LESSON PLAN 1947
.The first curriculum is born during the term Leer independence plan. In Dutch, meaning
lesson plans, more popular than the curriculum (English).. Changes in the lattice are more
political education: from the Dutch educational orientation to the national interest. New
1947 Lesson Plan implemented in 1950 schools. Number of people mention the history of
curriculum development begins from the Curriculum 1950. The form contains two basic
things: a list of subjects and teaching hours, plus an outline of teaching.. Lesson Plan for
1947 to reduce educational thoughts. The emphasis of character education, civic and
social awareness, and educational materials linked to daily events, attention to the arts
and physical education.
LESSON PLAN 1952 decomposes
. The curriculum is more detailing each subject called decomposed Lesson Plan 1952.
“Silabus mata pelajarannya jelas sekali. "Syllabus subjects is obvious. seorang guru
mengajar satu mata pelajaran,” kata Djauzak Ahmad, Direktur Pendidikan Dasar
Depdiknas periode 1991-1995. a teacher to teach one subject, "said Djauzak Ahmad,
Director of Elementary Education Department of National Education from 1991 to 1995
period. Ketika itu, di usia 16 tahun Djauzak adalah guru SD Tambelan dan Tanjung
Pinang, Riau. At that time, at the age of 16 years is a primary school teacher Tambelan
Djauzak and Tanjung Pinang, Riau.
Di penghujung era Presiden Soekarno, muncul Rencana Pendidikan 1964 atau Kurikulum
1964. At the end of the era of President Sukarno, appears Curriculum Education Plan in
1964 or 1964. Fokusnya pada pengembangan daya cipta, rasa, karsa, karya, dan moral
(Pancawardhana). The focus on the development of creativity, feeling, intention, works,
and moral (Pancawardhana). Mata pelajaran diklasifikasikan dalam lima kelompok
bidang studi: moral, kecerdasan, emosional/artistik, keprigelan (keterampilan), dan
jasmaniah. Subjects classified in five groups of study areas: moral, intelligence,
emotional / artistic, craft (skill), and physical. Pendidikan dasar lebih menekankan pada
pengetahuan dan kegiatan fungsional praktis. Basic education is more emphasis on
practical knowledge and functional activities.
CURRICULUM 1968
Kelahiran Kurikulum 1968 bersifat politis: mengganti Rencana Pendidikan 1964 yang
dicitrakan sebagai produk Orde Lama. Curriculum births in 1968 was political: to change
the 1964 Education Plan is imaged as a product of the Old Order. Tujuannya pada
pembentukan manusia Pancasila sejati. The goal in the formation of a true man of
Pancasila. Kurikulum 1968 menekankan pendekatan organisasi materi pelajaran:
kelompok pembinaan Pancasila, pengetahuan dasar, dan kecakapan khusus. Curricula in
1968 emphasized the organization's approach to learning materials: training a group of
Pancasila, the basic knowledge and special skills. Jumlah pelajarannya 9. Number of
studies 9.
Djauzak menyebut Kurikulum 1968 sebagai kurikulum bulat. Djauzak curriculum called
Curriculum 1968 as unanimous. “Hanya memuat mata pelajaran pokok-pokok saja,”
katanya. "Only includes subjects points only," he said. Muatan materi pelajaran bersifat
teoritis, tak mengaitkan dengan permasalahan faktual di lapangan. Loads are the subject
matter is theoretical, not linked with the factual issues in the field. Titik beratnya pada
materi apa saja yang tepat diberikan kepada siswa di setiap jenjang pendidikan. Emphasis
on what is appropriate material given to students at every level of education.
KURIKULUM 1975 CURRICULUM 1975
Kurikulum 1975 menekankan pada tujuan, agar pendidikan lebih efisien dan efektif. 1975
Curriculum emphasis on purpose, so that more efficient and effective education. “Yang
melatarbelakangi adalah pengaruh konsep di bidang manejemen, yaitu MBO
(management by objective) yang terkenal saat itu,” kata Drs. "The background is the
influence of the concept in the field of management, the MBO (management by
objectives) are known at the time," said Drs. Mudjito, Ak, MSi, Direktur Pembinaan TK
dan SD Depdiknas. Mudjito, Ak, MSi, Director of Kindergarten and Elementary
Education Ministry.
Metode, materi, dan tujuan pengajaran dirinci dalam Prosedur Pengembangan Sistem
Instruksional (PPSI). Methods, materials and procedures for teaching purposes specified
in Instructional Systems Development (PPSI). Zaman ini dikenal istilah “satuan
pelajaran”, yaitu rencana pelajaran setiap satuan bahasan. This era is known the term
"learning units", ie each unit lesson plan discussions. Setiap satuan pelajaran dirinci lagi:
petunjuk umum, tujuan instruksional khusus (TIK), materi pelajaran, alat pelajaran,
kegiatan belajar-mengajar, dan evaluasi. Each unit detailed lesson again: general
guidelines, specific instructional objectives (ICT), learning materials, learning tools,
teaching and learning activities, and evaluation. Kurikulum 1975 banyak dikritik.
Curriculum 1975 has been criticized. Guru dibikin sibuk menulis rincian apa yang akan
dicapai dari setiap kegiatan pembelajaran. Teachers made busy writing the details of what
will be achieved from each learning activity.
KURIKULUM 1984 CURRICULUM 1984
Kurikulum 1984 mengusung process skill approach. Curriculum 1984 carried the process
skills approach. Meski mengutamakan pendekatan proses, tapi faktor tujuan tetap
penting. Although the process of prioritizing the approach, but the factors remain
important goals. Kurikulum ini juga sering disebut “Kurikulum 1975 yang
disempurnakan”. The curriculum is also often called "Curriculum 1975 is enhanced."
Posisi siswa ditempatkan sebagai subjek belajar. Outstanding students are placed as the
subject of study. Dari mengamati sesuatu, mengelompokkan, mendiskusikan, hingga
melaporkan. From observing something, classifying, discussing, until reported. Model ini
disebut Cara Belajar Siswa Aktif (CBSA) atau Student Active Leaming (SAL). This
model is called Active Student Learning mode (CBSA) or Active Student Leaming
(SAL).
Tokoh penting dibalik lahirnya Kurikulum 1984 adalah Profesor Dr. Key people behind
the birth of Curriculum 1984 was Professor Dr. Conny R. Conny R. Semiawan, Kepala
Pusat Kurikulum Depdiknas periode 1980-1986 yang juga Rektor IKIP Jakarta —
sekarang Universitas Negeri Jakarta — periode 1984-1992. Semiawan, Head of Ministry
of Education Curriculum Center who is also Rector of the 1980-1986 period IKIP Jakarta
- now the State University of Jakarta - the period from 1984 to 1992. Konsep CBSA yang
elok secara teoritis dan bagus hasilnya di sekolah-sekolah yang diujicobakan, mengalami
banyak deviasi dan reduksi saat diterapkan secara nasional. CBSA concept that is
theoretically elegant and excellent results in schools that tested, experienced a lot of
deviation and reduction when applied nationally. Sayangnya, banyak sekolah kurang
mampu menafsirkan CBSA. Unfortunately, many schools less able to interpret CBSA.
Yang terlihat adalah suasana gaduh di ruang kelas lantaran siswa berdiskusi, di sana-sini
ada tempelan gambar, dan yang menyolok guru tak lagi mengajar model berceramah.
That looks a rowdy atmosphere in the classroom because students discuss, here and there
there is a patch image, and the striking teachers no longer teach lecture model. Penolakan
CBSA bermunculan. CBSA refusal to appear.
KURIKULUM 1994 dan SUPLEMEN KURIKULUM 1999 CURRICULUM
CURRICULUM SUPPLEMENT 1994 and 1999
Kurikulum 1994 bergulir lebih pada upaya memadukan kurikulum-kurikulum
sebelumnya. Curriculum 1994 on efforts to rolling over integrating previous curriculums.
“Jiwanya ingin mengkombinasikan antara Kurikulum 1975 dan Kurikulum 1984, antara
pendekatan proses,” kata Mudjito menjelaskan. "His soul is like a combination of
Curriculum and Curriculum 1975 in 1984, between the approaches of the process," said
Mudjito explained.
Sayang, perpaduan tujuan dan proses belum berhasil. Unfortunately, a combination of
objectives and the process has not been successful. Kritik bertebaran, lantaran beban
belajar siswa dinilai terlalu berat. Critics were scattered, because students are assessed
study load was too heavy. Dari muatan nasional hingga lokal. From the national to the
local charge. Materi muatan lokal disesuaikan dengan kebutuhan daerah masing-masing,
misalnya bahasa daerah kesenian, keterampilan daerah, dan lain-lain. Materials with local
content tailored to the needs of each area, such as language arts areas, skill areas, and
others. Berbagai kepentingan kelompok-kelompok masyarakat juga mendesakkan agar
isu-isu tertentu masuk dalam kurikulum. Various interest groups are also pushing for
certain issues into the curriculum. Walhasil, Kurikulum 1994 menjelma menjadi
kurikulum super padat. As a result, Curriculum 1994 was transformed into a super solid
curriculum. Kejatuhan rezim Soeharto pada 1998, diikuti kehadiran Suplemen Kurikulum
1999. The fall of the Soeharto regime in 1998, followed by the presence of Supplement
Curriculum 1999. Tapi perubahannya lebih pada menambal sejumlah materi. But a
number of amendments over the patching material.
KURIKULUM 2004 CURRICULUM 2004
Bahasa kerennya Kurikulum Berbasis Kompetensi (KBK). Language cool Competency-
Based Curriculum (CBC). Setiap pelajaran diurai berdasar kompetensi apakah yang mesti
dicapai siswa. Each lesson is parsed based on the competencies that students must be
achieved. Sayangnya, kerancuan muncul bila dikaitkan dengan alat ukur kompetensi
siswa, yakni ujian. Unfortunately, the confusion comes when associated with gauge
student competency, namely the test. Ujian akhir sekolah maupun nasional masih berupa
soal pilihan ganda. Final exams and national school is still a multiple choice questions.
Bila target kompetensi yang ingin dicapai, evaluasinya tentu lebih banyak pada praktik
atau soal uraian yang mampu mengukur seberapa besar pemahaman dan kompetensi
siswa. When the target competencies to be achieved, the evaluation of course more in the
practice or about description that is able to measure how much understanding and
competence of students.
Meski baru diujicobakan, toh di sejumlah sekolah kota-kota di Pulau Jawa, dan kota
besar di luar Pulau Jawa telah menerapkan KBK. Although only tested, yet in some
schools the cities in Java, and major cities outside Java have been implemented CBC.
Hasilnya tak memuaskan. The result is not satisfactory. Guru-guru pun tak paham betul
apa sebenarnya kompetensi yang diinginkan pembuat kurikulum. Teachers did not
understand exactly what is desired competency curriculum makers. (sumber:
[Link]) (Source: [Link])
KTSP 2006 SBC 2006
Awal 2006 ujicoba KBK dihentikan. CBC trial was stopped early in 2006. Muncullah
Kurikulum Tingkat Satuan Pendidikan. Appear Education Unit Level Curriculum.
Pelajaran KTSP masih tersendat. Lessons SBC is still stagnant. Tinjauan dari segi isi dan
proses pencapaian target kompetensi pelajaran oleh siswa hingga teknis evaluasi tidaklah
banyak perbedaan dengan Kurikulum 2004. Review in terms of content and process of
achieving the target competency lessons by students to the technical evaluation is not
much difference with the Curriculum 2004. Perbedaan yang paling menonjol adalah guru
lebih diberikan kebebasan untuk merencanakan pembelajaran sesuai dengan lingkungan
dan kondisi siswa serta kondisi sekolah berada. The most prominent difference is the
more teachers are given the freedom to plan learning according to the environment and
the condition of students and school conditions are. Hal ini disebabkan karangka dasar
(KD), standar kompetensi lulusan (SKL), standar kompetensi dan kompetensi dasar
(SKKD) setiap mata pelajaran untuk setiap satuan pendidikan telah ditetapkan oleh
Departemen Pendidikan Nasional. This is due to the basic karangka (KD), competency
standards (SKL), the standard of competence and basic competencies (SKKD) each
subject for each educational unit has been established by the Ministry of National
Education. Jadi pengambangan perangkat pembelajaran, seperti silabus dan sistem
penilaian merupakan kewenangan satuan pendidikan (sekolah) dibawah koordinasi dan
supervisi pemerintah Kabupaten/Kota. So thresholded learning devices, such as the
syllabus and assessment system is the authority of the education unit (school) under the
coordination and supervision of district governments. (TIAR) (TIAR)
