Selasa, 29 November 2011

makalah aborsi anak


 LATAR BELAKANG
Saat ini Aborsi menjadi salah satu masalah yang cukup serius, dilihat dari tingginya angka aborsi yang kian meningkat dari tahun ke tahun. Di Indonesia sendiri, angka pembunuhan janin per tahun sudah mencapai 3 juta. Angka yang tidak sedikit mengingat besarnya tingkat kehamilan di Indonesia. Selain itu, ada yg mengkategorikan aborsi itu pembunuhan. Ada yang melarang atas nama agama. Ada yang menyatakan bahwa jabang bayi juga punya hak hidup sehingga harus dipertahankan, dan lain-lain.
Aborsi merupakan masalah kesehatan masyarakat karena memberikan dampak pada kesakitan dan kematian ibu. Sebagaimana diketahui penyebab utama kematian ibu hamil dan melahirkan adalah perdarahan, infeksi dan eklampsia.
Namun sebenarnya aborsi juga merupakan penyebab kematian ibu, hanya saja muncul dalam bentuk komplikasi perdarahan dan sepsis. Akan tetapi, kematian ibu yang disebabkan komplikasi aborsi sering tidak muncul dalam laporan kematian, tetapi dilaporkan sebagai perdarahan atau sepsis. Hal itu terjadi karena hingga saat ini aborsi masih merupakan masalah kontroversial di masyarakat. Di satu pihak aborsi dianggap ilegal dan dilarang oleh agama sehingga masyarakat cenderung menyembunyikan kejadian aborsi, di lain pihak aborsi terjadi di masyarakat. Ini terbukti dari berita yang ditulis di surat kabar tentang terjadinya aborsi di masyarakat, selain dengan mudahnya didapatkan jamu dan obat-obatan peluntur serta dukun pijat untuk mereka yang terlambat datang bulan.
Tidak ada data yang pasti tentang besarnya dampak aborsi terhadap kesehatan ibu, WHO memperkirakan 10-50% kematian ibu disebabkan oleh aborsi(tergantung kondisi masing-masing negara). Diperkirakan di seluruh dunia setiap tahun dilakukan 20 juta aborsi tidak aman, 70.000 wanita meninggal akibat aborsi tidak aman, dan 1 dari 8 kematian ibu disebabkan oleh aborsi tidak aman. Di Asia tenggara, WHO memperkirakan 4,2 juta aborsi dilakukan setiap tahunnya, di antaranya 750.000 sampai 1,5 juta terjadi di Indonesia. Risiko kematian akibat aborsi tidak aman di wilayah Asia diperkirakan antara 1 dari 250, negara maju hanya 1 dari 3700. Angka tersebut memberikan gambaran bahwa masalah aborsi di Indonesia masih cukup besar.

BATASAN MASALAH

Dalam makalah ini saya akan membahas masalah-masalah dalam dunia aborsi. Dalam masalah-masalah ini terdapat dua sudut pandang, yaitu dari segi masyarakat dan dari Gereja Katolik.
Dalam segi/aspek masyarakat, masalah yang saya angkat ialah sebagai berikut:
  1. Apakah definisi/pengertian dari aborsi?
  2. Apa yang sebenarnya terjadi dalam masalah aborsi ?
  3. Apa akibat aborsi ini untuk hidup manusia secara keseluruhan?
  4. Bagaimana reaksi manusia tentang aborsi?
  5. Mengapa masalah ini sangat serius dan membahayakan? 
Dalam segi/aspek Gereja Katolik, masalah yang saya angkat ialah sebagai berikut:
  1. Apa yang dikatakan Alkitab mengenai kasus aborsi?
  2. Apa yang dikatakan oleh ajaran dogma Gereja Katolik?
  3. Apa tanggapan Gereja tentang kasus aborsi?
  4. Apakah kesulitan yang dihadapi Gereja berkaitan dengan kasus aborsi?
 

TUJUAN

Dalam pembuatan makalah ini, saya akan menjelaskan masalah-masalah dalam segi/aspek masyarakat yang akan saya uraikan dalam bab II – bab IV, dan masalah-masalah dalam segi/aspek Gereja Katolik yang akan saya uraikan dalam bab V.
Dalam bab II – IV, saya akan menjelaskan secara mendetail apa itu aborsi, metode-metode yang digunakan, efek-efek dan resiko-resiko, jenis-jenis aborsi, dan alasan dilakukannya aborsi.
Akhir bab, saya akan memberikan tanggapan dan solusi mencegah terjadinya aborsi, yang akan saya uraikan dalam bab VI.
Untuk data real, saya menyajikannya pada bagian lampiran yang berada pada akhir bab.

ABORSI

PENGERTIAN

Menurut Fact About Abortion, Info Kit on Women’s Health oleh Institute for Social, Studies and Action, Maret 1991, dalam istilah kesehatan aborsi didefinisikan sebagai penghentian kehamilan setelah tertanamnya telur (ovum) yang telah dibuahi dalam rahim (uterus), sebelum usia janin (fetus) mencapai 20 minggu.
Jadi, gugur kandungan atau aborsi (bahasa Latin: abortus) adalah terjadi keguguran janin; melakukan abortus sebagai melakukan pengguguran (dengan sengaja karena tak menginginkan bakal bayi yang dikandung itu). Secara umum, istilah aborsi diartikan sebagai pengguguran kandungan, yaitu dikeluarkannya janin sebelum waktunya, baik itu secara sengaja maupun tidak. Biasanya dilakukan saat janin masih berusia muda (sebelum bulan ke empat masa kehamilan).

PENYEBAB ABORTUS

Secara garis besar ada 2 hal penyebab Abortus, yaitu :
Maternal.
Penyebab secara umum
1. Infeksi akut
• virus, misalnya cacar, rubella, hepatitis
• Infeksi bakteri, misalnya streptokokus
• Parasit, misalnya malaria
2. Infeksi kronis
  • Sifilis, biasanya menyebabkan abortus pada trimester kedua.
  • Tuberkulosis paru aktif.
  • Keracunan, misalnya keracunan tembaga, timah, air raksa, dll
Janin
Penyebab paling sering terjadinya abortus dini adalah kelainan pertumbuhan hasil konsepsi (pembuahan), baik dalam bentuk Zygote, embrio, janin maupun placenta.

ALASAN ABORTUS PROVOKATUS

Abortus Provokatus ialah tindakan memperbolehkan pengaborsian dengan syarat-syarat sebagai berrikut:
  • Abortus yang mengancam (threatened abortion) disertai dengan perdarahan yang terus menerus, atau jika janin telah meninggal (missed abortion).
  • Mola Hidatidosa atau hidramnion akut.
  • Infeksi uterus akibat tindakan abortus kriminalis.
  • Penyakit keganasan pada saluran jalan lahir, misalnya kanker serviks atau jika dengan adanya kehamilan akan menghalangi pengobatan untuk penyakit keganasan lainnya pada tubuh seperti kanker payudara.
  • Prolaps uterus gravid yang tidak bisa diatasi.
  • Telah berulang kali mengalami operasi caesar.
  • Penyakit-penyakit dari ibu yang sedang mengandung, misalnya penyakit jantung organik dengan kegagalan jantung, hipertensi, nephritis, tuberkulosis paru aktif, toksemia gravidarum yang berat.
  • Penyakit-penyakit metabolik, misalnya diabetes yang tidak terkontrol yang disertai komplikasi vaskuler, hipertiroid, dll.
  • Epilepsi, sklerosis yang luas dan berat.
  • Hiperemesis gravidarum yang berat, dan chorea gravidarum.
  • Gangguan jiwa, disertai dengan kecenderungan untuk bunuh diri. Pada kasus seperti ini sebelum melakukan tindakan abortus harus berkonsultasi dengan psikiater.






ABORSI DITINJAU DARI
SUDUT MEDIS DAN
ETIKA KRISTIANI

ABORSI DARI SUDUT MEDIS

Menurut batasan atau definisi, aborsi adalah pengeluaran buah kehamilan dimana buah kehamilan itu tidak mempunyai kemungkinan hidup di luar kandungan. Sedangkan dunia kedokteran berpendapat bahwa janin yang lahir dengan berat badan yang sama atau kurang dari 500 gram tidak mungkin hidup di luar kandungan, meskipun ada laporan kedokteran yang menyatakan bahwa ada janin di bawah 500 gram yang dapat hidup. Karena janin dengan berat badan 500 gram sama dengan usia kehamilan 20 minggu, maka kelahiran janin dibawah 20 minggu tersebut sebagai aborsi. Ada negara tertentu yang memakai batas 1000 gram sebagai aborsi, menurut Undang-Undang di Indonesia, kematian janin di bawah 1000 gram tidak perlu dilaporkan dan dapat dikuburkan di luar Tempat Pemakaman Umum. Dari cara terjadinya aborsi, ada dua macam aborsi, aborsi spontan (abortus spontaneus) dan aborsi buatan (abortus provocatus). Aborsi spontan terjadi sendiri tanpa campur tangan manusia, sedang aborsi buatan adalah hasil dari perbuatan manusia yang dengan sengaja melakukan perbuatan pengguguran. Abortus yang terjadi pada usia kehamilan di bawah 12 minggu disebut abortus dini.
Abortus Spontaneus
Insiden abortus spontan diperkirakan 10% dari seluruh kehamilan. Namun angka ini mempunyai dua kelemahan, yaitu kegagalan untuk menghitung abortus dini yang tidak terdeteksi, serta aborsi ilegal yang dinyatakan sebagai abortus spontan. Insiden abortus spontan sulit untuk ditentukan secara tepat, karena sampai sekarang belum diterapkan kapan sebenarnya dimulainya kehamilan? Apakah penetrasi sperma kedalam sel telur sudah merupakan kehamilan? Apakah pembelahan sel telur yang telah dibuahi berarti mulainya kehamilan? Atau kehamilan dimulai setelah blastocyst membenamkan diri kedalam decidua? Atau setelah janin “bernyawa”?
Dengan pemeriksaan tes yang dapat mendeteksi Human Chorionic Gonadotropin maka frekuensi abortus akan menjadi lebih tinggi (20% – 62%).
1. Penyebab abortus spontan
Lebih dari 80% abortus terjadi pada usia kehamilan 12 minggu. Setengah di antaranya disebabkan karena kelainan kromosom. Resiko terjadinya abortus meningkat dengan makin tingginya usia ibu serta makin banyaknya kehamilan. Selain itu kemungkinan terjadinya abortus bertambah pada wanita yang hamil dalam waktu tiga bulan setelah melahirkan.
Pada abortus dini, pengeluaran janin/embrio biasanya didahului dengan kematian janin/embrio. Sedangkan abortus pada usia yang lebih lanjut, biasanya janin masih hidup sebelum dikeluarkan.
  • Kelainan Pertumbuhan Zygote.
Penyebab paling sering terjadinya abortus dini adalah kelainan pertumbuhan hasil konsepsi (pembuahan), baik dalam bentuk Zygote, embrio, janin maupun placenta. Ternyata 50% – 60% dari abortus ini berhubungan dengan kelainan kromosom.
  • Faktor Ibu.
Penyakit pada ibu biasanya terjadi pada janin dengan kromosom yang normal, paling banyak pada usia kehamilan 13 minggu. Beberapa macam infeksi bakteria atau virus dapat menyebabkan abortus. Penyakit ibu yang kronis biasanya tidak menyebabkan abortus, meskipun dapat menyebabkan kematian janin pada usia yang lebih lanjut atau menyebabkan persalinan prematur. Kelainan pada uterus (rahim) dapat menyebabkan abortus spontan.

2. Pembagian abortus spontan
  • Abortus Imminens (threatened abortion), yaitu adanya gejala-gejala yang mengancam akan terjadi aborsi. Dalam hal demikian kadang-kadang kehamilan masih dapat diselamatkan.
  • Abortus Incipiens (inevitable abortion), artinya terdapat gejala akan terjadinya aborsi, namun buah kehamilan masih berada di dalam rahim. Dalam hal demikian kehamilan tidak dapat dipertahankan lagi.
  • Abortus Incompletus, apabila sebagian dari buah kehamilan sudah keluar dan sisanya masih berada dalam rahim. Pendarahan yang terjadi biasanya cukup banyak namun tidak fatal, untuk pengobatan perlu dilakukan pengosongan rahim secepatnya.
  • Abortus Completus, yaitu pengeluaran keseluruhan buah kehamilan dari rahim. Keadaan demikian biasanya tidak memerlukan pengobatan.
  • Missed Abortion. Istilah ini dipakai untuk keadaan dimana hasil pembuahan yang telah mati tertahan dalam rahim selama 8 minggu atau lebih. Penderitanya biasanya tidak menderita gejala, kecuali tidak mendapat haid. Kebanyakan akan berakhir dengan pengeluaran buah kehamilan secara spontan dengan gejala yang sama dengan abortus yang lain.
Abortus Therapeuticus
Abortus therapeuticus adalah pengakhiran kehamilan pada saat dimana janin belum dapat hidup demi kepentingan mempertahankan kesehatan ibu. Menurut Undang-Undang di Indonesia tindakan ini dapat dibenarkan. Keadaan kesehatan ibu yang membahayakan nyawa ibu dengan adanya kehamilan adalah penyakit jantung yang berat, hypertensi berat, serta beberapa penyakit kanker.
Di beberapa negara, termasuk dalam kategori ini adalah kehamilan akibat perkosaan atau insect, dan pada keadaan dimana bayi yang dikandungnya mempunyai cacat fisik atau mental yang berat. Di negara-negara Eropa, aborsi diperbolehkan apabila ibu menderita campak Jerman (German Measles) pada trimester pertama.
Elective Abortion
Aborsi sukarela adalah pengakhiran kehamilan pada saat janin belum dapat hidup namun bukan karena alasan kesehatan ibu atau janin. Pada masa kini, aborsi jenis inilah yang paling sering dilakukan. Di Amerika Serikat, terjadi satu aborsi sukarela untuk tiap 3 janin lahir hidup.
Eugenic Abortion:
pengguguran yang dilakukan terhadap janin yang cacat

ABORSI DARI SUDUT ETIKA KRISTIANI

Etika Kristen dalam melihat masalah aborsi harus dilandasi oleh sikap yang etis dan kristiani, bukan sikap kebencian apalagi mengutuk dan juga dilandasi oleh sikap empati, kasih, bukan hukuman atau penghakiman. Celakanya masalah aborsi telah terbungkus oleh banyak label, mitos. Kita tidak tahu apa sebenarnya masalah yang esensial, sehingga kita juga tidak tahu apa yang harus dilakukan.
Aborsi tidak sama dengan membunuh, dan dalam prakteknya aborsi telah menjadi pertengkaran ideologi, yaitu antara ideologi konservatif fundamentalis dan liberalis. Substansi permasalahan sudah tertutup dengan label atau cap-cap. Misalnya, pemberitaan-pemberitaan di media massa menyudutkan bahwa yang melakukan aborsi sebagai pembunuh berdarah dingin, atau membunuh secara sederhana.
Antara dua kutub yang anti dan pro tidak ada titik temu. Namun kedua belah pihak pada dasarnya tidak setuju aborsi, tetapi ada kasus-kasus atau situasi yang dianggap perkecualian. Memang ada perbedaan di antara dua kutub.

1. Perbedaan Pandangan
Perbedaan pandangan mengenai relasi atau hubungan antara sang ibu dengan janin yang dikandung. Bilamana janin itu sepenuhnya bagian tubuh sang ibu maka yang “anti” aborsi menganggap aborsi melanggar hak-hak ibu. Atau sebaliknya kalau sang ibu itu hanya alat/instrumental saja selama 9 bulan 10 hari, maka ibu tidak mempunyai hak. Namun yang pasti secara teologis semuanya adalah hak Allah.
2. Perbedaan Paham
Perbedaan paham mengenai kapan dimulainya kehidupan manusia. Pembuahan terjadi di rahim, di situlah kehidupan dimulai. Tapi belum menjadi manusia. Jadi mempunyai potensi menjadi calon siapa. Kapan terjadi manusia, ada beberapa hipotesa, yaitu :
  1. Minggu ke-12, karena setelah bulan ke tujuh telah terbentuk kortek yang akan menjadi manusia.
  2. Hari yang ke-12, karena sebelum hari ke-12 belum terjadi individu alisasi.
  3. Hari ke-6 atau ke-7 setelah haid terakhir sel tersebut berkembang menjadi janin.
  4. Sejauh pembuahan sudah berkembang menjadi manusia.
Dari keempat hipotesa tersebut disimpulkan bahwa, semakin tua usia janin semakin komplek masalahnya bila melakukan aborsi. Bahwa benar atau salah melakukan tindakan aborsi, yang pasti salah.
Dalam kehidupan kita yang dipengaruhi oleh dosa, kita tidak jarang didorong atau dipaksa untuk melakukan perbuatan yang salah/dosa. Tetapi dalam alasan-alasan yang positif dan dapat dipertanggungjawabkan aborsi dapat dilakukan, misalnya untuk hal-hal yang jika tidak dilakukan akan mengakibatkan sesuatu yang sangat merugikan.
Dalam pemahaman seperti itu, aborsi mungkin dilakukan apabila:
  1. Demi keselamatan jiwa ibu.
  2. Kalau probabilitas (kemungkinan) bayi yang akan dilahirkan akan cacat.
  3. Keluarga-keluarga yang memang beban ekonominya sangat berat sekali dan usia janin tersebut masih sangat muda sekali.
Namun ini bukan berarti saya menyetujui tindakan aborsi, karena aborsi tetap akan berlangsung terus. Justru masyarakat juga harus diberi terapi. Orang-orang yang mendorong aborsi itu yang harus diperhatikan juga. Oleh karena itu saya menegaskan bahwa etika menjadi efektif kalau tidak dilihat secara normatif semata, namun harus melihat realitas yang ada.
Permasalahannya bukan boleh atau tidak boleh, benar atau tidak benar. Prinsip etika harus dikaitkan dengan kenyataan hidup. Realitas dosa inilah yang menyebabkan masalah aborsi tidak dapat dilihat secara “hitam” dan “putih”.
METODE-METODE, EFEK
DAN RESIKO ABORSI

METODE-METODE ABORSI

Urea

Karena bahaya penggunaan saline, maka suntikan lain yang biasa dipakai adalah hipersomolar urea, walau metode ini kurang efektif dan biasanya harus dibarengi dengan asupan hormon oxytocin atau prostaglandin agar dapat mencapai hasil maksimal. Gagal aborsi atau tidak tuntasnya aborsi sering terjadi dalam menggunakan metode ini, sehingga operasi pengangkatan janin dilakukan. Seperti teknik suntikan aborsi lainnya, efek samping yang sering ditemui adalah pusing-pusing atau muntah-muntah. Masalah umum dalam aborsi pada trimester kedua adalah perlukaan rahim, yang berkisar dari perlukaan kecil hingga perobekan rahim. Antara 1-2% dari pasien pengguna metode ini terkena endometriosis/peradangan dinding rahim.
Prostaglandin
Prostaglandin merupakan hormon yang diproduksi secara alami oleh tubuh dalam proses melahirkan. Injeksi dari konsentrasi buatan hormon ini ke dalam air ketuban memaksa proses kelahiran berlangsung, mengakibatkan janin keluar sebelum waktunya dan tidak mempunyai kemungkinan untuk hidup sama sekali. Sering juga garam atau racun lainnya diinjeksi terlebih dahulu ke cairan ketuban untuk memastikan bahwa janin akan lahir dalam keadaan mati, karena tak jarang terjadi janin lolos dari trauma melahirkan secara paksa ini dan keluar dalam keadaan hidup. Efek samping penggunaan prostaglandin tiruan ini adalah bagian dari ari-ari yang tertinggal karena tidak luruh dengan sempurna, trauma rahim karena dipaksa melahirkan, infeksi, pendarahan, gagal pernafasan, gagal jantung, perobekan rahim.
Partial Birth Abortion
Metode ini sama seperti melahirkan secara normal, karena janin dikeluarkan lewat jalan lahir. Aborsi ini dilakukan pada wanita dengan usia kehamilan 20-32 minggu, mungkin juga lebih tua dari itu. Dengan bantuan alat USG, forsep (tang penjepit) dimasukkan ke dalam rahim, lalu janin ditangkap dengan forsep itu. Tubuh janin ditarik keluar dari jalan lahir (kecuali kepalanya). Pada saat ini, janin masih dalam keadaan hidup. Lalu, gunting dimasukkan ke dalam jalan lahir untuk menusuk kepala bayi itu agar terjadi lubang yang cukup besar. Setelah itu, kateter penyedot dimasukkan untuk menyedot keluar otak bayi. Kepala yang hancur lalu dikeluarkan dari dalam rahim bersamaan dengan tubuh janin yang lebih dahulu ditarik keluar.
Histerotomy
Sejenis dengan metode operasi caesar, metode ini digunakan jika cairan kimia yang digunakan/disuntikkan tidak memberikan hasil memuaskan. Sayatan dibuat di perut dan rahim. Bayi beserta ari-ari serta cairan ketuban dikeluarkan. Terkadang, bayi dikeluarkan dalam keadaan hidup, yang membuat satu pertanyaan bergulir: bagaimana, kapan dan siapa yang membunuh bayi ini? Metode ini memiliki resiko tertinggi untuk kesehatan wanita, karena ada kemungkinan terjadi perobekan rahim.
Metode Penyedotan (Suction Curettage)
Pada 1-3 bulan pertama dalam kehidupan janin, aborsi dilakukan dengan metode penyedotan. Teknik inilah yang paling banyak dilakukan untuk kehamilan usia dini. Mesin penyedot bertenaga kuat dengan ujung tajam dimasukkan ke dalam rahim lewat mulut rahim yang sengaja dimekarkan. Penyedotan ini mengakibatkan tubuh bayi berantakan dan menarik ari-ari (plasenta) dari dinding rahim. Hasil penyedotan berupa darah, cairan ketuban, bagian-bagian plasenta dan tubuh janin terkumpul dalam botol yang dihubungkan dengan alat penyedot ini. Ketelitian dan kehati-hatian dalam menjalani metode ini sangat perlu dijaga guna menghindari robeknya rahim akibat salah sedot yang dapat mengakibatkan pendarahan hebat yang terkadang berakhir pada operasi pengangkatan rahim. Peradangan dapat terjadi dengan mudahnya jika masih ada sisa-sisa plasenta atau bagian dari janin yang tertinggal di dalam rahim. Hal inilah yang paling sering terjadi yang dikenaldengan komplikasi paska-aborsi.
Metode D&C – Dilatasi dan Kerokan
Dalam teknik ini, mulut rahim dibuka atau dimekarkan dengan paksa untuk memasukkan pisau baja yang tajam. Bagian tubuh janin dipotong berkeping-keping dan diangkat, sedangkan plasenta dikerok dari dinding rahim. Darah yang hilang selama dilakukannya metode ini lebih banyak dibandingkan dengan metode penyedotan. Begitu juga dengan perobekan rahim dan radang paling sering terjadi. Metode ini tidak sama dengan metode D&C yang dilakukan pada wanita-wanita dengan keluhan penyakit rahim (seperti pendarahan rahim, tidak terjadinya menstruasi, dsb). Komplikasi yang sering terjadi antara lain robeknya dinding rahim yang dapat menjurus hingga ke kandung kencing.
Pil RU 486
Masyarakat menamakannya “Pil Aborsi Perancis”. Teknik ini menggunakan 2 hormon sintetik yaitu mifepristone dan misoprostol untuk secara kimiawi menginduksi kehamilan usia 5-9 minggu. Di Amerika Serikat, prosedur ini dijalani dengan pengawasan ketat dari klinik aborsi yang mengharuskan kunjungan sedikitnya 3 kali ke klinik tersebut. Pada kunjungan pertama, wanita hamil tersebut diperiksa dengan seksama. Jika tidak ditemukan kontra-indikasi (seperti perokok berat, penyakit asma, darah tinggi, kegemukan, dll) yang malah dapat mengakibatkan kematian pada wanita hamil itu, maka ia diberikan pil RU 486.
Kerja RU 486 adalah untuk memblokir hormon progesteron yang berfungsi vital untuk menjaga jalur nutrisi ke plasenta tetap lancar. Karena pemblokiran ini, maka janin tidak mendapatkan makanannya lagi dan menjadi kelaparan. Pada kunjungan kedua, yaitu 36-48 jam setelah kunjungan pertama, wanita hamil ini diberikan suntikan hormon prostaglandin, biasanya misoprostol, yang mengakibatkan terjadinya kontraksi rahim dan membuat janin terlepas dari rahim. Kebanyakan wanita mengeluarkan isi rahimnya itu dalam 4 jam saat menunggu di klinik, tetapi 30% dari mereka mengalami hal ini di rumah, di tempat kerja, di kendaraan umum, atau di tempat-tempat lainnya, ada juga yang perlu menunggu hingga 5 hari kemudian. Kunjungan ketiga dilakukan kira-kira 2 minggu setelah pengguguran kandungan, untuk mengetahui apakah aborsi telah berlangsung. Jika belum, maka operasi perlu dilakukan (5-10 persen dari seluruh kasus). Ada beberapa kasus serius dari penggunaan RU 486, seperti aborsi yang tidak terjadi hingga 44 hari kemudian, pendarahan hebat, pusing-pusing, muntah-muntah, rasa sakit hingga kematian. Sedikitnya seorang wanita Perancis meninggal sedangkan beberapa lainnya mengalami serangan jantung.
Suntikan Methotrexate (MTX)
Prosedur dengan MTX sama dengan RU 486, hanya saja obat ini disuntikkan ke dalam badan. MTX pada mulanya digunakan untuk menekan pertumbuhan pesat sel-sel, seperti pada kasus kanker, dengan menetralisir asam folat yang berguna untuk pemecahan sel. MTX ternyata juga menekan pertumbuhan pesat trophoblastoid – selaput yang menyelubungi embrio yang juga merupakan cikal bakal plasenta. Trophoblastoid tidak saja berfungsi sebagai ‘sistim penyanggah hidup’ untuk janin yang sedang berkembang, mengambil oksigen dan nutrisi dari darah calon ibu serta membuang karbondioksida dan produk-produk buangan lainnya, tetapi juga memproduksi hormon hCG (human chorionic gonadotropin), yang memberikan tanda pada corpus luteum untuk terus memproduksi hormon progesteron yang berguna untuk mencegah gagal rahimdankeguguran. MTX menghancurkan integrasi dari lingkungan yang menopang, melindungi dan menyuburkan pertumbuhan janin, dan karena kekurangan nutrisi, maka janin menjadi mati. 3-7 hari kemudian, tablet misoprostol dimasukkan ke dalam kelamin wanita hamil itu untuk memicu terlepasnya janin dari rahim. Terkadang, hal ini terjadi beberapa jam setelah masuknya misoprostol, tetapi sering juga terjadi perlunya penambahan dosis misoprostol. Hal ini membuat cara aborsi dengan menggunakan suntikan MTX dapat berlangsung berminggu-minggu. Si wanita hamil itu akan mendapatkan pendarahan selama berminggu-minggu (42 hari dalam sebuah studi kasus), bahkan terjadi pendarahan hebat. Sedangkan janin dapat gugur kapan saja – di rumah, di dalam bis umum, di tempat kerja, di supermarket, dsb. Wanita yang kedapatan masih mengandung pada kunjungan ke klinik aborsi selanjutnya, mau tak mau harus menjalani operasi untuk mengeluarkan janin itu. Bahkan dokter-dokter yang bekerja di klinik aborsi seringkali enggan untuk memberikan suntikan MTX karena MTX sebenarnya adalah racun dan efek samping yang terjadi terkadang tak dapat diprediksi.
Efek samping yang tercatat dalam studi kasus adalah sakit kepala, rasa sakit, diare, penglihatan yang menjadi kabur, dan yang lebih serius adalah depresi sumsum tulang belakang, kekuragan darah, kerusakan fungsi hati, dan sakit paru-paru. Dalam bungkus MTX, pabrik pembuat menuliskan peringatan keras bahwa MTX memang berguna untuk pengobatan kanker, beberapa kasus artritis dan psoriasis, “kematian pernah dilaporkan pada orang yang menggunakan MTX”, dan pabrik itu menyarankan agar hanya para dokter yang berpengalaman dan memiliki pengetahuan tentang terapi antimetabolik saja yang boleh menggunakan MTX. Meski para dokter aborsi yang menggunakan MTX menepis efek-efek samping MTX dan mengatakan MTX dosis rendah baik untuk digunakan dalam proses aborsi, dokter-dokter aborsi lainnya tidak setuju, karena pada paket injeksi yang digunakan untuk aborsi juga tertera peringatan bahaya racun walau MTX digunakan dalam dosis rendah

EFEK ABORSI

1. Efek Jangka Pendek
  • Rasa sakit yang intens
  • Terjadi kebocoran uterus
  • Pendarahan yang banyak
  • Infeksi
  • Bagian bayi yang tertinggal di dalam
  • Shock/Koma
  • Merusak organ tubuh lain
  • Kematian
2. Efek Jangka Panjang
  • Tidak dapat hamil kembali
  • Keguguran Kandungan
  • Kehamilan Tubal
  • Kelahiran Prematur
  • Gejala peradangan di bagian pelvis
  • Hysterectom

RESIKO ABORSI

Aborsi memiliki risiko penderitaan yang berkepanjangan terhadap kesehatan maupun keselamatan hidup seorang wanita. Tidak benar jika dikatakan bahwa seseorang yang melakukan aborsi ia ” tidak merasakan apa-apa dan langsung boleh pulang “.
Resiko kesehatan terhadap wanita yang melakukan aborsi berisiko kesehatan dan keselamatan secara fisik dan gangguan psikologis. Risiko kesehatan dan keselamatan fisik yang akan dihadapi seorang wanita pada saat melakukan aborsi dan setelah melakukan aborsi adalah ;
  • Kematian mendadak karena pendarahan hebat.
  • Kematian mendadak karena pembiusan yang gagal.
  • Kematian secara lambat akibat infeksi serius disekitar kandungan.
  • Rahim yang sobek (Uterine Perforation).
  • Kerusakan leher rahim (Cervical Lacerations) yang akan menyebabkan cacat pada anak berikutnya.
  • Kanker payudara (karena ketidakseimbangan hormon estrogen pada wanita).
  • Kanker indung telur (Ovarian Cancer).
  • Kanker leher rahim (Cervical Cancer).
  • Kanker hati (Liver Cancer).
  • Kelainan pada ari-ari (Placenta Previa) yang akan menyebabkan cacat pada anak berikutnya dan pendarahan hebat pada kehamilan berikutnya.
  • Menjadi mandul/tidak mampu memiliki keturunan lagi ( Ectopic Pregnancy).
  • Infeksi rongga panggul (Pelvic Inflammatory Disease).
  • Infeksi pada lapisan rahim (Endometriosis)
Proses aborsi bukan saja suatu proses yang memiliki resiko tinggi dari segi kesehatan dan keselamatan seorang wanita secara fisik, tetapi juga memiliki dampak yang sangat hebat terhadap keadaan mental seorang wanita. Gejala ini dikenal dalam dunia psikologi sebagai “Post-Abortion Syndrome” (Sindrom Paska-Aborsi) atau PAS. Gejala-gejala ini dicatat dalam ” Psychological Reactions Reported After Abortion ” di dalam penerbitan The Post-Abortion Review.
Oleh sebab itu yang sangat penting untuk diperhatikan dalam hal ini adanya perhatian khusus dari orang tua remaja tersebut untuk dapat memberikan pendidikan seks yang baik dan benar.
ABORSI DAN AGAMA

APA KATA ALKITAB MENGENAI ABORSI?”

Alkitab tidak pernah secara khusus berbicara mengenai soal aborsi. Namun demikian, ada banyak ajaran Alkitab yang membuat jelas apa pandangan Allah mengenai aborsi. Yeremia 1:5 memberitahu kita bahwa Allah mengenal kita sebelum Dia membentuk kita dalam kandungan. Mazmur 139:13-16 berbicara mengenai peran aktif Allah dalam menciptakan dan membentuk kita dalam rahim.Keluaran 21:22-25 memberikan hukuman yang sama kepada orang yang mengakibatkan kematian seorang bayi yang masih dalam kandungan dengan orang yang membunuh. Hal ini dengan jelas mengindikasikan bahwa Allah memandang bayi dalam kandungan sebagai manusia sama seperti orang dewasa. Bagi orang Kristiani, aborsi bukan hanya sekedar soal hak perempuan untuk memilih. Aborsi juga berkenaan dengan hidup matinya manusia yang diciptakan dalam rupa Allah (Kejadian 1:26-27; 9:6).
Argumen pertama yang selalu diangkat untuk menentang posisi orang Kristianidalam hal aborsi adalah, “Bagaimana dengan kasus pemerkosaan dan/atau hubungan seks antar saudara.”. Betapapun mengerikannya hamil sebagai akibat pemerkosaan atau hubungan seks antar saudara, apakah membunuh sang bayi adalah jawabannya? Dua kesalahan tidak menghasilkan kebenaran. Anak yang lahir sebagai hasil pemerkosaan atau hubungan seks antar saudara dapat saja diberikan untik diadopsi oleh keluarga yang tidak mampu memperoleh anak – atau anak tsb dapat dibesarkan oleh ibunya. Sekali lagi sang bayi tidak seharusnya dihukum karena perbuatan jahat ayahnya.
Argumen kedua yang biasanya diangkat untuk menentang posisi orang Kristianidalam hal aborsi adalah, “Bagaimana jikalau hidup sang ibu terancam?”. Pertama-tama perlu diingat bahwa situasi semacam ini hanya kurang dari 1/10 dari 1 persen dari seluruh aborsi yang dilakukan di dunia saat ini. Jauh lebih banyak perempuan yang melakukan aborsi karena mereka tidak mau “merusak tubuh mereka” daripada perempuan yang melakukan aborsi untuk menyelamatkan jiwa mereka. Kedua, mari kita mengingat bahwa Allah kita adalah Allah dari mujizat. Dia dapat menjaga hidup dari ibu dan anak sekalipun secara medis hal itu tidak mungkin. Akhirnya, keputusan ini hanya dapat diambil antara suami, isteri dan Allah. Setiap pasangan yang menghadapi situasi yang sangat sulit ini harus berdoa minta hikmat dari Tuhan (Yakobus 1:5) untuk apa yang Tuhan mau mereka buat.
Pada 99% dari aborsi yang dilakukan sekarang ini alasannya adalah “pengaturan kelahiran secara retroaktif”. Perempuan dan/atau pasangannya memutuskan bahwa mereka tidak menginginkan bayi yang dikandung. Maka mereka memutuskan untuk mengakhiri hidup dari bayi itu daripada harus bertanggung jawab. Ini adalah kejahatan yang terbesar. Bahkan dalam kasus 1% yang sulit itu, aborsi tidak sepantasnya dijadikan opsi pertama. Hidup dari manusia dalam kandungan tu layak untukmendapatkansegalausahauntukmemastikankelahirannya.
Bagi mereka yang telah melakukan aborsi, dosa aborsi tidaklah lebih sulit diampuni dibanding dengan dosa-dosa lainnya. Melalui iman dalam Kristus, semua dosa apapun dapat diampuni (
Yohanes 3:16Roma 8:1Kolose 1:14). Perempuan yang telah melakukan aborsi, atau laki-laki yang mendorong aborsi, atau bahkan dokter yang melakukan aborsi, semuanya dapat diampuni melalui iman di dalam Yesus Kristus.

AJARAN AGAMA

Pada prinsipnya, umat Kristen Katolik percaya bahwa semua kehidupan adalah kudus sejak dari masa pembuahan hingga kematian yang wajar, dan karenanya mengakhiri kehidupan manusia yang tidak bersalah, baik sebelum ataupun sesudah ia dilahirkan, merupakan kejahatan moral. Gereja mengajarkan, “Kehidupan manusia adalah kudus karena sejak awal ia membutuhkan ‘kekuasaan Allah Pencipta’ dan untuk selama-lamanya tinggal dalam hubungan khusus dengan Penciptanya, tujuan satu-satunya. Hanya Allah sajalah Tuhan kehidupan sejak awal sampai akhir: tidak ada seorang pun boleh berpretensi mempunyai hak, dalam keadaan mana pun, untuk mengakhiri secara langsung kehidupan manusia yang tidak bersalah”.
Seturut wahyu, baik dalam Perjanjian Lama maupun Perjanjian Baru, dengan penekanan khusus pada misteri inkarnasi, Gereja Katolik Roma mengutuk praktek aborsi. Beberapa contoh ajaran dalam rentang waktu tiga ratus tahun pertama sejak berdirinya Gereja meliputi yang berikut ini: “Didache” (“Ajaran dari Keduabelas Rasul,” thn 80 M) menegaskan, “Engkau tidak boleh melakukan abortus dan juga tidak boleh membunuh anak yang baru dilahirkan.” “Surat Barnabas” (thn 138) juga mengutuk aborsi. Athenagoras (thn 177) dalam tulisannya “Pembelaan Atas Nama Umat Kristen” (suatu pembelaan terhadap paham kafir) menegaskan bahwa umat Kristen menganggap para wanita yang menelan ramuan atau obat-obatan untuk menggugurkan kandungannya sebagai para pembunuh; ia mengutuk para pembunuh anak-anak, termasuk anak-anak yang masih ada dalam rahim ibu mereka, “di mana mereka telah menjadi obyek penyelenggaraan ilahi.” Tertulianus (thn 197) dalam “Apologeticum” menegaskan hal serupa, “mencegah kelahiran adalah melakukan pembunuhan; tidak banyak bedanya apakah orang membinasakan kehidupan yang telah dilahirkan ataupun melakukannya dalam tahap yang lebih awal. Ia yang bakal manusia adalah manusia.” Pada tahun 300, Konsili Elvira, suatu konsili gereja lokal di Spanyol, mengeluarkan undang-undang khusus yang mengutuk aborsi (Kanon 63).
Setelah pengesahan kekristenan pada tahun 313, Gereja tetap mengutuk aborsi. Sebagai contoh, St. Basilus dalam sepucuk suratnya kepada Uskup Amphilochius (thn 374) dengan tegas menyatakan ajaran Gereja: “Seorang wanita yang dengan sengaja membinasakan janin haruslah diganjari dengan hukuman seorang pembunuh” dan “Mereka yang memberikan ramuan atau obat-obatan yang mengakibatkan aborsi adalah para pembunuh juga, sama seperti mereka yang menerima racun itu guna membunuh janin.”
Poin utamanya adalah Gereja Katolik Roma sejak dari awal secara terus-menerus menjunjung tinggi kekudusan hidup dari bayi yang belum dilahirkan dan mengutuk tindakan aborsi langsung (abortus langsung, artinya abortus yang dikehendaki baik sebagai tujuan maupun sebagai sarana). Menentang ajaran ini berarti menyangkal ilham Kitab Suci dan Tradisi kristiani. Kita, sebagai umat Kristen Katolik, patut berdoa demi berubahnya hati nurani umat manusia dan dengan gagah berani mengajarkan, mempertahankan serta membela kekudusan hidup manusia, teristimewa bayi-bayi tak dilahirkan yang tak berdaya dan tak bersalah.

TANGGAPAN GEREJA

Gereja Katolik merupakan satu-satunya lembaga keagamaan yang dengan lantang menentang aborsi. Untuk Gereja Katolik, aborsi adalah pembunuhan atas manusia tak berdosa dan yang dalam dirinya tak bisa membela diri. Maka sangat jelas bahwa Gereja Katolik mengerti tindakan mengaborsi bukanlah hak azasi melainkan sebaliknya adalah kejahatan azasi. Hak azasi dalam pengertian Gereja Katolik selalu mengarah kepada kehidupan dan bukan kepada kematian. Aborsi adalah suatu tindakan yang mengarah pada kematian dan hanya dilakukan oleh orang yang mencintai kematian.
Paus Benedictus XVI dalam kunjungannya ke Austria, dengan tegas mengumandangkan kembali ajaran Gereja bahwa aborsi adalah dosa besar dan aborsi sama sekali bukan hak azasi. Pernyataan Paus tersebut disambut gembira oleh pencinta kehidupan dan di lain pihak disambut dengan protes keras oleh para pencinta kematian. Sebab memang kata-kata Johannes Paulus II, sangatlah benar, beliau mengatakan bahwa zaman ini sangat diwarnai oleh “budaya kematian” (the culture of death). Manusia atas nama kesenangan yang sifatnya sangat sementara dan sangat egois mengorbankan kehidupan.
Dalam Gereja Katolik, aborsi hanya layak dibenarkan dalam dua kasus dilematis berikut: kasus dilematis pertama, yakni situasi dimana jelas bahwa janin akan mati bersama ibunya apabila tidak dilaksanakan pengguguran. Dan kasus dilematiskedua, yakni situasi dimana ibu akan meninggal bila janin tidak digugurkan. Bahkan dalam kasus kedua itu beberapa ahli moral masih meragukan apakah hidup ibu selalu layak lebih diutamakan dibandingkan dengan hidup janin.
Jikalau ada kelainan pada janin, Gereja tetap tidak memperbolehkan adanya aborsi. Gereja hanya menerima kedua kasus dilematis yang tadi telah dijelaskan. Kecuali kalau kelainan itu mengakibatkan masalah dilematis seperti diatas tadi.
Jikalau seseorang menjadi korban pemerkosaan, dan ia takut kalau anak yang dilahirkannya dilecehkan oleh masyarakat, ia tetap tidak boleh melakukan tindakan aborsi. Tetapi Gereja akan membantu menyiapkan proses kematangan jiwa sang ibu misalnya melalui pendampingan oleh para suster sehingga sang ibu mau melahirkan anak dan membatalkan niat pengguguran. Gereja menyiapkan mental/kejiwaan si korban perkosaan melalui pendampingan (konseling) yang bisa dilakukan oleh pastor dan suster.

KESULITAN GEREJA
Gereja Katolik saat ini masih kesulitan untuk mengatasi masalah aborsi yang masih tinggi. Diantaranya seperti sebuah kebijakan-kebijakan Negara, dimana Negara tersebut masih memperbolehkan diadakannya aborsi.
Dalam perintah Allah yang ke-5 berbunyi “Jangan Membunuh”, gereja masihbertanya-tanya, dalam situasi dan kondisiyang rumit, apakah perintah ini masihberlaku? Dan kalau kita melihat konteksnya, maka perintah ini ditujukan untuk manusia. Dan sekarang yang menjadi masalah utama adalah tentang status fetus/janin itu sendiri;
  • Apakah fetus atau janin itu manusia atau bukan?
  • Syarat apakah yang harus dimiliki “sesuatu” supaya dapat dianggap seorang manusia, jelasnya supaya memiliki hak hidup?
  • Jika kita menganggap bayi yang belum dilahirkan bukan manusia, tetapi hanya benda, kapankah fetus itu dapat menikmati statusnya sebagai seorang manusia atau pribadi?
Jika janin itu belum mempunyai status sebagai manusia, maka Abortus tidak dapat dicap sebagai pembunuhan, dan masalah kita dapat diselesaikan, tetapi jika itu adalah manusia yang sedang mengalami proses pertumbuhan secara kontiniu, maka ini jelas merupakan suatu pembunuhan.




PENUTUP

TANGGAPAN

Setelah saya membaca kasus-kasus yang terlampir pada lampiran, kasus aborsi sampai saat ini sangatlah serius dan membahayakan bagi umat manusia. Menurut data, sampai saat ini ternyata kasus mengenai aborsi masih sangat tinggi, bahkan sampai remaja pun telah melakukan tindakan aborsi. Walaupun banyak Negara telah menyerukan program KB dan banyak Negara telah menyarankan untuk memakai kondom sebagai pilihan alternative program KB, tetapi hasilnya di dunia ini masih tinggi akan kasus aborsi.
Saya menanggapi bahwa perbuatan aborsi dengan tujuan dan maksud tertentu memang ada yang boleh dilakukan dan ada yang tidak boleh dilakukan. Tujuan dan maksud tersebut memang boleh dilakukannya tindakan aborsi, apabila dalam situasi janin akan mati bersama ibunya apabila tidak dilaksanakan pengguguran dan situasi dimana ibu akan meninggal bila janin tidak digugurkan. Tetapi tindakan aborsi tidak diperkenankan apabila seorang wanita malu menanggung resiko mempunyai anak diluar nikah ataupun di dalam situasi perkawinan dimana seorang ibu yang hamil dan mempunyai banyak anak, tetapi ibu tersebut tidak menginginkan kehadiran anaknya didalam kehamilanya, maka ibu tersebut tidak boleh melakukan tindakan aborsi.
Kita seharusnya menghargai sebuah kehidupan. Janin di dalam kandungan merupakan anugrah yang diberikan Allah kepada kita. Kita tidak boleh merampas hak dari janin tersebut untuk hidup. Jika kita akan melakukan hubungan sex terhadap pasangan kita (di dalam maupun diluar perkawinan), maka kita harus menanggung resiko untuk mempunyai anak. Kita tidak boleh lepas begitu saja untuk menggugurkan janin tersebut.
Allah Bapa sangatlah baik. Dia masih memaafkan orang yang melakukan tindakan aborsi dan yang membantu lancarnya jalannya aborsi, jika mereka telah melakukan pertobatan kepada Allah. Dalam pengertian saya ini, bukan berarti kita seenaknya melakukan tindakan aborsi lalu bertobat. Apabila kita melakukan aborsi lalu kita meninggal sebelum melakukan pertobatan, hal ini akan dipertanyakan oleh Allah pada hari penantian.

SOLUSI

Memang kasus aborsi tidak dapat kita hentikan. Tetapi kita dapat mencegah meningkatnya kasus aborsi dengan cara kita sadar akan tindakan aborsi tersebut tidaklah baik. Solusi saya agar kita sadar bahwa aborsi itu dosa ialah beriman yang diwujudkan dengan:
  • Sikap hormat terhadap kehidupan manusia sebagai ciptaan Tuhan yang ”serupa dengan citra Allah” (Berdasarkan Kej 1:26)
  • Taat kepada perintah Allah khususnya perintah cinta / hukum cinta yaitu Cinta Kepada Tuhan dan sesama.
  • Taati perintah ke -5 : ”Jangan Membunuh”
  • Setia kepada ajaran Gereja yang melarang keras Aborsi (humanae Ultae).
  • Pembinaan kaum muda: Memberi Katekese (pelajaran) mengenai seks dan seksualitas.
  • Kursus persiapan perkawinan.
Saya berharap, dengan solusi yang telah saya berikan berguna bagi kita semua. Saya berharap agar kita semua menjadi sadar dan tidak melakukan tindakan aborsi.

 


Senin, 28 November 2011

KTSP


CHAPTER I
INTRODUCTION

    1. 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.
    1. 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.
    1. Writing method
Writing this paper is solved by using literature-based writing method.
    1. 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)

    1. 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
    1. 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.
    1. 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

    1. 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.
    1. 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.
    1. Writing method
Writing this paper is solved by using literature-based writing method.
    1. 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)

    1. 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
    1. 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.
    1. 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

    1. 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.
    1. 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.
    1. Writing method
Writing this paper is solved by using literature-based writing method.
    1. 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)

    1. 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
    1. 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.
    1. 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