THE ORIGIN OF CURRICULUM DEVELOPMENT

AND THE HISTORY CURRICULUM IN INDONESIA

FEISAL ADI CANDRA DAN RISWANDI

 Education in human child civilization is the most
urgent thing. Since humans have interacted with
these educational activities since then, humans have
INTRODUCTI succeeded in realizing various developments and
ON advancements in all their lines of life. Even education
is something natural in the development of human
BACKGROUN civilization. In parallel, the educational process has
also progressed very rapidly, both in the form of
D 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.
  a. What is a curriculum?
INTRODUCTI
ON  b. What is the function of curriculum
development?

Formulation of  c. What are the principles of curriculum

The Problem development?
 d. What is the history of curriculum
development in Indonesia?
 The term curriculum comes from the words curir
DISCUSIO (Pelari) and curere (Tempat Berpacu), and was
originally used in the world of sports. At the time the
N curriculum is defined as the distance that must be
DEFINITION taken by a runner from start to finish to get a medal /
OF award. Then, this understanding is applied in the
CURRICULU world of education into a number of subjects
M (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.
 1. Even Harold B. Alberty (1965) viewed the curriculum as all

DISCUSIO activities given to students under the responsibility of the school

(all of the activities that are providet for the students by the
N school)

DEFINITION 2. Saylor, Alexander, and Lewis (1974) who consider the

curriculum as all school efforts to influence students to learn, both
OF in the classroom, in the school yard and outside of school.
CURRICULU 3. The Law of the Republic of Indonesia in 2003 concerning the

M 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.
 DISCUSIO 1. As a guide to the implementation of education at a certain level of
N educational institutions and to enable the achievement of the objectives
of the educational institution.

FUNCTION OF 2. As a limitation of educational programs (teaching materials) that

will be run in one semester, class, or at the level of education.
CURRICULU 3. As a teacher's guide in organizing the Teaching and Learning
M Process, so that the activities carried out by the teacher and students
are directed towards the intended goals.
 DISCUSIO
N  1. Regional and national development demands.
 2. Workplace demands.

FUNCTION OF  3. Rules of religion, development of science, technology and

art.
CURRICULU  4. The dynamics of global development.
M  5. National unity and national values.
 DISCUSIO 1. Relevance Principle

N 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,
PRINCIPLE OF material or learning experiences that students must have, strategies or
methods used and assessment tools to see the achievement of goals.
CURRICULUM
2. The Principle of Flexibility
DEVELOPMENT
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
DISCUSIO curriculum can be implemented and appropriately achieved in

N 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
PRINCIPLE OF curriculum in the classroom. Second, the effectiveness of
student activities in carrying out learning activities.
CURRICULUM
 5. Efficiency Principle
DEVELOPMENT
 The principle of efficiency relates to the comparison
between energy, time and sound, and the costs incurred with the
results obtained.
  1. Curriculum 1947
 The 1947 Lesson Plan prioritizes character education, state awareness, and

DISCUSIO community, rather than mind education.

 2. Curriculum 1952
N  In 1952 this was named the Unraveling Lesson Plan 1952. This curriculum

History Of has led to a national education system. The most prominent and also
characteristic of this 1952 curriculum is that every lesson plan must pay

Curriculum attention to the contents of the lessons that are related to everyday life.

Development in  3. 1964 curriculum

 The government is refining the curriculum system in Indonesia. This time it
Indonesia 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

DISCUSIO in the structure of the educational curriculum from Pancawardhana to the

formation of the Pancasila spirit, basic knowledge, and special skills. The
N 1968 curriculum is a manifestation of a change in orientation in the
implementation of the 1945 Constitution purely and consistently.

History Of  5. 1975 curriculum

Curriculum The 1975 curriculum emphasizes goals, so education is more efficient and
effective. "The background is the influence of concepts in the field of

Development in management, namely the famous MBO (management by objective) at that

time.
Indonesia  6. Kurikulum 1984
curriculum (CBSA curriculum) 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.
 8. Kurikulum 2004
Curriculum (KBK) This 2004 curriculum is better known as the
DISCUSIO Competency Based Curriculum (KBK). Competency-based education
focuses on developing the ability to do (competency) certain tasks in
N accordance with predetermined performance standards.
9. Kurikulum 2006
History Of Curriculum (KTSP) The 2006 curriculum is known as the Education Unit
Curriculum Level Curriculum (KTSP).

Development in 10. kurikulum 2013

The meaning of a qualified human being, according to Law
Indonesia 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.
  Idi, Abdullah. 2011. Pengembangan Kurikulum Teori dan Praktik .
Jogjakarta: 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

References Pendidikan) Dasar Pemahaman dan Pengembangan. Jakarta: Bumi

Aksara
 Muslich, Masnur. 2007. KTSP Pembelajaran Berbasis Kompetensi dan
Kontekstual. Jakarta: Bumi Aksara
 Oemar Hamalik. 2007. Kurikulum dan Pembelajaran. Jakarta: Bumi
Aksara
 TIM Pengembangan MKDP. 2011. Kurikulum dan Pengembangan.
Jakarta: Rajawali Press