Indonesian Curriculum History

In the history of Indonesia's education, national education curriculum has experienced

many changes, namely in the years 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and 2006.
The change is a logical consequence of the change the political system, social, cultural,
economic, and science. The entire national curriculum is designed based on the same basis, the
Pancasila and the 1945 Constitution, the difference is the emphasis on basic education goals and
implementation approach.

More specifically, after Indonesian independence in the implementation of educational

curricula known several times that a simple curriculum (1947-1964), curriculum reform (1968
and 1975), the skills-based curriculum (1984 and 1994), and competency-based curriculum
(2004 and 2006).

1) Curriculum Lesson plans 1947

The first curriculum which was born during the freedom to use the term "leer plan". In the
Dutch language means plan lessons. At that time the curriculum in Indonesia is still influenced
by the Dutch colonial education system and Japan, so the only forward who never used before.
Plan designation curriculum lessons that 1947 was a replacement for the Dutch colonial
education system. Because the atmosphere of national life was still in the fighting spirit of
independence seize the development of education as conformism more emphasis on the
formation of the human character of Indonesia's independent and sovereign with other nations.
Educational change of orientation of the Dutch education to the national interest. An established
educational principle of Pancasila. The new 1947 Plan lessons implemented in 1950 schools. The
form contains two main things that are a list of subjects and hours of teaching and teaching
outline. 1947 Plan, prioritize education lessons nature, state and community awareness, the
subject matter associated with daily events, attention to the arts and physical education.

2) Lesson Plan Unraveling 1952

Plan lessons after 1947, in 1952 the curriculum in Indonesia has improved. In 1952 it was
named Plan lessons Unraveling 1952. This curriculum has led to a national education system,
more details and syllabus subjects are obvious. The most prominent characteristic feature of the
curriculum and at the same time 1952 is that each lesson plan must consider the content
associated with everyday life.

3) Curriculum Plan for Education 1964

At the end of the Soekarno era rule, the educational curriculum was changed to Education
Plan 1964. Growing issue in the 1964 education plan is the concept of learning that is active,
creative, and productive. The concept guiding this learning requires school children to be able to
think of themselves as problem-solving.

Plans Education Curriculum in 1964 gave birth in 1964 that focuses on developing
creativity, taste, intention, work, and morale, which was then known as Pancawardhana.
Pancawardhana called for five groups of fields of study, namely the development of morality,
intelligence, emotional/artistic, craft (skill), and physical. At the time of primary education more
emphasis on practical knowledge and functional activity, which is tailored to the child's
development.

4) Curriculum 1968

After 1952, the year 1964, the government re-tune the system in Indonesian curriculum.
This time it was named the 1964 Education Plan. Curriculum 1968 is a renewal of the curriculum
in 1964, which does change the structure of the educational curriculum Pancawardhana be
coaching spirit of Pancasila, basic knowledge, and special skills. Curriculum 1968 is a
manifestation of a change in the orientation of the 1945 implementation of a genuine and
consistent.

In terms of educational objectives, Curriculum 1968 aims that education is emphasized in

an effort to establish Pancasila true man, strong, and healthy physical, enhance intelligence and
physical skills, morals, manners, and religious beliefs. The contents of education are focused on
enhancing the intelligence and skills, and develop a healthy and strong physically.
 Curriculum 1968 was born to replace the Education Plan 1964 which was imaged as a
product of the Old Order. The goal is the formation of a true human Pancasila. 1968 curriculum
emphasizes organizational approach the subject matter: a group coaching Pancasila, basic
knowledge, and special skills.

5) Curriculum 1975

In this curriculum using the approach procedure Instructional Systems Development

(ITS), lead to the achievement of specific goals, which can be measured and formulated in the
form of student behavior. In practice, many adopt behavioral psychology with an emphasis on
the stimulus and response exercises. The 1975 curriculum emphasizes the goal, making
education more efficient and effective.

Curriculum 1975 as a replacement for the 1968 curriculum uses the principles of which are
as follows:

a. Goal-oriented. In this case, the government formulates objectives that must be

mastered by the student, better known by hierarchy educational purposes, which
include: national education goals, institutional goals, curricular objectives, general
instructional objectives and specific instructional objectives.
b. Embrace integrative approach in the sense that each lesson has a meaning and role
of supporting the achievement of the objectives is more integrative.
c. Emphasizing the efficiency and effectiveness in terms of power and time.
d. Adopt approaches instructional system known as Instructional Systems
Development Procedure (ITS). The system always leads to the achievement of
goals that are specific, measurable and formulated in the form of student behavior.
Influenced behavioral psychology with an emphasis on stimulus-response
(excitatory-responsibility) and exercise (Drill). Learning more uses behaviorism
theory, the view is determined by the success in the learning environment by
outside stimulus, in this case, the school and teachers.
6) Curriculum 1984
 On the basis of these developments by the year 1983 between the needs or demands of
society and science/technology education in the curriculum of 1975 was considered no longer
appropriate, therefore, necessary changes in the curriculum. Curriculum in 1984 appeared as
improvements or revisions to the curriculum in 1975. Curriculum 1984 has the following
characteristics.

a. Oriented instructional purposes. Based on the view that the provision of learning
experiences to students in a very limited study time at school to be really functional and
effective. Therefore, before selecting or determining instructional materials, which must
first be defined is what the goal should be achieved by students.
b. Centered approach to teaching students through active student learning (CBSA). CBSA
is a teaching approach which provides the opportunity for students to actively engage
physically, mentally, intellectually, and emotionally in the hope students gain the
maximum learning experience, both in the cognitive, affective, and psychomotor.
c. Using the subject matter is packed with a spiral approach. Spiral is the approach used in
the packaging of teaching materials based on the depth and breadth of subject matter. The
higher the grade and school level, the more deep and broad subject matter provided.
d. Instill sense before given exercise. Concepts students are learning must be based on
understanding, then given exercises after understanding. To support the understanding of
props used as a medium to help students understand the concepts learned.
e. The material presented is based on the level of readiness or maturity of the students. The
provision of learning materials based on students' level of mental maturity and presentation
at the primary level should be through a concrete approach, semi-concrete, semi-abstract,
and abstracts using the inductive approach of the examples to the conclusion. From the
easy to get to from the simple to the difficult and complex too.
f. Using the skills approach. Skills is a process of teaching and learning approaches that put
pressure on the formation process of acquiring knowledge and communicating skills
acquisition. Process skills approach be pursued effectively and efficiently in achieving the
learning objectives.

7) Curriculum 1994
 There are characteristics that stand out from the application of the 1994 curriculum,
including the following.

a. The division of the stages of learning in school with a quarter system.

b. Learning in schools emphasize the subject matter is quite dense (oriented to the subject
matter/content).
c. Populist 1994 curriculum, which is a system that enforces the curriculum for all students
throughout Indonesia. This curriculum is a core curriculum so that specific areas can
develop their own teaching tailored to the needs of the environment and surrounding
communities.
d. In the implementation of activities, teachers should select and use strategies that actively
engage students in learning, both mentally, physically, and socially. In turn, the students
the teacher can provide a form of matter that leads to convergent divergent answers (open,
more than one answer is possible), and investigations.
e. In teaching a course should be tailored to the specific concept/subject and the development
of students' thinking, so hopefully, there will be harmony between the teaching emphasis
on understanding the concepts and teachings that emphasize problem-solving skills.
f. Teaching from the concrete to the abstract, from the easy to the difficult, and from the
simple to the complex.
g. Repetition of material that is considered difficult to be done to strengthening students'
understanding.

During the implementation of the 1994 curriculum appear some problems, mainly as a
result of the tendency to approach the mastery of the material (content-oriented), including the
following.

a. Student learning burden too heavy due to a large number of subjects and
material/substance of each subject.
b. The subject matter was considered too difficult because less relevant to the students' level
of thinking, and less meaningful because it is less associated with daily life applications.
c. The above problem was the time of the implementation of the 1994 curriculum. This
prompted policymakers to enhance the curriculum. One of the efforts to improve the
implementation of Curriculum Supplement 1994. The enhancement is done by keeping in
 mind the principles of curriculum improvement, namely: (a)) Completion of the curriculum
is continuously in an effort to adjust the curriculum to the development of science and
technology, and society's demands. (B) Completion of the curriculum is done to get a
proper proportion between the objectives of the study load, potential students, and the state
of the environment and support facilities.
d. Completion of the curriculum is done to obtain the truth and substance of the subject
matter of compliance with the level of development of the students.
e. Completion of the curriculum into account various related aspects, such as material goals,
learning, evaluation, and facility/infrastructure including textbooks.
f. Completion of the curriculum is not difficult for teachers to implement and can still use
textbooks and other educational infrastructure available in schools. 1994 Completion of the
curriculum in primary and secondary education is the stage of completion gradually
implemented short-term and long-term improvement.

 Competency-Based Curriculum (KBK) and SBC (KTSP)

The curriculum is oriented to the achievement of objectives (1975-1994) on the acquisition

of cognitive implication more dominant but less in the mastery of skills (skills). After graduating,
we do not have sufficient capability that is especially applicable, requiring mastery-oriented
curriculum competencies holistically.

These holistic capabilities in line with the developments and changes that occur in the life
of society, nation, and state in Indonesia cannot be separated from the influence of world change,
development of science and technology, and culture also arts. Changes continuously demanded
need improving including improving national education system curriculum for creating a society
that is able to compete and adapt with era. To changes that efforts to improve the quality of
education to be done overall which includes the human dimension of development Indonesia, the
aspects of moral, morality, manners, knowledge, skills, arts, sports, and behavior.

The development of these aspects lead to the improvement and development of life skills
are realized through the achievement of competence educated to survive, adapt, and succeed in
the future. Thus learners have toughness, self-reliance, self and developed through learning or
training gradually and continuously.
 1) Competency-Based Curriculum (CBC) 2004

2004 curriculum is more popularly known as CBC (Competency-Based curriculum). CBC

no longer question the process of learning, the learning process is seen is a region of teacher
authority, which is important to certain extent learners achieve expected competencies.
Competence is defined as a blend of knowledge, skills, values, and attitudes are reflected in the
habit of thinking and acting. Someone has to have competence in that field are reflected in the
patterns of everyday behavior.

Competence contains several aspects, namely knowledge, understanding, skills, values,

attitude, and interest. By developing these aspects of students are expected to understand,
mastered, and apply in everyday life material that has been learned. The competence itself is
classified into: the competence of graduates, competency standards (owned after studying one
subject), basic competence (owned after completing one topic / concept), academic competence
(knowledge and skills in solving problems), occupational competence (readiness and ability to
adapt to the world of work), cultural competence (adaptation to the environment and culture of
the people of Indonesia), and the temporal competence (utilizing the basic skills of the students).

2) Education Unit Level Curriculum (SBC) 2006

Education Unit Level Curriculum (SBC) is an operational educational curriculum

developed by and implemented in each unit of education in Indonesia.

There are fundamental differences compared with the previous competency-based

curriculum (version 2002 and 2004), that schools are given full authority to plan for education to
the standards that have been set, starting from the goal, the vision - mission, structure and cargo
curriculum, the burden of learning, a calendar of education, to the syllabi development.

 Curriculum 2013
 The core of the curriculum in 2013, is no simplification efforts, and thematic-integrative.
Curriculum 2013 is prepared to print generation ready in the future. Because the curriculum is
structured to anticipate future developments.

2013 curriculum aims to encourage learners or students, better able to make observations,
ask questions, reasoning, and communicating (present), what they earn or they know after
receiving learning materials. The object becomes the structuring of learning and curriculum
improvement in 2013 emphasize on natural phenomena, social, art, and culture.

Through this approach, we have the competencies expected of the students’ attitudes,
skills, and knowledge. They will be more creative, innovative, and more productive, so that later
they can be successful in dealing with various problems and challenges in his day, entering a
better future.

Curriculum implementation in 2013 is part of the continuing development of Competency-

Based Curriculum (CBC) has been initiated in 2004 with competencies include attitudes,
knowledge, and skills in an integrated manner. This exposure is part of the public test curriculum
in 2013, which is expected to capture the opinions and input from the community.