Professional Documents
Culture Documents
Background
*
Presented in Roundtable Discussion in Retrac Governing Board Meeting at Institut Aminuddin
Baki, Genting Highland, Malaysia, 27 August 2008. Agus Dharma is Director of the Personnel
Education and Training Center, Ministry of National Education, Republic of Indonesia.
1. The National Education System Act (No 20/2003) provides legal framework of
curriculum implemented in Indonesia. The Minister of National Education decrees
No 22 and 23/2006 establish the content standard and graduate competences
standard in developing curriculum. The standards are established by the Office of
National Standard of Education.
2. The Act defines curriculum as a set of plan with regard to the objectives, content,
and learning materials as well as the methods employed as guideline in conducting
learning activities in order to achieve the goal of a certain education.
3. The curriculum of primary (basic) and secondary education must include
religious education, citizenship, languages, mathematics, natural science, social
science, art and culture, physical education and sport, skills/vocational education,
and local content. The curriculum is basically developed based on diversified
principles related to educational unit, regional potential, and the learners.
4. The curriculum is developed according to the level of education in the frame of
the Unitary State of the Republic of Indonesia in the efforts to improve religious
faith, character; learners’ potential, intelligence, and interest; the variety of regional
potential and environment; the demand of regional and national development; the
Indonesian Basic Education: Current Content and Reform 2
employment demand, the development of science, knowledge, technology, and art;
religion, the dynamic of global development, national unity and values.
5. Basic framework and structure of primary and secondary education curriculum
are established by the Central Government. Primary education curriculum is
developed in accordance with its relevance by individual school (or alike)/madrasah
committee (school level curriculum) coordinated and supervised by the district
office of education (local government) and district office of the Ministry of
Religious Affairs.
d. Aesthetics
This subject cluster is intended to develop learners’ sensitivity as well as ability to
express and appreciate beauty and harmony. The ability to appreciate and express
beauty and harmony consists of appreciation and expression, both in individual life
that enable learners to enjoy and be grateful of life and in community that enable
them to create togetherness and harmony.
Closing Remark