CHAPTER I
INTRODUCTION
Writing
background
In the development
Education Unit Level Curriculum (KTSP), which vary based on National
Education Standards (SNP) to ensure the achievement of national
education goals. National Standards of Education Content Standard,
Standard Process, Competency standards Passed, Education Workforce
Standards, Standards for Infrastructure, Standards Management,
Financing Standards, Assessment Standards. Two of the eight
standards, which are nsional education and Competency Standards
Content Standard Passed, is the main reference for the education unit
in developing curriculum.
Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003)
about the System of National Education and the Indonesian Government
Regulation Number 19 Year 2005 (PP 19/2005) about the National
Standards of Education has mandated curriculum unit level education
of primary and secondary levels of education have been prepared by
educational unit based on the content standards and pass the
competency standards and is guided by the guidelines established by
the BSNP.
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the KTSP is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
KTSP Emphasis is on developing the ability to do (competence) and
tasks with specific performance standards so the results can be felt
by students in the form of mastery of a set of specific competencies.
This educational program standard device should be able to deliver
students to have a competency of knowledge, and values used in
various fields of life.
The
purpose of writing
According to Nasution (1999), the
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. Objectives include the national education goals as
well as conformance to specification, state and regional potential,
education unit and learners. Therefore, the curriculum prepared by
the educational unit to allow adjustment of educational programs to
the needs and potential in the region.
1
The objective of this paper is twofold. First, it will describe in
general the learning environments model (adaptive and enactment)
behind KTSP and its theoretical implications for learning and
teaching, and second, it will look into the professional
qualities required to run a KTSP classroom, the major potential
difficulties encountered by teachers and readiness of teachers for
this curriculum change in term of KTSP.
Writing
method
Writing this paper
is solved by using literature-based writing method.
Systematics
writing
Systematics of
writing this paper are divided into 3 chapters, chapter I, the
introductory chapter, chapter II, as the discussion of issues and
chapter III as the closing chapter.
2
CHAPTER II
EDUCATION UNIT LEVEL CURRICULUM (KTSP)
There
are several definitions of the KTSP as follows:
KTSP
is an operational curriculum developed by and implemented in each
educational unit. KTSP composed and educational goals of education
unit level, structure and charge of curriculum, educational
calendar, syllabus.
KTSP also is a stepping stone progress of education. With this new
policy, schools can create a syllabus, curriculum, and the indicators
themselves. Silahusnya own but must determine the standard of
competence and its contents must be in accordance with the telab set
by the government.
KTSP is a development and improvement of
curriculum and curriculum before 2004 (CBC), which developed oleb
educational unit based on content standards (SI), and competency
standards Lululsan (SKL) located at the CBC.
KTSP one form of realization of the policy, decentralization in
education for curriculum in strict accordance with the development
needs of potential learners in the schools concerned in the present
and who will come to consider the interests of local, national, and
global demand in the spirit of School-Based Management ( MBS).
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the SBC is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
Education Unit Level
Curriculum (SBC) is an educational curriculum developed by the
operational and implemented in each educational unit in Indonesia.
SBC legally mandated by Law Number 20 Year 2003 on National Education
System and the Indonesian Government Regulation Number 19 Year 2005
on National Education Standards. The preparation of the school
curriculum by starting with the 2007/2008 academic year refers to the
Content Standard (SI) and Competency Standards Graduates (SKL) for
primary and secondary education as published by the Minister of
National Education of each No. 22 of 2006 and No. 23 of 2006, as well
as curriculum development guidelines issued by BSNP.
3
In principle, the curriculum is an integral part of the SI, but
its development submitted to the school to fit the needs of the
school itself. SBC consists of unit-level educational objectives of
education, curriculum structure and unit level of education,
educational calendar, and syllabus. Implementation of curriculum
refers to the Permendiknas No. 24 of 2006 on the Implementation of SI
and SKL. Standard content is the scope of material and level of
competency as outlined in the competency requirements for graduates,
competency assessment materials subject competencies, and learning
syllabus that must be met learners at certain levels and types of
education. Content standards are guidelines for curriculum
development unit level education that includes:
* Basic framework and structure of the curriculum,
*The burden of learning,
* Unit level education curriculum that was developed at the unit
level of education, and
* Education calendar.
SKL is used as a guide in determining the assessment of student
graduation from the educational unit. SKL covers competency for all
subjects or groups of subjects. Competences of graduates are
qualified graduates skills that include attitude, knowledge, and
skills in accordance with the agreed national standards. Application
of SBC, as defined in the regulations of the Minister of National
Education No. 24 of 2006 on the Implementation of SI and SKL, defined
by the principal after considering the recommendations of the school
committee. In other words, the implementation is fully handed over to
the school curriculum, in the sense that there is no intervention
from the Department of Education or the Ministry of National
Education. Preparation of SBC employees in addition to involving
teachers and school committees are also involved and if necessary,
experts from local universities. With the involvement of school
committees in the preparation of SBC, the SBC which would have been
prepared in accordance with the aspirations of the people, situations
and environmental conditions and community needs.
2.2
CURRICULUM
COMPONENT LEVEL OF EDUCATION UNITS
2.2.1.
Aims of Education or the Education Unit.
The purpose of education level of
the educational unit refers to the general objectives formulated in
the following education: (1) The purpose of basic education is to lay
the foundations of intelligence, knowledge, personality, noble
character, and skills to live independently and take further
education, (2) The purpose of secondary education is increasing
intelligence, knowledge, personality, noble character, and skills to
live independently and take further education, (3) The purpose of
secondary vocational education is to improve the intelligence,
knowledge, personality, noble character, and skills to live
independently and take further education in accordance with the
vocation.
4
2.2.2.
Reference Preparation of
KTSP Operations
Unit level education curriculum
established by considering the following matters: (1) The increase of
faith and piety and noble character, (2) Increasing the potential,
intelligence, and interest in accordance with the level of
development and abilities of learners, (3) The diversity of potential
and characteristics area and the environment, (4) demands the
development of regional and national levels; (5) Claim the world of
work, (6) Developments in science, technology, and art; (7) Religion;
(8) Dinainika global developments; (9) National unity and national
values; (10) socio-cultural conditions of local communities; (11)
Gender Equality; (12) Characteristics of educational unit
2.2.3.
Structure and Content KTSP
The structure unit level education
curriculum at primary and secondary education levels contained in the
Content Standards, developed from the groups of subjects as follows:
(1)
Groups of subjects of religion and of noble character, (2)
Group of subjects nationality and personality, (3) The subjects of
Science and Technology, (4) The aesthetic subjects, and (5) The
physical subjects, sports and health. The group of subjects was
carried out through the cargo and / or learning activities as
described in the PP. 19 of 2005 on National Education Standards
Article 7.
KTSP charge includes a number of subjects that breadth
and depth is the burden of learning for students in the educational
unit. In addition, the substance of local and self-development
activities included in the curriculum content
a. Subject
Subjects and time allocation for
each level of education units are listed on the curriculum structure
contained in the Content Standards
b. Local Content
Local content is a curricular
activities to develop competencies tailored to the characteristics
and potential of the region, including regional advantage, in that
the material can not be grouped into existing subjects. The
substance of the local content is determined by the educational unit.
c. Development Activities
Self-development is not a subject that must be nurtured by teachers.
Self-development aims to provide opportunities for learners to
develop and express themselves in accordance with the needs, talents,
ininat, each learner in accordance with each school. Facilitated
self-development activities and / or guided by a counselor, teacher,
or staff that can be done in the form of extracurricular activities.
Self-development activities carried out through activities related to
counseling services personal problems and social life, learning, and
career development of students.
5
Especially for high school
vocational self-development is primarily intended to develop
creativity and career guidance. Self-development for special
education units increased emphasis on life skills and independence in
accordance with the special needs of learners.
d. Settings Education
Expenses
1). Burden of learning in the
package system used by the level of elementary education units / IT /
SDLB, SMP / MTs / SMPLB either standard or independent category, SMA
/ MA / SMALB
/ SMK / MAK standard categories. Expenses study in
semester credit system (SKS) may be used by SMP / MTs / SMPLB
independent category, and by SMA / MA / SMALB / SMK / MAK standard
categories. Expenses study in semester credit system (SKS) is used by
SMA / MA / SMALB / SMK / MAK independent category.
2). Hours of learning for each
subject on the package system is allocated as indicated in the
structure of the curriculum. Education units, it is possible
to add a maximum of four hours of learning per ininggu as a whole.
Utilization of additional learning
hours considering the needs of the students in achieving competency.
The allocation of time for assignments independently structured and
unstructured activities in the system package for SD / IS / SDLB 0% -
40%, SMP / MTs / SMPLB 0% - 50%, and SMA / MA / SMALB / SMK / MAK 0%
- 60% of time face-to-face activities related subjects.
Utilization of the allocation of
time considering the needs of the students in achieving competency.
3). Allocation of time to practice,
two hours of practice in schools is equivalent to one hour face to
face. Four hours of practice outside of school is equivalent to one
hour face to face.
4). The allocation of time for
face-to-face, structured assignments, and independent activity is not
structured for Junior High and Senior High School / MA / SMK / MAK
which uses a system of credits to follow the rules as follows. a) One
SKS on SMP / MTs consist of: 40 minutes face to face, 20 minutes of
structured and unstructured activities independently. b) The credits
of the SMA / MA / SMK / MAK consists of: 45 minutes face to face, 25
minutes of structured and unstructured activities independently.
e. The increase Classes
Majors,
and Increase Graduation classes, majors, and graduation refers to the
assessment standards developed by BSNP.
f. Life Skills Education
1) The curriculum for the
elementary / THIS / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, SMK /
SMAK can include life skills education, which includes personal
skills, social skills, skills akadeinik and / or vocational skills.
2) Education, life skills education to be part of all subjects.
6
3) Education, life skills learners
can be obtained from the relevant education unit and / or from other
formal education unit and / or who have received formal
accreditation.
g. Based Education Local and Global Excellence
1) The curriculum for all levels of
the educational unit based education to incorporate global and local
excellence.
2) Education-based local and global benefits can be part of all
subjects.
3) Education of local superiority
based learners can be obtained from other formal education unit and /
or who have received formal accreditation.
2.2.4.
Preparation of curriculum
implementation
a. Context Analysis
1) Analysis of potentials and
strengths and weaknesses that exist in schools, including: students,
teachers, education personnel, facilities, costs, and existing
programs in schools.
2) Analysis of opportunities and challenges
that exist in society and the environment, among others: the school
committee, board of education, education departments, professional
associations, business community! Industry, the workforce, natural
resources and socio-cultural.
3) Mengidentitikasi content
standards and competency standards as a reference and guide
curriculum unit level education.
b. Development Mechanism
1) The authors Curriculum
Vocational Education Unit was developed in accordance with its
relevance by the school and the school committee under the
coordination and supervision of the provincial education office.
Drafting team curriculum unit level vocational education consists of:
(1) Teacher, (2) counselors, (3) The school principal, (4) The school
committee, and (5) Nara source. The school principal as chair and
member, Provincial Education Office acts as a coordinator and
supervisor.Guru, counselors, school committees (especially the DU /
IN, the Association, the World of Work, and members of the Couples
Institute Other significant) and resource persons acting
as members of the
drafting team KTSP.
2) The preparation of curriculum
unit level of education is part and school planning activities.
Activity-shaped noodles to a meeting and / or Iokakarya school and /
or school groups are held in the prior-year period of new
learning. Stage curriculum unit
level activities in general education include: (1) The preparation
and drafting, (2) Review and revision, (3) Finalization. More
detailed steps of each activity regulated and organized by the
drafting team.
3) Application of KTSP document
declared valid by the principal after receiving consideration from
the school committee and acknowledged by the education service
district.
7
c. Implementation Steps KTSP Preparation
1) Formulate goals for school
education
The formulation of educational
goals sekoloah is basically a goal formulated by the National
Education Standards Agency (BSNP) in the manual preparation of the
Education Unit Level Curriculum Elementary and Secondary Education as
the elaboration and Law Number 20 Year 2003 on National Education
System for the explanation of Article 3 and Article 15.
2) Formulate vision and mission of the school
Each school unit to formulate its vision and mission of each with
respect to the preparation of operational reference KTSP. Formulation
of vision and mission clearly illustrates the existence of the
respective schools and prospects.
3) To formulate objective School
Each educational unit to formulate
its own objectives refer to the vision and mission of the enactment.
The formulation of goals describing the purpose of
institutional presence of the educational unit concerned.
4) Establish standards of
competence. Standard setting competence in the preparation of
KTSP using the reference as follows. Competency
standards, which include: (1) Competency Standards Unit of Education
Graduates (SKL-SP), eg profile of vocational school graduates are
listed in Permendiknas No. 23 of 2006 on Competency Standards
Graduates;
(2) Subject Graduates Competency Standards (SKL-MP), a
minimum competency each subject as stated in the Permendiknas No. 23
of 2006 on Graduate Competency Standards, and (3) Competency
Standards and Basic Competency (SK-KD), is minimum competencies of
each substance listed subjects in Permendiknas No. 23 of 2006 on
Graduate Competency Standards. Overall competency standards
are the minimum competencies that must be implemented, each unit
education can add dinilal the
competencies necessary to support the quality and relevance of the
competence of graduates.
5) Develop competency achievement
chart
Diagram of the achievement of
competence is a logical sequence of steps or procedures are taught
and trained competencies to students in the required period, and the
possibility implemented multi-multi-exit entiy. The diagram is
made for the achievement of competence subject competence.
6) Develop curriculum structure
Curriculum structure is the pattern
and structure of the eye pelalaran, local content and development of
din that must be taken by students in the educational unit in
learning activities. The composition of the subjects were
divided into three groups of programs, namely the normative program,
adaptive programs, and productive program.
8
Local content is a curricular
activity for develop competencies tailored to the characteristics and
potential of the region, including regional excellence, in harmony
with the program keahilan that the material is not suitable to be
part and that there are subjects or tenlalu much so penlu into
separate subjects. Pengembangari din although not the subject and can
be obtained and intrakurikuler activities, or extracurricular
kokurikuler and devoted to the development of creativity and career
guidance service, still must be listed in kunikulum structure. In the
structure of the curriculum should include the duration of time, the
estimated number of hours required to complete each subject, local
content and developing din conformity with Permendiknas No. 22 of
2006 on the Content Standards. Life skills, local and global
benefits, environmental and other materials not included in the
curriculum structure can be integrated into activities
learning in each subject.
7) Set the burden of learning
Burden of learning
includes face to face learning, practice in schools with a total
36-40 hours of lessons per week @ 45 minutes. Determination
of load study conducted by the steps
as follows: (1) determine
the number of hours for face-to-face learning activities (theory),
practices at school, (2) convert the number of hours in school
practices into a number of hours of face to face with the provisions
of 2 hours teaching practice in schools is equivalent to one hour of
learning face to face (theory), and (3) specify the number of hours
the earliest subjects of the clock face to face (theory) and the
number of hours the conversion results in point 2) is imprinted on
the structure of the curriculum.
8) Establish education calendar
Each educational unit to prepare
and establish a calendar of education in accordance with the needs
and characteristics of education, competency-based learning, school
characteristics, the needs of learners and society by taking into
account the following provisions: (1) The beginning of the school
year is the month of July each year and ends in June The next year,
(2) School holidays is based on the Decree of the Minister of
National Education and / or the Minister of Religious Affairs in
matters related to religious festivities, the Regional Head Regency /
Municipality. Organization of education providers to establish a
special holiday, (3) Pemenintah Central / Province / County / City to
set a day off in unison for education units, and (4) Calendar of
education for each educational unit organized by each educational
unit based on the allocation of time as mentioned in the document
taking into account the provisions of Content Standards and the
Government / local government.
9
TYPES
OF EDUCATION UNIT LEVEL CURRICULUM (KTSP)
1.
Implied or Hidden Curriculum
The curriculum of this type are not made or designed
in a formal, but the effect is not realized by the teachers and
students. This curriculum can be internalized by the students through
regulations that want a common good like perbarisan before entering
the classroom, association weekly, daily schedule, classroom
cleaning, regulations meals in the cafeteria, during in-class
discipline, rules in the library and others. The experience received
is actually allowed to give guidance to future students when
they finish formal learning.
The implication of this hidden
curriculum is more to consciousness, awareness and regulations that
need to be adhered to by students.
2.
Ideal Curriculum
The curriculum of this type involve pentadbiran
penglibatan various parties such as universities, the Ministry of
Education, Maktab, body unity, schools, teachers, parents and so
forth. Established curriculum is what will be a guideline or
principle to sesebuah the desired curriculum. The curriculum is
usually not fixed but constantly changing and examined the original
follow-kepeluan specific purposes.
3.
Rasmi or Formal Curriculum
Aktiviti formal curriculum learning is real and then
practiced by the students will correspond with the content as it is
reserved by sesebuah school. This curriculum involves all forms of
aktiviti same in the class or outside class. There are
some orientations in the curriculum or formal Rasmi namely:
1.
Academic Curriculum
The contents of this type of curriculum content based
on the contents of the womb rather than a hard case to the happy and
rather than a general overview to the special. Subjects taught are
based on the purpose or the will of certain countries such as
Science, Geography, History, Bahasa Melayu, English
Language and others again.
2. Humanistic Curriculum
It is a kesedaran obtained than what is learned by
students of the subject. They will definitely feel something
meaningful and valuable kerana they will be able to mix emotions,
intellect and treatment in itself. Oriented curriculum is not
structured, but in it there is kesedaran religious, moral and
spiritual to students willing to live it.
10
3. Technology Curriculum
This curriculum is based on the flow of scientific,
technical and vocational. The subjects studied included various
things and there is a terrace or a mandatory. To enter this flow,
school or teaching centers need to provide the physical needs to
attract enough students to learn. The time allocated should suffice
and the students were exposed to the training necessary and practical
to facilitate the learning process.
4. Curriculum of various subjects
The curriculum is categorized collection of subjects
that have many similarities. For example, subjects Malay Language,
Chinese Language, English Language and Tamil Language contains
readings, oral and placed in a collection or of understanding the
language of science and geography when placed in the field of social
science.
5. Cognitive Development Curriculum
The curriculum is trying to relate the orientation of
the elements contained in the subject or experience acceptable for
them to take advantage of him and also others. Students not only
taught to memorize and pass in peperiksaan but also so they can
think, solve problems and can make a
satisfactory decision.
6. Curriculum Development Community
This curriculum has to do with socio-cultural sekitaranya. Education
institutions not only regarded as a place to give lessons, but also
as a center that may contribute to the community. For example, the
subjects of Geography, Economics, host and also study the work of
projects and aktiviti run by students outside of school are not
allowed to directly approach the students with the life of the
community.
11
CHAPTER
III
CLOSSING
3.1
Conclusion
Education
Unit Level Curriculum (KTSP) is an operational education curriculum
that gives wider autonomy for each school to develop and implement
their own curriculum by taking into account the potentials of
individual schools and the surrounding region. KTSP was launched
starting with the 2006/2007 academic year in schools. Schools will
have to refer to the Content Standard and Graduate Competency for
primary and secondary education as published through the Regulation
of Minister of National Education and the Development of Guidelines
issued by KTSP when developing and implementing their curriculum.
The
aim of this curriculum is to improve the quality of education by
improving the curriculum in line with the individual’s
interest, intellectual, emotional, spiritual, cultural and
social-economic. This curriculum is supposed to empowered schools to
develop and implement their own curriculum, but by imposing the
schools to follow the guidelines and standards mentioned above which
is still centralistic, this power will diminish. The objective of
this paper is two fold. First, it will describe in general the
learning environments model (adaptive and enactment) behind KTSP
and its theoretical implications for learning and teaching, and
second, it will look into the professional qualities required to
run a KTSP classroom, the major potential difficulties encountered
by teachers and readiness of teachers for this curriculum change in
term of KTSP.
Suggestion
Curriculum has to
handle for each of school institution in Indonesia. Becose by the
curriculum the school can runed well. So every teacher has to learn
and know well about curruculum. The teachers have to know about the
meaning of curriculum, the component of curriculum and the other
aspects of curriculum.
12
BIBLIOGRAPHY
Burke, John W. 1995.
Competency Based Education and Training. London, New York,
Philadelphia: The Falmer Press.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Depdiknas. 2006. Standar Isi. Jakarta: permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Isi dan Kompetensi Lulusan. Jakarta:
permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Joice, Bruce. 1996. Models of Teaching. Boston: Alin and Bakon.
Sihaloho,
Nelson.,
KTSP
OPINI,
Sumatera Utara: Karo, Senin,
18 Oktober 2010
www.ahmadheryawan.com/opini.../3112-ktsp-vs-ujian-nasional.html
smpn11kotajambi.blogspot.com/2010/10/ktsp-opini.html
13
CHAPTER I
INTRODUCTION
Writing
background
In the development
Education Unit Level Curriculum (KTSP), which vary based on National
Education Standards (SNP) to ensure the achievement of national
education goals. National Standards of Education Content Standard,
Standard Process, Competency standards Passed, Education Workforce
Standards, Standards for Infrastructure, Standards Management,
Financing Standards, Assessment Standards. Two of the eight
standards, which are nsional education and Competency Standards
Content Standard Passed, is the main reference for the education unit
in developing curriculum.
Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003)
about the System of National Education and the Indonesian Government
Regulation Number 19 Year 2005 (PP 19/2005) about the National
Standards of Education has mandated curriculum unit level education
of primary and secondary levels of education have been prepared by
educational unit based on the content standards and pass the
competency standards and is guided by the guidelines established by
the BSNP.
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the KTSP is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
KTSP Emphasis is on developing the ability to do (competence) and
tasks with specific performance standards so the results can be felt
by students in the form of mastery of a set of specific competencies.
This educational program standard device should be able to deliver
students to have a competency of knowledge, and values used in
various fields of life.
The
purpose of writing
According to Nasution (1999), the
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. Objectives include the national education goals as
well as conformance to specification, state and regional potential,
education unit and learners. Therefore, the curriculum prepared by
the educational unit to allow adjustment of educational programs to
the needs and potential in the region.
1
The objective of this paper is twofold. First, it will describe in
general the learning environments model (adaptive and enactment)
behind KTSP and its theoretical implications for learning and
teaching, and second, it will look into the professional
qualities required to run a KTSP classroom, the major potential
difficulties encountered by teachers and readiness of teachers for
this curriculum change in term of KTSP.
Writing
method
Writing this paper
is solved by using literature-based writing method.
Systematics
writing
Systematics of
writing this paper are divided into 3 chapters, chapter I, the
introductory chapter, chapter II, as the discussion of issues and
chapter III as the closing chapter.
2
CHAPTER II
EDUCATION UNIT LEVEL CURRICULUM (KTSP)
There
are several definitions of the KTSP as follows:
KTSP
is an operational curriculum developed by and implemented in each
educational unit. KTSP composed and educational goals of education
unit level, structure and charge of curriculum, educational
calendar, syllabus.
KTSP also is a stepping stone progress of education. With this new
policy, schools can create a syllabus, curriculum, and the indicators
themselves. Silahusnya own but must determine the standard of
competence and its contents must be in accordance with the telab set
by the government.
KTSP is a development and improvement of
curriculum and curriculum before 2004 (CBC), which developed oleb
educational unit based on content standards (SI), and competency
standards Lululsan (SKL) located at the CBC.
KTSP one form of realization of the policy, decentralization in
education for curriculum in strict accordance with the development
needs of potential learners in the schools concerned in the present
and who will come to consider the interests of local, national, and
global demand in the spirit of School-Based Management ( MBS).
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the SBC is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
Education Unit Level
Curriculum (SBC) is an educational curriculum developed by the
operational and implemented in each educational unit in Indonesia.
SBC legally mandated by Law Number 20 Year 2003 on National Education
System and the Indonesian Government Regulation Number 19 Year 2005
on National Education Standards. The preparation of the school
curriculum by starting with the 2007/2008 academic year refers to the
Content Standard (SI) and Competency Standards Graduates (SKL) for
primary and secondary education as published by the Minister of
National Education of each No. 22 of 2006 and No. 23 of 2006, as well
as curriculum development guidelines issued by BSNP.
3
In principle, the curriculum is an integral part of the SI, but
its development submitted to the school to fit the needs of the
school itself. SBC consists of unit-level educational objectives of
education, curriculum structure and unit level of education,
educational calendar, and syllabus. Implementation of curriculum
refers to the Permendiknas No. 24 of 2006 on the Implementation of SI
and SKL. Standard content is the scope of material and level of
competency as outlined in the competency requirements for graduates,
competency assessment materials subject competencies, and learning
syllabus that must be met learners at certain levels and types of
education. Content standards are guidelines for curriculum
development unit level education that includes:
* Basic framework and structure of the curriculum,
*The burden of learning,
* Unit level education curriculum that was developed at the unit
level of education, and
* Education calendar.
SKL is used as a guide in determining the assessment of student
graduation from the educational unit. SKL covers competency for all
subjects or groups of subjects. Competences of graduates are
qualified graduates skills that include attitude, knowledge, and
skills in accordance with the agreed national standards. Application
of SBC, as defined in the regulations of the Minister of National
Education No. 24 of 2006 on the Implementation of SI and SKL, defined
by the principal after considering the recommendations of the school
committee. In other words, the implementation is fully handed over to
the school curriculum, in the sense that there is no intervention
from the Department of Education or the Ministry of National
Education. Preparation of SBC employees in addition to involving
teachers and school committees are also involved and if necessary,
experts from local universities. With the involvement of school
committees in the preparation of SBC, the SBC which would have been
prepared in accordance with the aspirations of the people, situations
and environmental conditions and community needs.
2.2
CURRICULUM
COMPONENT LEVEL OF EDUCATION UNITS
2.2.1.
Aims of Education or the Education Unit.
The purpose of education level of
the educational unit refers to the general objectives formulated in
the following education: (1) The purpose of basic education is to lay
the foundations of intelligence, knowledge, personality, noble
character, and skills to live independently and take further
education, (2) The purpose of secondary education is increasing
intelligence, knowledge, personality, noble character, and skills to
live independently and take further education, (3) The purpose of
secondary vocational education is to improve the intelligence,
knowledge, personality, noble character, and skills to live
independently and take further education in accordance with the
vocation.
4
2.2.2.
Reference Preparation of
KTSP Operations
Unit level education curriculum
established by considering the following matters: (1) The increase of
faith and piety and noble character, (2) Increasing the potential,
intelligence, and interest in accordance with the level of
development and abilities of learners, (3) The diversity of potential
and characteristics area and the environment, (4) demands the
development of regional and national levels; (5) Claim the world of
work, (6) Developments in science, technology, and art; (7) Religion;
(8) Dinainika global developments; (9) National unity and national
values; (10) socio-cultural conditions of local communities; (11)
Gender Equality; (12) Characteristics of educational unit
2.2.3.
Structure and Content KTSP
The structure unit level education
curriculum at primary and secondary education levels contained in the
Content Standards, developed from the groups of subjects as follows:
(1)
Groups of subjects of religion and of noble character, (2)
Group of subjects nationality and personality, (3) The subjects of
Science and Technology, (4) The aesthetic subjects, and (5) The
physical subjects, sports and health. The group of subjects was
carried out through the cargo and / or learning activities as
described in the PP. 19 of 2005 on National Education Standards
Article 7.
KTSP charge includes a number of subjects that breadth
and depth is the burden of learning for students in the educational
unit. In addition, the substance of local and self-development
activities included in the curriculum content
a. Subject
Subjects and time allocation for
each level of education units are listed on the curriculum structure
contained in the Content Standards
b. Local Content
Local content is a curricular
activities to develop competencies tailored to the characteristics
and potential of the region, including regional advantage, in that
the material can not be grouped into existing subjects. The
substance of the local content is determined by the educational unit.
c. Development Activities
Self-development is not a subject that must be nurtured by teachers.
Self-development aims to provide opportunities for learners to
develop and express themselves in accordance with the needs, talents,
ininat, each learner in accordance with each school. Facilitated
self-development activities and / or guided by a counselor, teacher,
or staff that can be done in the form of extracurricular activities.
Self-development activities carried out through activities related to
counseling services personal problems and social life, learning, and
career development of students.
5
Especially for high school
vocational self-development is primarily intended to develop
creativity and career guidance. Self-development for special
education units increased emphasis on life skills and independence in
accordance with the special needs of learners.
d. Settings Education
Expenses
1). Burden of learning in the
package system used by the level of elementary education units / IT /
SDLB, SMP / MTs / SMPLB either standard or independent category, SMA
/ MA / SMALB
/ SMK / MAK standard categories. Expenses study in
semester credit system (SKS) may be used by SMP / MTs / SMPLB
independent category, and by SMA / MA / SMALB / SMK / MAK standard
categories. Expenses study in semester credit system (SKS) is used by
SMA / MA / SMALB / SMK / MAK independent category.
2). Hours of learning for each
subject on the package system is allocated as indicated in the
structure of the curriculum. Education units, it is possible
to add a maximum of four hours of learning per ininggu as a whole.
Utilization of additional learning
hours considering the needs of the students in achieving competency.
The allocation of time for assignments independently structured and
unstructured activities in the system package for SD / IS / SDLB 0% -
40%, SMP / MTs / SMPLB 0% - 50%, and SMA / MA / SMALB / SMK / MAK 0%
- 60% of time face-to-face activities related subjects.
Utilization of the allocation of
time considering the needs of the students in achieving competency.
3). Allocation of time to practice,
two hours of practice in schools is equivalent to one hour face to
face. Four hours of practice outside of school is equivalent to one
hour face to face.
4). The allocation of time for
face-to-face, structured assignments, and independent activity is not
structured for Junior High and Senior High School / MA / SMK / MAK
which uses a system of credits to follow the rules as follows. a) One
SKS on SMP / MTs consist of: 40 minutes face to face, 20 minutes of
structured and unstructured activities independently. b) The credits
of the SMA / MA / SMK / MAK consists of: 45 minutes face to face, 25
minutes of structured and unstructured activities independently.
e. The increase Classes
Majors,
and Increase Graduation classes, majors, and graduation refers to the
assessment standards developed by BSNP.
f. Life Skills Education
1) The curriculum for the
elementary / THIS / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, SMK /
SMAK can include life skills education, which includes personal
skills, social skills, skills akadeinik and / or vocational skills.
2) Education, life skills education to be part of all subjects.
6
3) Education, life skills learners
can be obtained from the relevant education unit and / or from other
formal education unit and / or who have received formal
accreditation.
g. Based Education Local and Global Excellence
1) The curriculum for all levels of
the educational unit based education to incorporate global and local
excellence.
2) Education-based local and global benefits can be part of all
subjects.
3) Education of local superiority
based learners can be obtained from other formal education unit and /
or who have received formal accreditation.
2.2.4.
Preparation of curriculum
implementation
a. Context Analysis
1) Analysis of potentials and
strengths and weaknesses that exist in schools, including: students,
teachers, education personnel, facilities, costs, and existing
programs in schools.
2) Analysis of opportunities and challenges
that exist in society and the environment, among others: the school
committee, board of education, education departments, professional
associations, business community! Industry, the workforce, natural
resources and socio-cultural.
3) Mengidentitikasi content
standards and competency standards as a reference and guide
curriculum unit level education.
b. Development Mechanism
1) The authors Curriculum
Vocational Education Unit was developed in accordance with its
relevance by the school and the school committee under the
coordination and supervision of the provincial education office.
Drafting team curriculum unit level vocational education consists of:
(1) Teacher, (2) counselors, (3) The school principal, (4) The school
committee, and (5) Nara source. The school principal as chair and
member, Provincial Education Office acts as a coordinator and
supervisor.Guru, counselors, school committees (especially the DU /
IN, the Association, the World of Work, and members of the Couples
Institute Other significant) and resource persons acting
as members of the
drafting team KTSP.
2) The preparation of curriculum
unit level of education is part and school planning activities.
Activity-shaped noodles to a meeting and / or Iokakarya school and /
or school groups are held in the prior-year period of new
learning. Stage curriculum unit
level activities in general education include: (1) The preparation
and drafting, (2) Review and revision, (3) Finalization. More
detailed steps of each activity regulated and organized by the
drafting team.
3) Application of KTSP document
declared valid by the principal after receiving consideration from
the school committee and acknowledged by the education service
district.
7
c. Implementation Steps KTSP Preparation
1) Formulate goals for school
education
The formulation of educational
goals sekoloah is basically a goal formulated by the National
Education Standards Agency (BSNP) in the manual preparation of the
Education Unit Level Curriculum Elementary and Secondary Education as
the elaboration and Law Number 20 Year 2003 on National Education
System for the explanation of Article 3 and Article 15.
2) Formulate vision and mission of the school
Each school unit to formulate its vision and mission of each with
respect to the preparation of operational reference KTSP. Formulation
of vision and mission clearly illustrates the existence of the
respective schools and prospects.
3) To formulate objective School
Each educational unit to formulate
its own objectives refer to the vision and mission of the enactment.
The formulation of goals describing the purpose of
institutional presence of the educational unit concerned.
4) Establish standards of
competence. Standard setting competence in the preparation of
KTSP using the reference as follows. Competency
standards, which include: (1) Competency Standards Unit of Education
Graduates (SKL-SP), eg profile of vocational school graduates are
listed in Permendiknas No. 23 of 2006 on Competency Standards
Graduates;
(2) Subject Graduates Competency Standards (SKL-MP), a
minimum competency each subject as stated in the Permendiknas No. 23
of 2006 on Graduate Competency Standards, and (3) Competency
Standards and Basic Competency (SK-KD), is minimum competencies of
each substance listed subjects in Permendiknas No. 23 of 2006 on
Graduate Competency Standards. Overall competency standards
are the minimum competencies that must be implemented, each unit
education can add dinilal the
competencies necessary to support the quality and relevance of the
competence of graduates.
5) Develop competency achievement
chart
Diagram of the achievement of
competence is a logical sequence of steps or procedures are taught
and trained competencies to students in the required period, and the
possibility implemented multi-multi-exit entiy. The diagram is
made for the achievement of competence subject competence.
6) Develop curriculum structure
Curriculum structure is the pattern
and structure of the eye pelalaran, local content and development of
din that must be taken by students in the educational unit in
learning activities. The composition of the subjects were
divided into three groups of programs, namely the normative program,
adaptive programs, and productive program.
8
Local content is a curricular
activity for develop competencies tailored to the characteristics and
potential of the region, including regional excellence, in harmony
with the program keahilan that the material is not suitable to be
part and that there are subjects or tenlalu much so penlu into
separate subjects. Pengembangari din although not the subject and can
be obtained and intrakurikuler activities, or extracurricular
kokurikuler and devoted to the development of creativity and career
guidance service, still must be listed in kunikulum structure. In the
structure of the curriculum should include the duration of time, the
estimated number of hours required to complete each subject, local
content and developing din conformity with Permendiknas No. 22 of
2006 on the Content Standards. Life skills, local and global
benefits, environmental and other materials not included in the
curriculum structure can be integrated into activities
learning in each subject.
7) Set the burden of learning
Burden of learning
includes face to face learning, practice in schools with a total
36-40 hours of lessons per week @ 45 minutes. Determination
of load study conducted by the steps
as follows: (1) determine
the number of hours for face-to-face learning activities (theory),
practices at school, (2) convert the number of hours in school
practices into a number of hours of face to face with the provisions
of 2 hours teaching practice in schools is equivalent to one hour of
learning face to face (theory), and (3) specify the number of hours
the earliest subjects of the clock face to face (theory) and the
number of hours the conversion results in point 2) is imprinted on
the structure of the curriculum.
8) Establish education calendar
Each educational unit to prepare
and establish a calendar of education in accordance with the needs
and characteristics of education, competency-based learning, school
characteristics, the needs of learners and society by taking into
account the following provisions: (1) The beginning of the school
year is the month of July each year and ends in June The next year,
(2) School holidays is based on the Decree of the Minister of
National Education and / or the Minister of Religious Affairs in
matters related to religious festivities, the Regional Head Regency /
Municipality. Organization of education providers to establish a
special holiday, (3) Pemenintah Central / Province / County / City to
set a day off in unison for education units, and (4) Calendar of
education for each educational unit organized by each educational
unit based on the allocation of time as mentioned in the document
taking into account the provisions of Content Standards and the
Government / local government.
9
TYPES
OF EDUCATION UNIT LEVEL CURRICULUM (KTSP)
1.
Implied or Hidden Curriculum
The curriculum of this type are not made or designed
in a formal, but the effect is not realized by the teachers and
students. This curriculum can be internalized by the students through
regulations that want a common good like perbarisan before entering
the classroom, association weekly, daily schedule, classroom
cleaning, regulations meals in the cafeteria, during in-class
discipline, rules in the library and others. The experience received
is actually allowed to give guidance to future students when
they finish formal learning.
The implication of this hidden
curriculum is more to consciousness, awareness and regulations that
need to be adhered to by students.
2.
Ideal Curriculum
The curriculum of this type involve pentadbiran
penglibatan various parties such as universities, the Ministry of
Education, Maktab, body unity, schools, teachers, parents and so
forth. Established curriculum is what will be a guideline or
principle to sesebuah the desired curriculum. The curriculum is
usually not fixed but constantly changing and examined the original
follow-kepeluan specific purposes.
3.
Rasmi or Formal Curriculum
Aktiviti formal curriculum learning is real and then
practiced by the students will correspond with the content as it is
reserved by sesebuah school. This curriculum involves all forms of
aktiviti same in the class or outside class. There are
some orientations in the curriculum or formal Rasmi namely:
1.
Academic Curriculum
The contents of this type of curriculum content based
on the contents of the womb rather than a hard case to the happy and
rather than a general overview to the special. Subjects taught are
based on the purpose or the will of certain countries such as
Science, Geography, History, Bahasa Melayu, English
Language and others again.
2. Humanistic Curriculum
It is a kesedaran obtained than what is learned by
students of the subject. They will definitely feel something
meaningful and valuable kerana they will be able to mix emotions,
intellect and treatment in itself. Oriented curriculum is not
structured, but in it there is kesedaran religious, moral and
spiritual to students willing to live it.
10
3. Technology Curriculum
This curriculum is based on the flow of scientific,
technical and vocational. The subjects studied included various
things and there is a terrace or a mandatory. To enter this flow,
school or teaching centers need to provide the physical needs to
attract enough students to learn. The time allocated should suffice
and the students were exposed to the training necessary and practical
to facilitate the learning process.
4. Curriculum of various subjects
The curriculum is categorized collection of subjects
that have many similarities. For example, subjects Malay Language,
Chinese Language, English Language and Tamil Language contains
readings, oral and placed in a collection or of understanding the
language of science and geography when placed in the field of social
science.
5. Cognitive Development Curriculum
The curriculum is trying to relate the orientation of
the elements contained in the subject or experience acceptable for
them to take advantage of him and also others. Students not only
taught to memorize and pass in peperiksaan but also so they can
think, solve problems and can make a
satisfactory decision.
6. Curriculum Development Community
This curriculum has to do with socio-cultural sekitaranya. Education
institutions not only regarded as a place to give lessons, but also
as a center that may contribute to the community. For example, the
subjects of Geography, Economics, host and also study the work of
projects and aktiviti run by students outside of school are not
allowed to directly approach the students with the life of the
community.
11
CHAPTER
III
CLOSSING
3.1
Conclusion
Education
Unit Level Curriculum (KTSP) is an operational education curriculum
that gives wider autonomy for each school to develop and implement
their own curriculum by taking into account the potentials of
individual schools and the surrounding region. KTSP was launched
starting with the 2006/2007 academic year in schools. Schools will
have to refer to the Content Standard and Graduate Competency for
primary and secondary education as published through the Regulation
of Minister of National Education and the Development of Guidelines
issued by KTSP when developing and implementing their curriculum.
The
aim of this curriculum is to improve the quality of education by
improving the curriculum in line with the individual’s
interest, intellectual, emotional, spiritual, cultural and
social-economic. This curriculum is supposed to empowered schools to
develop and implement their own curriculum, but by imposing the
schools to follow the guidelines and standards mentioned above which
is still centralistic, this power will diminish. The objective of
this paper is two fold. First, it will describe in general the
learning environments model (adaptive and enactment) behind KTSP
and its theoretical implications for learning and teaching, and
second, it will look into the professional qualities required to
run a KTSP classroom, the major potential difficulties encountered
by teachers and readiness of teachers for this curriculum change in
term of KTSP.
Suggestion
Curriculum has to
handle for each of school institution in Indonesia. Becose by the
curriculum the school can runed well. So every teacher has to learn
and know well about curruculum. The teachers have to know about the
meaning of curriculum, the component of curriculum and the other
aspects of curriculum.
12
BIBLIOGRAPHY
Burke, John W. 1995.
Competency Based Education and Training. London, New York,
Philadelphia: The Falmer Press.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Depdiknas. 2006. Standar Isi. Jakarta: permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Isi dan Kompetensi Lulusan. Jakarta:
permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Joice, Bruce. 1996. Models of Teaching. Boston: Alin and Bakon.
Sihaloho,
Nelson.,
KTSP
OPINI,
Sumatera Utara: Karo, Senin,
18 Oktober 2010
www.ahmadheryawan.com/opini.../3112-ktsp-vs-ujian-nasional.html
smpn11kotajambi.blogspot.com/2010/10/ktsp-opini.html
13
CHAPTER I
INTRODUCTION
Writing
background
In the development
Education Unit Level Curriculum (KTSP), which vary based on National
Education Standards (SNP) to ensure the achievement of national
education goals. National Standards of Education Content Standard,
Standard Process, Competency standards Passed, Education Workforce
Standards, Standards for Infrastructure, Standards Management,
Financing Standards, Assessment Standards. Two of the eight
standards, which are nsional education and Competency Standards
Content Standard Passed, is the main reference for the education unit
in developing curriculum.
Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003)
about the System of National Education and the Indonesian Government
Regulation Number 19 Year 2005 (PP 19/2005) about the National
Standards of Education has mandated curriculum unit level education
of primary and secondary levels of education have been prepared by
educational unit based on the content standards and pass the
competency standards and is guided by the guidelines established by
the BSNP.
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the KTSP is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
KTSP Emphasis is on developing the ability to do (competence) and
tasks with specific performance standards so the results can be felt
by students in the form of mastery of a set of specific competencies.
This educational program standard device should be able to deliver
students to have a competency of knowledge, and values used in
various fields of life.
The
purpose of writing
According to Nasution (1999), the
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. Objectives include the national education goals as
well as conformance to specification, state and regional potential,
education unit and learners. Therefore, the curriculum prepared by
the educational unit to allow adjustment of educational programs to
the needs and potential in the region.
1
The objective of this paper is twofold. First, it will describe in
general the learning environments model (adaptive and enactment)
behind KTSP and its theoretical implications for learning and
teaching, and second, it will look into the professional
qualities required to run a KTSP classroom, the major potential
difficulties encountered by teachers and readiness of teachers for
this curriculum change in term of KTSP.
Writing
method
Writing this paper
is solved by using literature-based writing method.
Systematics
writing
Systematics of
writing this paper are divided into 3 chapters, chapter I, the
introductory chapter, chapter II, as the discussion of issues and
chapter III as the closing chapter.
2
CHAPTER II
EDUCATION UNIT LEVEL CURRICULUM (KTSP)
There
are several definitions of the KTSP as follows:
KTSP
is an operational curriculum developed by and implemented in each
educational unit. KTSP composed and educational goals of education
unit level, structure and charge of curriculum, educational
calendar, syllabus.
KTSP also is a stepping stone progress of education. With this new
policy, schools can create a syllabus, curriculum, and the indicators
themselves. Silahusnya own but must determine the standard of
competence and its contents must be in accordance with the telab set
by the government.
KTSP is a development and improvement of
curriculum and curriculum before 2004 (CBC), which developed oleb
educational unit based on content standards (SI), and competency
standards Lululsan (SKL) located at the CBC.
KTSP one form of realization of the policy, decentralization in
education for curriculum in strict accordance with the development
needs of potential learners in the schools concerned in the present
and who will come to consider the interests of local, national, and
global demand in the spirit of School-Based Management ( MBS).
KTSP is an operational curriculum developed and implemented by
each educational unit in this case refers to the law school is the
educational unit (Sutrisno, 2008). In developing the SBC is done by
each group or the education unit and school committee / madrasa under
the coordination and supervision of Department of Education /
Ministry of Religious Affairs office of district / city for Secondary
Education and Special Education.
Education Unit Level
Curriculum (SBC) is an educational curriculum developed by the
operational and implemented in each educational unit in Indonesia.
SBC legally mandated by Law Number 20 Year 2003 on National Education
System and the Indonesian Government Regulation Number 19 Year 2005
on National Education Standards. The preparation of the school
curriculum by starting with the 2007/2008 academic year refers to the
Content Standard (SI) and Competency Standards Graduates (SKL) for
primary and secondary education as published by the Minister of
National Education of each No. 22 of 2006 and No. 23 of 2006, as well
as curriculum development guidelines issued by BSNP.
3
In principle, the curriculum is an integral part of the SI, but
its development submitted to the school to fit the needs of the
school itself. SBC consists of unit-level educational objectives of
education, curriculum structure and unit level of education,
educational calendar, and syllabus. Implementation of curriculum
refers to the Permendiknas No. 24 of 2006 on the Implementation of SI
and SKL. Standard content is the scope of material and level of
competency as outlined in the competency requirements for graduates,
competency assessment materials subject competencies, and learning
syllabus that must be met learners at certain levels and types of
education. Content standards are guidelines for curriculum
development unit level education that includes:
* Basic framework and structure of the curriculum,
*The burden of learning,
* Unit level education curriculum that was developed at the unit
level of education, and
* Education calendar.
SKL is used as a guide in determining the assessment of student
graduation from the educational unit. SKL covers competency for all
subjects or groups of subjects. Competences of graduates are
qualified graduates skills that include attitude, knowledge, and
skills in accordance with the agreed national standards. Application
of SBC, as defined in the regulations of the Minister of National
Education No. 24 of 2006 on the Implementation of SI and SKL, defined
by the principal after considering the recommendations of the school
committee. In other words, the implementation is fully handed over to
the school curriculum, in the sense that there is no intervention
from the Department of Education or the Ministry of National
Education. Preparation of SBC employees in addition to involving
teachers and school committees are also involved and if necessary,
experts from local universities. With the involvement of school
committees in the preparation of SBC, the SBC which would have been
prepared in accordance with the aspirations of the people, situations
and environmental conditions and community needs.
2.2
CURRICULUM
COMPONENT LEVEL OF EDUCATION UNITS
2.2.1.
Aims of Education or the Education Unit.
The purpose of education level of
the educational unit refers to the general objectives formulated in
the following education: (1) The purpose of basic education is to lay
the foundations of intelligence, knowledge, personality, noble
character, and skills to live independently and take further
education, (2) The purpose of secondary education is increasing
intelligence, knowledge, personality, noble character, and skills to
live independently and take further education, (3) The purpose of
secondary vocational education is to improve the intelligence,
knowledge, personality, noble character, and skills to live
independently and take further education in accordance with the
vocation.
4
2.2.2.
Reference Preparation of
KTSP Operations
Unit level education curriculum
established by considering the following matters: (1) The increase of
faith and piety and noble character, (2) Increasing the potential,
intelligence, and interest in accordance with the level of
development and abilities of learners, (3) The diversity of potential
and characteristics area and the environment, (4) demands the
development of regional and national levels; (5) Claim the world of
work, (6) Developments in science, technology, and art; (7) Religion;
(8) Dinainika global developments; (9) National unity and national
values; (10) socio-cultural conditions of local communities; (11)
Gender Equality; (12) Characteristics of educational unit
2.2.3.
Structure and Content KTSP
The structure unit level education
curriculum at primary and secondary education levels contained in the
Content Standards, developed from the groups of subjects as follows:
(1)
Groups of subjects of religion and of noble character, (2)
Group of subjects nationality and personality, (3) The subjects of
Science and Technology, (4) The aesthetic subjects, and (5) The
physical subjects, sports and health. The group of subjects was
carried out through the cargo and / or learning activities as
described in the PP. 19 of 2005 on National Education Standards
Article 7.
KTSP charge includes a number of subjects that breadth
and depth is the burden of learning for students in the educational
unit. In addition, the substance of local and self-development
activities included in the curriculum content
a. Subject
Subjects and time allocation for
each level of education units are listed on the curriculum structure
contained in the Content Standards
b. Local Content
Local content is a curricular
activities to develop competencies tailored to the characteristics
and potential of the region, including regional advantage, in that
the material can not be grouped into existing subjects. The
substance of the local content is determined by the educational unit.
c. Development Activities
Self-development is not a subject that must be nurtured by teachers.
Self-development aims to provide opportunities for learners to
develop and express themselves in accordance with the needs, talents,
ininat, each learner in accordance with each school. Facilitated
self-development activities and / or guided by a counselor, teacher,
or staff that can be done in the form of extracurricular activities.
Self-development activities carried out through activities related to
counseling services personal problems and social life, learning, and
career development of students.
5
Especially for high school
vocational self-development is primarily intended to develop
creativity and career guidance. Self-development for special
education units increased emphasis on life skills and independence in
accordance with the special needs of learners.
d. Settings Education
Expenses
1). Burden of learning in the
package system used by the level of elementary education units / IT /
SDLB, SMP / MTs / SMPLB either standard or independent category, SMA
/ MA / SMALB
/ SMK / MAK standard categories. Expenses study in
semester credit system (SKS) may be used by SMP / MTs / SMPLB
independent category, and by SMA / MA / SMALB / SMK / MAK standard
categories. Expenses study in semester credit system (SKS) is used by
SMA / MA / SMALB / SMK / MAK independent category.
2). Hours of learning for each
subject on the package system is allocated as indicated in the
structure of the curriculum. Education units, it is possible
to add a maximum of four hours of learning per ininggu as a whole.
Utilization of additional learning
hours considering the needs of the students in achieving competency.
The allocation of time for assignments independently structured and
unstructured activities in the system package for SD / IS / SDLB 0% -
40%, SMP / MTs / SMPLB 0% - 50%, and SMA / MA / SMALB / SMK / MAK 0%
- 60% of time face-to-face activities related subjects.
Utilization of the allocation of
time considering the needs of the students in achieving competency.
3). Allocation of time to practice,
two hours of practice in schools is equivalent to one hour face to
face. Four hours of practice outside of school is equivalent to one
hour face to face.
4). The allocation of time for
face-to-face, structured assignments, and independent activity is not
structured for Junior High and Senior High School / MA / SMK / MAK
which uses a system of credits to follow the rules as follows. a) One
SKS on SMP / MTs consist of: 40 minutes face to face, 20 minutes of
structured and unstructured activities independently. b) The credits
of the SMA / MA / SMK / MAK consists of: 45 minutes face to face, 25
minutes of structured and unstructured activities independently.
e. The increase Classes
Majors,
and Increase Graduation classes, majors, and graduation refers to the
assessment standards developed by BSNP.
f. Life Skills Education
1) The curriculum for the
elementary / THIS / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, SMK /
SMAK can include life skills education, which includes personal
skills, social skills, skills akadeinik and / or vocational skills.
2) Education, life skills education to be part of all subjects.
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3) Education, life skills learners
can be obtained from the relevant education unit and / or from other
formal education unit and / or who have received formal
accreditation.
g. Based Education Local and Global Excellence
1) The curriculum for all levels of
the educational unit based education to incorporate global and local
excellence.
2) Education-based local and global benefits can be part of all
subjects.
3) Education of local superiority
based learners can be obtained from other formal education unit and /
or who have received formal accreditation.
2.2.4.
Preparation of curriculum
implementation
a. Context Analysis
1) Analysis of potentials and
strengths and weaknesses that exist in schools, including: students,
teachers, education personnel, facilities, costs, and existing
programs in schools.
2) Analysis of opportunities and challenges
that exist in society and the environment, among others: the school
committee, board of education, education departments, professional
associations, business community! Industry, the workforce, natural
resources and socio-cultural.
3) Mengidentitikasi content
standards and competency standards as a reference and guide
curriculum unit level education.
b. Development Mechanism
1) The authors Curriculum
Vocational Education Unit was developed in accordance with its
relevance by the school and the school committee under the
coordination and supervision of the provincial education office.
Drafting team curriculum unit level vocational education consists of:
(1) Teacher, (2) counselors, (3) The school principal, (4) The school
committee, and (5) Nara source. The school principal as chair and
member, Provincial Education Office acts as a coordinator and
supervisor.Guru, counselors, school committees (especially the DU /
IN, the Association, the World of Work, and members of the Couples
Institute Other significant) and resource persons acting
as members of the
drafting team KTSP.
2) The preparation of curriculum
unit level of education is part and school planning activities.
Activity-shaped noodles to a meeting and / or Iokakarya school and /
or school groups are held in the prior-year period of new
learning. Stage curriculum unit
level activities in general education include: (1) The preparation
and drafting, (2) Review and revision, (3) Finalization. More
detailed steps of each activity regulated and organized by the
drafting team.
3) Application of KTSP document
declared valid by the principal after receiving consideration from
the school committee and acknowledged by the education service
district.
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c. Implementation Steps KTSP Preparation
1) Formulate goals for school
education
The formulation of educational
goals sekoloah is basically a goal formulated by the National
Education Standards Agency (BSNP) in the manual preparation of the
Education Unit Level Curriculum Elementary and Secondary Education as
the elaboration and Law Number 20 Year 2003 on National Education
System for the explanation of Article 3 and Article 15.
2) Formulate vision and mission of the school
Each school unit to formulate its vision and mission of each with
respect to the preparation of operational reference KTSP. Formulation
of vision and mission clearly illustrates the existence of the
respective schools and prospects.
3) To formulate objective School
Each educational unit to formulate
its own objectives refer to the vision and mission of the enactment.
The formulation of goals describing the purpose of
institutional presence of the educational unit concerned.
4) Establish standards of
competence. Standard setting competence in the preparation of
KTSP using the reference as follows. Competency
standards, which include: (1) Competency Standards Unit of Education
Graduates (SKL-SP), eg profile of vocational school graduates are
listed in Permendiknas No. 23 of 2006 on Competency Standards
Graduates;
(2) Subject Graduates Competency Standards (SKL-MP), a
minimum competency each subject as stated in the Permendiknas No. 23
of 2006 on Graduate Competency Standards, and (3) Competency
Standards and Basic Competency (SK-KD), is minimum competencies of
each substance listed subjects in Permendiknas No. 23 of 2006 on
Graduate Competency Standards. Overall competency standards
are the minimum competencies that must be implemented, each unit
education can add dinilal the
competencies necessary to support the quality and relevance of the
competence of graduates.
5) Develop competency achievement
chart
Diagram of the achievement of
competence is a logical sequence of steps or procedures are taught
and trained competencies to students in the required period, and the
possibility implemented multi-multi-exit entiy. The diagram is
made for the achievement of competence subject competence.
6) Develop curriculum structure
Curriculum structure is the pattern
and structure of the eye pelalaran, local content and development of
din that must be taken by students in the educational unit in
learning activities. The composition of the subjects were
divided into three groups of programs, namely the normative program,
adaptive programs, and productive program.
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Local content is a curricular
activity for develop competencies tailored to the characteristics and
potential of the region, including regional excellence, in harmony
with the program keahilan that the material is not suitable to be
part and that there are subjects or tenlalu much so penlu into
separate subjects. Pengembangari din although not the subject and can
be obtained and intrakurikuler activities, or extracurricular
kokurikuler and devoted to the development of creativity and career
guidance service, still must be listed in kunikulum structure. In the
structure of the curriculum should include the duration of time, the
estimated number of hours required to complete each subject, local
content and developing din conformity with Permendiknas No. 22 of
2006 on the Content Standards. Life skills, local and global
benefits, environmental and other materials not included in the
curriculum structure can be integrated into activities
learning in each subject.
7) Set the burden of learning
Burden of learning
includes face to face learning, practice in schools with a total
36-40 hours of lessons per week @ 45 minutes. Determination
of load study conducted by the steps
as follows: (1) determine
the number of hours for face-to-face learning activities (theory),
practices at school, (2) convert the number of hours in school
practices into a number of hours of face to face with the provisions
of 2 hours teaching practice in schools is equivalent to one hour of
learning face to face (theory), and (3) specify the number of hours
the earliest subjects of the clock face to face (theory) and the
number of hours the conversion results in point 2) is imprinted on
the structure of the curriculum.
8) Establish education calendar
Each educational unit to prepare
and establish a calendar of education in accordance with the needs
and characteristics of education, competency-based learning, school
characteristics, the needs of learners and society by taking into
account the following provisions: (1) The beginning of the school
year is the month of July each year and ends in June The next year,
(2) School holidays is based on the Decree of the Minister of
National Education and / or the Minister of Religious Affairs in
matters related to religious festivities, the Regional Head Regency /
Municipality. Organization of education providers to establish a
special holiday, (3) Pemenintah Central / Province / County / City to
set a day off in unison for education units, and (4) Calendar of
education for each educational unit organized by each educational
unit based on the allocation of time as mentioned in the document
taking into account the provisions of Content Standards and the
Government / local government.
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TYPES
OF EDUCATION UNIT LEVEL CURRICULUM (KTSP)
1.
Implied or Hidden Curriculum
The curriculum of this type are not made or designed
in a formal, but the effect is not realized by the teachers and
students. This curriculum can be internalized by the students through
regulations that want a common good like perbarisan before entering
the classroom, association weekly, daily schedule, classroom
cleaning, regulations meals in the cafeteria, during in-class
discipline, rules in the library and others. The experience received
is actually allowed to give guidance to future students when
they finish formal learning.
The implication of this hidden
curriculum is more to consciousness, awareness and regulations that
need to be adhered to by students.
2.
Ideal Curriculum
The curriculum of this type involve pentadbiran
penglibatan various parties such as universities, the Ministry of
Education, Maktab, body unity, schools, teachers, parents and so
forth. Established curriculum is what will be a guideline or
principle to sesebuah the desired curriculum. The curriculum is
usually not fixed but constantly changing and examined the original
follow-kepeluan specific purposes.
3.
Rasmi or Formal Curriculum
Aktiviti formal curriculum learning is real and then
practiced by the students will correspond with the content as it is
reserved by sesebuah school. This curriculum involves all forms of
aktiviti same in the class or outside class. There are
some orientations in the curriculum or formal Rasmi namely:
1.
Academic Curriculum
The contents of this type of curriculum content based
on the contents of the womb rather than a hard case to the happy and
rather than a general overview to the special. Subjects taught are
based on the purpose or the will of certain countries such as
Science, Geography, History, Bahasa Melayu, English
Language and others again.
2. Humanistic Curriculum
It is a kesedaran obtained than what is learned by
students of the subject. They will definitely feel something
meaningful and valuable kerana they will be able to mix emotions,
intellect and treatment in itself. Oriented curriculum is not
structured, but in it there is kesedaran religious, moral and
spiritual to students willing to live it.
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3. Technology Curriculum
This curriculum is based on the flow of scientific,
technical and vocational. The subjects studied included various
things and there is a terrace or a mandatory. To enter this flow,
school or teaching centers need to provide the physical needs to
attract enough students to learn. The time allocated should suffice
and the students were exposed to the training necessary and practical
to facilitate the learning process.
4. Curriculum of various subjects
The curriculum is categorized collection of subjects
that have many similarities. For example, subjects Malay Language,
Chinese Language, English Language and Tamil Language contains
readings, oral and placed in a collection or of understanding the
language of science and geography when placed in the field of social
science.
5. Cognitive Development Curriculum
The curriculum is trying to relate the orientation of
the elements contained in the subject or experience acceptable for
them to take advantage of him and also others. Students not only
taught to memorize and pass in peperiksaan but also so they can
think, solve problems and can make a
satisfactory decision.
6. Curriculum Development Community
This curriculum has to do with socio-cultural sekitaranya. Education
institutions not only regarded as a place to give lessons, but also
as a center that may contribute to the community. For example, the
subjects of Geography, Economics, host and also study the work of
projects and aktiviti run by students outside of school are not
allowed to directly approach the students with the life of the
community.
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CHAPTER
III
CLOSSING
3.1
Conclusion
Education
Unit Level Curriculum (KTSP) is an operational education curriculum
that gives wider autonomy for each school to develop and implement
their own curriculum by taking into account the potentials of
individual schools and the surrounding region. KTSP was launched
starting with the 2006/2007 academic year in schools. Schools will
have to refer to the Content Standard and Graduate Competency for
primary and secondary education as published through the Regulation
of Minister of National Education and the Development of Guidelines
issued by KTSP when developing and implementing their curriculum.
The
aim of this curriculum is to improve the quality of education by
improving the curriculum in line with the individual’s
interest, intellectual, emotional, spiritual, cultural and
social-economic. This curriculum is supposed to empowered schools to
develop and implement their own curriculum, but by imposing the
schools to follow the guidelines and standards mentioned above which
is still centralistic, this power will diminish. The objective of
this paper is two fold. First, it will describe in general the
learning environments model (adaptive and enactment) behind KTSP
and its theoretical implications for learning and teaching, and
second, it will look into the professional qualities required to
run a KTSP classroom, the major potential difficulties encountered
by teachers and readiness of teachers for this curriculum change in
term of KTSP.
Suggestion
Curriculum has to
handle for each of school institution in Indonesia. Becose by the
curriculum the school can runed well. So every teacher has to learn
and know well about curruculum. The teachers have to know about the
meaning of curriculum, the component of curriculum and the other
aspects of curriculum.
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BIBLIOGRAPHY
Burke, John W. 1995.
Competency Based Education and Training. London, New York,
Philadelphia: The Falmer Press.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Depdiknas. 2006. Standar Isi. Jakarta: permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Isi dan Kompetensi Lulusan. Jakarta:
permendiknas 23 tahun 2006.
Depdiknas. 2006. Standar Kompetensi Lulusan. Jakarta: permendiknas 23
tahun 2006.
Joice, Bruce. 1996. Models of Teaching. Boston: Alin and Bakon.
Sihaloho,
Nelson.,
KTSP
OPINI,
Sumatera Utara: Karo, Senin,
18 Oktober 2010
www.ahmadheryawan.com/opini.../3112-ktsp-vs-ujian-nasional.html
smpn11kotajambi.blogspot.com/2010/10/ktsp-opini.html
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