of the education process. Understanding
the curriculum used by schools at the upper levels can make
adjustments in the curriculum of the following matters:

4
 a. If a part of the school curriculum in question has been taught at the
school below, the school can review the need for the part to be
taught.
b. If certain skills needed in studying the curriculum of a school have
not been taught at the school below it, the school can consider
entering the program about these skills into its curriculum.
Second, preparing new energy. If a school serves to prepare educators for
schools that are under it, it is very important for the school to understand the
school curriculum under it.
7. Functions for the community and school / madrasah graduates
The curriculum of a school also functions for the community
and the parties who use the school's graduates. By knowing the
curriculum of a school, the community as the users of the graduates,
can carry out at least:
a. Participate in facilitating the implementation of education
programs that require cooperation with parents and the
community.
b. Participate in providing constructive criticism and suggestions
for the improvement of school education programs, so that they
are more in line with the needs of society and employment.

II.3 Principles Of Curriculum Development

1. Relevance Principle
There are two kinds of internal relavance and external
relevance. Internal relevance is that each curriculum must have harmony
between its components, namely harmony between goals to be achieved,
content, material or learning experiences that students must have, strategies
or methods used and assessment tools to see the achievement of goals. This
internal relevance shows the integrity of a curriculum. The external
curriculum is related to the harmony between the goals, content and learning
process of students that are included in the curriculum with the needs and
demands of the community.

5
 2. The Principle of Flexibility
The curriculum must be implemented according to the conditions. Rigid
inflexible curriculum will be difficult to implement.
3. Continuity Principle
This principle implies that it is necessary to maintain interconnectedness
and continuity between the material at various levels and types of education
programs.
4. Principle of Effectiveness
The principle of effectiveness with regard to plans in a curriculum can
be implemented and appropriately achieved in teaching and learning
activities. There are two effectiveness in curriculum development. First, the
effectiveness associated with the teacher in carrying out the task of
implementing the curriculum in the classroom. Second, the effectiveness of
student activities in carrying out learning activities.
5. Efficiency Principle
The principle of efficiency relates to the comparison between energy,
time and sound, and the costs incurred with the results obtained.

II.4 History Curriculum Development in Indonesia

In the course of history since 1945, the national education curriculum
has undergone a change, namely in 1947, 1952, 1964, 1968, 1975, 1984,
1994, 2004, and now 2006. These changes are a logical consequence of
changes in the political system, social culture, economy, and science and
technology in the nation and state. Because, the curriculum as a set of
educational plans needs to be developed dynamically in accordance with the
demands and changes that occur in the community. All national curricula
are designed on the same basis, namely Pancasila and the 1945 Constitution.
The difference is the main emphasis of the educational goals and the
approach to realizing them.
The change in curriculum is certainly accompanied by different
educational goals, because in each of these changes there is a certain goal to

6
be achieved to advance our national education. Curriculum changes in the
world of education in Indonesia and the objectives to be achieved can be
described as follows:
1. Kurikulum 1947
The first curriculum in independence was called the 1947 Lesson
Plan. At that time the mention was more popular using the leer plan (lesson
plan) than the term curriculum in English. The 1947 Lesson Plan was
political, which did not want to see the world of education still apply the
Dutch curriculum, whose educational orientation and teaching were aimed
at the interests of Dutch colonialists. The principle of education is
established by Pancasila. The political situation with the turmoil of the
revolutionary war, the 1947 Lesson Plan, was only implemented in 1950.
Therefore the 1947 Lesson Plan was often called the 1950 curriculum. The
composition of the 1947 Lesson Plan was very simple, containing only two
main points, namely a list of subjects and teaching hours. and the broad
outlines of the teaching. The 1947 Lesson Plan prioritizes character
education, state awareness, and community, rather than mind education.
Study material is related to everyday events, attention to art, and physical
education. There are 16 subjects for the People's School level, especially in
Java, Sunda, and Madura given local languages. The list of lessons is
Indonesian, Local Language, Numeracy, Natural Sciences, Life Sciences,
Earth Sciences, History, Drawing, Writing, Sound Art, Handwork,
Whiteness Work, Body Motion, Hygiene and Health, Character Education,
and Religious Education. Initially religious studies were given starting in
grade IV, but since 1951 religion has also been taught since class 1. The
teaching outlines at that time emphasize the way teachers teach and how
students learn. For example, language lessons teach how to talk, read and
write. Natural Sciences teaches how the process of everyday events, how to
use various simple tools (pumps, scales, benefits of brave), and investigate
various daily events, for example why locomotives are filled with water and
wood, why fishermen go to sea at night, and how connect the power cord. In
its development, lesson plans were further detailed in each lesson, known as

7
the Unraveled Lesson Plan 1952. "The course syllabus is very clear. A
teacher teaches one subject. At that time a Community Class was also
formed, namely a special school for 6-year SR graduates who did not
continue to junior high school. Community classes teach skills, such as
agriculture, carpentry, and fisheries. The goal is that children who cannot
afford to go to junior high school can work immediately.
2. Kurikulum 1952
After the 1947 Lesson Plan, the curriculum in Indonesia
experienced improvement in 1952. In 1952 this was named the Unraveling
Lesson Plan 1952. This curriculum has led to a national education system.
The most prominent and also characteristic of this 1952 curriculum is that
every lesson plan must pay attention to the contents of the lessons that are
related to everyday life. At the end of the era of President Soekarno, the
1964 Education Plan emerged or the 1964 Curriculum. The focus was on
developing creativity, taste, intention, work and morals (Pancawardhana).
Subjects are classified into five groups of study fields: moral, intelligence,
emotional / artistic, martial (skill), and physical. Basic education
emphasizes practical knowledge and practical activities.
3. Kurikulum 1964
After 1952, by 1964, the government re-perfected the
curriculum system in Indonesia. This time it was named Education Plan
1964. The main points of the 1964 curriculum that characterize this
curriculum are that the government has a desire for people to gain academic
knowledge for debriefing at elementary school, so that learning is centered
on the Pancawardhana program which encompasses the development of
creativity, taste, intention, work, and morals. Subjects are classified into five
groups of study fields: moral, intelligence, emotional / artistic, martial
(skill), and physical. Basic education emphasizes practical knowledge and
practical activities.

4. Kurikulum 1968

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 The 1968 curriculum is a renewal of the 1964 curriculum,
namely the change in the structure of the educational curriculum from
Pancawardhana to the formation of the Pancasila spirit, basic knowledge,
and special skills. The 1968 curriculum is a manifestation of a change in
orientation in the implementation of the 1945 Constitution purely and
consistently.
In terms of educational goals, the 1968 Curriculum aims that
education is emphasized in efforts to shape true, strong, and physically
healthy human Pancasila, enhancing intelligence and physical skills, morals,
manners, and religious beliefs. Educational content is directed at enhancing
intelligence and skills, as well as developing a healthy and strong physique.

5. Kurikulum 1975
The 1975 curriculum emphasizes goals, so education is more
efficient and effective. "The background is the influence of concepts in the
field of management, namely the famous MBO (management by objective)
at that time. Methods, materials and teaching objectives are detailed in the
Instructional System Development Procedure (PPSI). This era is known as
the "unit of study", namely the lesson plan of each unit of discussion. Each
lesson unit is detailed again: general instructions, special instructional goals
(ICT), subject matter, learning tools, teaching and learning activities, and
evaluation. The 1975 curriculum was widely criticized. The teacher is made
busy writing down the details of what will be achieved from each learning
activity.
This year the official modern mathematics teaching began.
This modern mathematical learning model arises because of technological
advances. In the United States the feeling of lack of people capable of
handling weapons, missiles and rockets is very little, prompting the
emergence of renewal of mathematics learning.
W. Brownell suggests that learning mathematics must be
meaningful and understanding learning. The Gestalt theory that emerged

9
around 1930, where Gestalt emphasized that memorized training is very
important in teaching but applied after implanting understanding in students.
The two things above affect the development of mathematics
learning in Indonesia. Various weaknesses seem clear, learning lacks
emphasis on understanding, lack of continuity, less stimulating children to
want to know, and so on. Plus the community is faced with technological
advances. Finally the Government designed a learning program that could
cover these weaknesses.
A 1975 curriculum emerged where mathematics had the
following characteristics:
a. Create new topics and approaches. New topics that emerge are sets,
statistics and probabilities, relations, ancient numerical systems, writing
non-decimal number symbols.
b. Learning emphasizes meaningful learning and understanding rather than
memorization and numeracy skills.
c. Primary school and secondary school mathematics programs are more
continuous.
d. Introduction to the emphasis on learning on structure.
e. The program can serve groups of children whose ability is hydrogen.
f. Use more appropriate language.
g. The teaching center for students is not the teacher.
h. Meode learning methods find, solve problems and discussion techniques.
i. Mathematics teaching is more lively and interesting.

6. Kurikulum 1984 (Kurikulum CBSA)

The 1984 curriculum carries the process skill approach.
Although the priority of a process approach, but the goal remains an
important factor. This curriculum is also often called "Enhanced 1975
Curriculum". Students position placed as studying subject. From observing
something, grouping, to discuss, to report. This model is called the Active
Student Learning Method (CBSA) or Student Active Leaming (SAL).

10
 The 1984 curriculum is oriented towards instructional goals.
Based on the view that giving students a learning experience in very limited
learning time in school must be truly functional and effective. Therefore,
before choosing or determining teaching materials, the first thing to be
formulated is what goals students must achieve.
Mathematical learning in the 1980s was a mathematical
revolution movement. This revolution was initiated by the concerns of
developed countries that would be followed by the underdeveloped
countries at that time, such as West Germany, Japan, Korea and Taiwan.
Mathematics teaching is characterized by several things, namely the
advancement of advanced technology such as calculators and computers.
The development of mathematics abroad has an effect on
domestic mathematics. Domestically, in 1984 the government launched a
new curriculum, namely the 1984 curriculum. The reasons for implementing
the new curriculum included materiality, differences in educational progress
between regions in terms of technology, differences in the gap between
curriculum programs on the one hand and school implementers. as well as
the needs of the field on the other hand, the curriculum material is
incompatible with the ability of students. And, CBSA (active student
learning) becomes a character that is so closely embedded in the curriculum.
In this curriculum students in elementary schools are given social arithmetic
material, while for high school students are given new material such as
computers. Another thing that is of concern in the curriculum.
The steps to implement the curriculum successfully are to do
the following:
a. Teachers to improve professionalism
b. In the textbook, activities that use a calculator and computer must be
included
c. Synchronization and continuity of learning from elementary and
secondary schools
d. Evaluating learning outcomes
e. The CBSA principle is maintained

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7. Kurikulum 1994
The 1994 curriculum was made as an improvement to the 1984
curriculum and implemented in accordance with the Law no. 2 of 1989
concerning the National Education System. This has an impact on the
system of class time sharing, namely by changing from the semester system
to the quarterly system. With the quarterly system, the division in one year
into three stages is expected to provide opportunities for students to be able
to receive enough subject matter. Teaching objectives emphasize
understanding concepts and problem solving skills and problem solving. In
the 90s the international mathematics olympiad activities were so rampant.
Until 1977, there were 19 international mathematics olympiads held. At that
time Yugoslavia hosted the Olympics, and those who won medals were
America, Russia, England, Hungary and the Netherlands. Indonesia is not
left behind in the Olympics but rarely won medals. These concerns are
exacerbated by the condition of graduates who are less prepared in the life
scene. The graduates are less able to solve life problems and so on. On this
basis the government tries to develop a new curriculum that is able to equip
students with regard to problem-solving life. Born in 1994 curriculum. In
the 1994 curriculum, mathematics learning has a distinctive character, the
structure of the material has been adapted to the psychology of child
development, the subject matter of expertise such as computers is
deepening, life mathematics learning models are presented in various
subjects. The point is that mathematics learning prioritizes textual material
but does not forget the contextual matters related to the material. The
question of the story becomes an interesting presentation at the end of each
subject, this is given with consideration so that students are able to solve life
problems faced everyday.

8. Kurikulum 2004 (KBK)

This 2004 curriculum is better known as the Competency Based
Curriculum (KBK). Competency-based education focuses on developing the

12
ability to do (competency) certain tasks in accordance with predetermined
performance standards. Competency Based Education is education geared
toward preparing indivisuals to perform identified competencies (Scharg in
Hamalik, 2000: 89). This implies that education refers to efforts to prepare
individuals who are able to perform the set of competencies that have been
determined. The implication is that it is necessary to develop a competency-
based curriculum as a learning guide. Competency-based curriculum
oriented to:
1. The expected results and impacts appear on students through a series of
meaningful learning experiences.
2. Diversity that can be manifested according to their needs. The objectives
to be achieved emphasize the achievement of student competencies both
individually and classically. In 2004 the government launched a new
curriculum with the name of a competency-based curriculum. In particular,
the mathematics learning model in the curriculum has objectives, among
others;
a. Train ways of thinking and reasoning in drawing conclusions, for
example through investigation, exploration, experimentation, showing
similarities, differences, consistency and inconsistencies
b. Develop creative activities that involve imagination, intuition, and
discovery by developing divergent, original, curiosity, making predictions
and predictions, and experimenting.
c. Develop problem-solving skills
d. Developing the ability to convey information or communicate ideas,
among others through oral talks, notes, graphs, diagrams, in explaining
ideas.
9. Kurikulum 2006 (KTSP)
The 2006 curriculum is known as the Education Unit Level
Curriculum (KTSP). Beginning in 2006 the KBK trial was stopped, KTSP
appeared. The review in terms of content and the process of achieving the
target competencies of the students to technical evaluation is not much
different from the 2004 curriculum. The most prominent difference is that

13
 teachers are more given the freedom to plan learning in accordance with the
environment and conditions of the students and the condition of the school.
This is due to the basic framework (KD), graduate competency standards
(SKL), competency standards and basic competencies (SKKD) of each
subject for each education unit has been established by the Ministry of
National Education. So the development of learning tools, such as the
syllabus and assessment system is the authority of the education unit
(school) under the coordination and supervision of the district / city
government.

10. Kurikulum 2013

The meaning of a qualified human being, according to Law
Number 20 of 2003 concerning the National Education System, namely
educated human beings who believe and fear God Almighty, are noble,
healthy, knowledgeable, capable, creative, independent, and become
democratic citizens and responsible. 2013 curriculum is a curriculum that is
designed both in the form of documents, processes, and assessments based
on the achievement of goals, content and learning materials as well as the
implementation of learning based on the Competency Standards of
Graduates. Educational content in SKL is developed in the form of
curriculum for education units and education levels as a written plan
(document) and curriculum as a process (implementation). In the dimension
as a written plan, the curriculum must develop SKL into curriculum content
derived from the nation's past achievements, the life of the nation today, and
the life of the nation in the future. The 2013 curriculum aims to direct
students to:
1) Quality people who are capable and proactive in responding to the
challenges of an ever-changing era;
2) Educated human beings who have faith and fear God Almighty, are
noble, healthy, knowledgeable, capable, creative, independent;
3) Citizens who are democratic and responsible. The development and
implementation of a competency-based curriculum is one of the national

14
education development strategies as mandated in Law Number 20 of 2003
concerning the National Education System. This curriculum emphasizes the
understanding of what students experience will become learning outcomes
for themselves and become curriculum results. Therefore the learning
process must provide broad opportunities for students to develop their
potential to be the same or higher learning outcomes than those stated in the
Graduates Competency Standards.
Characteristics of competency-based curriculum are:
1) The contents or content of the curriculum are the competencies that they
possess
ask in the form of Core Competencies (KI) subjects and further detailed into
Basic Competencies (KD).
2) Core Competence (KI) is a categorical description of the competencies
that students must learn for a school, class, and subject level
3) Basic Competency (KD) is a competency that students learn for a subject
in a particular class.
4) Emphasis on domain competence attitudes, cognitive skills, psychomotor
skills, and knowledge for an education unit and subjects is marked by the
number of KD subjects. For elementary school development attitudes are
the main concern of the curriculum.
5) Core Competence becomes an organizational element of competence not
a concept, generalization, topic or something that comes from a
"disciplinary-based curriculum" or "content-based curriculum" approach.
6) Basic Competencies developed are based on accumulative principles,
mutually reinforcing and enriching between subjects.
7) The learning process is based on efforts to master competence at a
satisfying level by paying attention to the characteristics of competency
content where knowledge is content that is complete (mastery). Cognitive
and psychomotor skills are the ability to master content that can be trained.
While the attitude is the ability to master content which is more difficult to
develop and requires an indirect educational process.

15
8) Assessment of learning outcomes covers all aspects of competence, is
formative and the results are immediately followed by remedial learning to
ensure competency mastery at a satisfactory level (Minimum completeness
criteria / KKM can be used as a satisfactory level).
Curriculum development is based on the following principles:
1) The curriculum of education units or education levels is not a list of
subjects.
2) The graduate competency standard is set for one education unit,
education level, and education program.
3) The competency-based curriculum model is characterized by the
development of competencies in the form of attitudes, knowledge, thinking
skills, and psychomotor skills that are packaged in various subjects.
4) The curriculum is based on the principle that every attitude, skill and
knowledge formulated in the curriculum in the form of Basic Abilities can
be studied and mastered by every student (mastery learning) in accordance
with the competency-based curriculum method.
5) The curriculum is developed by providing opportunities for students to
develop differences in abilities and interests.
6) The curriculum focuses on the potential, development, needs, and
interests of students and their environment.
7) The curriculum must be responsive to the development of science,
culture, technology and art.
8) The curriculum must be relevant to the needs of life ...
9) The curriculum is directed to the process of development, civilization and
empowerment of students that lasts for life.
10) The curriculum is developed by taking into account national interests
and regional interests to build community life, nation and state.
11) Assessment of learning outcomes is aimed at knowing and improving
the achievement of competencies. Curriculum Implementation Strategies
consist of:
1) Implementation of the curriculum in all schools and levels of education
namely: - July 2013: Class I, IV, VII, and X - July 2014: Class I, II, IV, V,

16
 VII, VIII, X, and XI - July 2015: class I, II, III, IV, V, VI, VII, VIII, IX, X,
XI, and XII
2) Training of Educators and Education Personnel, from 2013 - 2015
3) Development of student books and teacher handbooks from 2012 - 2014
4) Development of management, leadership, administrative systems, and
development of school culture (teacher work culture), especially for high
schools and vocational schools, starting from January - December 2013
5) Assistance in the form of Monitoring and Evaluation to find difficulties
and implementation problems and mitigation efforts: July 2013 - 2016
CHAPTER III
CONCLUSION

III.1 CONCLUSION
From the presentation of the paper above, it can be concluded as follows:
a. The curriculum is a set of plans and arrangements regarding the purpose,
content, and learning materials as well as the methods used as guidelines for
the implementation of learning activities to achieve certain educational
goals.
b. The curriculum development function has the following meanings:
1. As a guideline for the implementation of education at a certain level of
educational institutions and to enable achieving the objectives of the
educational institution.
2. As a limitation of the education program (teaching material) that will be
run in one semester, class, or at the level of education.
3. As a teacher's guide in organizing the Teaching and Learning Process, so
that the activities carried out by the teacher and students are directed
towards the intended goals.
c. Principles in curriculum development, namely
1. Relevance Principle
2. The Principle of Flexibility
3. Continuity Principle
4. Principle of Effectiveness

17
5. Efficiency Principle
d. Curriculum changes in the world of education in Indonesia and the
objectives to be achieved can be described as follows:
1. Curriculum 1947
The 1947 Lesson Plan prioritizes character education, state awareness, and
community, rather than mind education.
2. Curriculum 1952
In 1952 this was named the Unraveling Lesson Plan 1952. This curriculum
has led to a national education system. The most prominent and also
characteristic of this 1952 curriculum is that every lesson plan must pay
attention to the contents of the lessons that are related to everyday life.
3. 1964 curriculum
The government is refining the curriculum system in Indonesia. This time it
was named Education Plan 1964. The main points of the 1964 curriculum
that characterize this curriculum are that the government has a desire for
people to gain academic knowledge for debriefing at elementary school, so
that learning is centered on the Pancawardhana program which encompasses
the development of creativity, taste, intention, work, and morals.
4. Curriculum 1968
The 1968 curriculum is a renewal of the 1964 curriculum, namely the
change in the structure of the educational curriculum from Pancawardhana
to the formation of the Pancasila spirit, basic knowledge, and special skills.
The 1968 curriculum is a manifestation of a change in orientation in the
implementation of the 1945 Constitution purely and consistently.
5. 1975 curriculum
The 1975 curriculum emphasizes goals, so education is more efficient and
effective. "The background is the influence of concepts in the field of
management, namely the famous MBO (management by objective) at that
time.
6. Kurikulum 1984
curriculum (CBSA curriculum) The 1984 curriculum is oriented towards
instructional goals. Based on the view that giving students a learning

18
 experience in very limited learning time in school must be truly functional
and effective.
7. Kurikulum 1994
curriculum The 1994 curriculum was made as an improvement to the 1984
curriculum and implemented in accordance with the Law no. 2 of 1989
concerning the National Education System.
8. Kurikulum 2004
Curriculum (KBK) This 2004 curriculum is better known as the
Competency Based Curriculum (KBK). Competency-based education
focuses on developing the ability to do (competency) certain tasks in
accordance with predetermined performance standards.
9. Kurikulum 2006
Curriculum (KTSP) The 2006 curriculum is known as the Education Unit
Level Curriculum (KTSP).
10. kurikulum 2013
The meaning of a qualified human being, according to Law
Number 20 of 2003 concerning the National Education System, namely
educated human beings who believe and fear God Almighty, are noble,
healthy, knowledgeable, capable, creative, independent, and become
democratic citizens and responsible.

a.

19
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Ar-Ruzz Media
Mulyasa. 2010. Kurikulum Tingkat Satuan Pendidikan . Bandung: PT Remaja
Rosdakarya
Murniati, Andi. 2010. Pengembangan Kurikulum. Pekanbaru: Al-Mujtahadah
Press
Muslich, Masnur. 2007. KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar
Pemahaman dan Pengembangan. Jakarta: Bumi Aksara
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