CHAPTER I INTRODUCTION A.

Background The making of school based curriculum is the process of creating The Grand Design of education which accommodates the local values and is based on the schools point of view. The existence of local contents does not mean to emerge a narrow fanatic, but to enrich educational models in order to reach the objective of national education. Curriculum is a set of plans and orders on the objective, contents and teaching materials and strategies functioning as a guide on accomplishing the learning activities to achieve a given educational objective. This objectives include the national objectives which promote the local, conditions and local potentials, eduacational institutions and students as well. Therefore, the curriculum is designed by an educational institution to enable the equality between the educational programs and the local needs and potentials. The goal of national education can only be achieved by the good education administration. The education administration includes at least 6 principles: 1. Historical principle. It prepares educators and learners through past experiences (success that has been achieved), by the use of laws and regulations, limits and constraints. 2. Sociocultural principle. It provides cultural frames because culture and education have mutual relationship that can be developed by bequeathing to the next generation through formal and informal education. 3. Economy principle. It gives a perspective on human potentials and finance, matrials and preparations which manage the resources and be responsible for its expenditure.

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4. Political and administrative principle. This priciple gives ideological frame used as the base for gaining the plans and objectives designed before. 5. Psychological principle. It provides school with information about students, teachers, methods, evaluation, measurement and guidance. Additionally, it guides and control the overall system and other principles. School Based Curriculum development at SMA 3 Semarang does not only refers to the national standard of education (content standard and graduates competent standard), and the principles of educational administration, but also concerns the students needs to improve comprehension and to apply their knowledge for the purpose of pursuing higher education either in Indonesia or abroad. B. Fundaments The curriculum of State Senior High School 3 Semarang is based on the following laws and regulations: 1. The Republic of Indonesias Law Number 20 Year 2003 on the National Education System. The regulations on KTSP are written in Article 1 verse (19); Aricle 18 verses (1), (2), (3), (4); Article 32 verses (1), (2), (3); Article 35 verse (2); Article 36 verses (1), (2), (3), (4); Article 37 verses (1), (2), (3); Article 38 verses (1), (2). 2. The Republic of Indonesias Regulation Number 19 Year 2005 on the National Standards of Education. The regulations on the KTSP are written in Article 1 verses (5), (13), (14), (15); Article 5 verses (1), (2); Article 6 verse (6); Article 7 verses (1), (2), (3), (4), (5), (6), (7), (8); Article 8 verses (1), (2), (3); Article 10 verses (1), (2), (3); Article 11 verses (1), (2), (3), (4); Article 13 verses (1), (2), (3), (4); Article 14 verses (1), (2), (3); Article 16 verses (1), (2), (3), (4), (5); Article 17 verses (1), (2); Pasal Article 18 verses (1), (2), (3); Article 20. KTSP SMA 3 SEMARANG 2

3. The Regulation of the National Education Minister Number 22 Year 2006 (Content Standard) The Content Standard includes the materials and competency level to reach the graduate competency at a certain grade and type of education. The standard also covers the basic frame and curriculum structure, the competency standards (SK) and the basic competency (KD) of each subject in a semester at any type and grade of the basic and secondary education. 4. The Regulation of the National Education Minister Number 23 Year 2006 (Graduate Competency Standards) The Graduate Competency Standards (SKL) refer to the qualifications of graduates abilities which covers attitudes, aptitudes, and skills. C. Definition 1. Curriculum is a set of plans and orders which cover the objective, contents and teaching materials and strategies functioning as a guide on accomplishing the learning activities to achieve a given educational objective. 2. KTSP is the working curriculum designed and accomplished by an educational institution (school). It includes the institutions the institution. 3. An educational institution is a unit of formal, informal and non-formal education at any educational level. 4. Belonging to the secondary education are Senior Secondary School (SMA), Religious Senior Secondary School (MA), Vocational Secondary School (SMK), Religious Vocational Secondary School (MA), and other equal schools. 5. The National Standard on Education means the minimum criteria of education system in all over areas under the Republic of Indonesia. goal, structure and curriculum content, academic calender, and syllabus of

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6. The Borad of National Standard on Education (BNSP) is an indpendent board whose duty is developing, monitoring, and evaluating the national standard of education. 7. Content Standard is the coverage of materials and competency levels which are described as competency criteria of the graduates, materials, subjects, and syllabus which students must fulfill at a certain educational level. 8. Syllabus is a learning activity plan designed for a particular subject or topic which covers the basic competency standard, material, learning activities, resources. 9. Competency means the ability to behave, think, and act consistently as the implementation of students knowledge, attitude, and skill. 10.Graduates Competency is the proficiency of the graduates which includes attitude, knowledge, and skill. This competency covers all subjects or groups of subjects. 11.Cluster Competency Standard is described as students minimum proficiency on a group of subjects which covers the groups of religion, civics and personalities, sciences and technology, asthetics, sports and phisical education. 12.Subject Competency Standard is described as students minimum proficiency achieved in a particular subject at each level and each semeter. 13.Competency Standard is students minimum proficiency which describes the mastery of attitude, knowledge, and skill achieved at each level each semester. This competency consists of a number of basic competencies as a main reference nationally. 14.Basic competency is a number of proficiencies that students should possess in a particular subject as a reference to inscribe the competency indicator. 15.Study load is described as the form of time allotment that students require to attend classes through class session, structured assignment indicators, evaluation, time allotment and learning

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and unstructured independent study to achieve the graduates competency standard. 16.Class session is class learning activities in which interaction exists amongs students, learning materials, teachers, and the environment. 17.Structured Assignment means learning activities designed by teachers used to deepen learning materials and to support the competency achievement during the class session. Such an assignment belongs to either remedial or enrichment or acceleration. The assignment completion is determined by the teachers. 18.Unstructured independent study means learning activities designed by teachers used to deepen learning materials and to support the competency achievement during the class session, but the assignment completion is determined by the students themselves 19.Academic calendar is time management for students learning activities within an academic year. The calendar covers the beginning of the academic year, effective week, effective study time and holidays. 20.Effective week is the number of weeks for effective learning activities annualy. Minggu efektif adalah jumlah minggu kegiatan pembelajaran untuk setiap tahun ajaran pada setiap satuan pendidikan. 21.Curriculum Structure refers to the mapping of subjects that students should finish during their study time. The subject mapping is devided into five clusters. They are groups of religion, civics and personalities, sciences and education. D. The Goal of KTSP Compilation Tujuan Penyusunan KTSP The goals of KTSP compilation of SMA 3 Semarang are as follows. 1. To make a plan consisting of objectives, contents and teaching materials and methods used to be a guide for administering the administration learning activities to reach the educational goal. technology, aesthetics, and sports and physical

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2. To determine the indicators for educational succes The education at SMA 3 Semarang is succesful if the learning process is able to create students behaviour which is in accordance with educational goal. The behaviour is , additionally, measurable by the use of test and non test methods. The learning process is effective if it evolves good planning and preparation, creativity, multi methods and multi media as well. The success of education administration should be well managed in order to meet: a. The need of the local and global community b. The need of students in order to prepare themselves for pursuing higher education in the global world. 3. To prepare a guide used as a parameter of learning activities through the principle of contiuous improvement. 4. To develop hidden Curricullum in order to develop students potentials in all aspects both inside and outside schools. E. Priciple of KTSP Development The School Based Curriculum of SMA 3 Semarang is developed based on the following principles. 1. Potential, development, need, and environment oriented Curriculum is developed on the consideration that based on the principles of students own their ability to develop their potential in order to be faithfull and religious human being, performing good deeds, healthy, knowledgeable, skillful, creative, independent, and responsible citizens. To support this principle, the student development is created in accordance with the students potential, development, necessity and environmental demands. 2. Diversified and integrated The curriculum is developed by considering students characteristic diversity, local condition, and educational level regardless religious, ethnic, cultural, custom, gender, and social economic differences. KTSP SMA 3 SEMARANG

The curriculum includes compulsory content, local content, and personal development integratively. All of these should be interrelated and continued meaningfully. 3. Responsive to the development of science, technology and arts Curriculum is developed based on the awareness that science, technology, and arts develop dynamically so that the soul and curriculum contents should encourage students to catch up with and make use of the science, technology and arts development. 4. Relevant to the life needs The curriculum development is accomplished by involving the stakeholders to guarantee the education relevance to the life needs, including the social, business and work skills are compulsory. 5. Comprehensive and continuous The curriculum substance covers the competency dimension, life. Therefore, the development of individual, thinking, social, academic, and vocational

knowledge and subject which are planned and presented continuously amongs all education levels. 6. Life-long learning Curriculum is geared to the process of students development and empowerment which go on lifetime. The curriculum reflects interconnectivity amongs the components of formal, informal, and non-formal education considering the environmental condition and demands which continuously evolve. 7. National and local interest balance The curriculum development should consider both the national and local interests to build society and nation life. Both the national and local interests should complement and empower each other in line with the motto Unity in Diversity under the Republic of Indonesia.

KTSP SMA 3 SEMARANG

CHAPTER II VISION, MISSION AND OBJECTIVES A. Vision Prominent in Quality, Possesing Strong Characters Based on the National Culture B. Mission 1. To conduct multimethod and multimedia learning under students to develop their potentials effectively 2. To encourage and assist students acknowledge their potentials so that they are able to develop optimally and possess life skills. 3. To grow deep understanding towards their religious beliefs and to perform good behaviour so that this can be excellent values for their acts. 4. To nurture a competitive atmosphere to be the best. 5. To encourage the school-community members to improve their English and to build up their reading and writing habits. 6. To apply a participatory management by involving all schoolcommunity members and stakeholders for the purpose of the school quality improvement. 7. To encourage the school-community members to build up an effective communication in order to create a conducive atmosphere. 8. To grow arts and culture appreciation so that it can produce wellperforming attitude in the society. the

Information and Communication Technology (ICT) base to foster

C. Essential Value 1. Religious 2. Honesty and Integrity 3. Focus on customers

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4. Competent, Friendly and Pleasant 5. Creative and Innovative

6.

Continuous Learning

D. Strategies 1. Implementing multi methods and multi media in Information and Communication Technology (ICT) based learning. (Quality) 2. Encouraging and supporting each learner to identify his/her potential by implementing guidance effectively so that each student gets optimum development and has life skill. ( Quality & Personality) 3. Developing understanding of religious belief and supreme morality that can be the source of wisdom of taking action through religious and social activities. ( Personality ) 4. Developing cooperative and competitive culture intensively with the spirit of superiority by constantly standing on and simultaneously integrating in developing the faith and personality through regular and extracurricular activities ( Quality and Personality ) 5. Encouraging school citizens to improve English competency and reading and writing culture through extracurricular activities such as TOEFL, ECC, science creativity competition and English Day. ( Quality, Culture ) 6. Implementing participative management involving all school citizens and stakeholder in order to improve the quality of education through effective communication. (Quality) 7. Encouraging school citizens to develop effective communication so that conducive organization culture can be created through teachers meeting, staff and teachers official meeting, students organization and students representation. (Culture)

KTSP SMA 3 SEMARANG

8. Developing apperception and appreciation of national arts and culture in order to create polite attitude and behaviour in society through arts and culture regular and extracurricular activities. (Culture) 9. Conducting research and analysis on institutional improvement level and determining the follow-up continuously through internal and external audit.(Quality)

E. Objectives Preparing students to be able to reach the following competencies. 1. Possessing good moral, honesty, and committed religious belief. 2. Possessing scientific senses, problem solving and discovery skill to help them develop strategic life skills approprately. 3. Becoming independent life-long learners by utilizing their research, organizing, and information processing skills for their current and future life. 4. Being responsible and disciplined individuals in accomplishing duties by making use of accurate strategies consistently. 5. Becoming creative thinkers who are curious to research any inventions with new and creative ideas. 6. Understanding personal strengths and weaknesses in order to be able to cooperate with other people regarding his post as a member or leader of a particular community. 7. Possessing sufficient ability to utilize information and technology devices for supporting their study. 8. Having a sound English proficiency as the important support for gaining science and technology in the competitive global world.

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9. Having reading and writing habits in order to support their writing skill so that they can create readable qualified writings. 10.Mastering the study subjects entirely to be able to pass the National Examination and deserve international certificates sucesfully. 11.Being able to appreciate and express the values of Indonesian arts and culture which are reflected in their behaviours. thoughts, attitudes, and

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CHAPTER III BASIC FRAME, THE GRADUATES COMPETENCY STANDARD, STRUCTURE AND CURRICULUM CONTENTS

A. The Curriculum Basic Frame The Government Regulation Number 19/2005 on The National Education Standards Article 6 verse 1 states that the curriculum for general, vocational, and specific education at he level of basic and secondary education consists of five subject clusters as follows. 1) Cluster of religion and good deeds 2) Cluster of civics and personality 3) Cluster of scince and technology 4) Cluster of aesthetics 5) Cluster of sports and physical education The fllowings are the coverage of those five clusters. Berikut ini cakupan kelima kelompok mata pelajaran tersebut di atas No 1. Subject Clusters Religion and Good Deeds Coverage Religion and Good Deeds cluster aims at generating religious and well-behaved students. Good Deeds include ethic, manner, and moral as the implementation of religion. (Religious Education, B. Indonesia , Javanese )

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No 2.

Subject Clusters Civics and Personality

Coverage Civics and Personality cluster is intended to improve students awareness and unsderstanding about status, right and obligation in the society and nation life. The awareness and understanding cover the undestanding about nation, patrotism, human rights, nation diversity, environmental conservation, gender equality, democration, social responsibility, law and tax awareness, anti-corruption, collution, and nepotism. (Civics, History)

3.

Science and Science and Technology cluster aims at Technology improving students competencies on the science and technology by emphasizing scientific, critical, creative thinking and independent attitude in order to be able to compete in the global world through ICT and English supports. (Mathematics, Subjects with special characteristics of the program, ICT) Aesthetics Aesthetics cluster is meant to improve sensitivity, expression sense, and appreciation to beauty and harmony. The ability in appreciating and expressing beauty and harmony will result in life enjoyment and gratefulness with which is useful for social life harmoniously. ( Arts and Culture) Sports and Physical Education cluster aims at enhancing phisical potentials, and nurturing sportive, disciplined, cooperative and healthy life. The culture of healthy life covers the awareness, attitude and habits either individually or collectively such as free sex, drug abuse, HIV/AIDS, dengeu fever, and other potential-spreading diseases. (Physical and Health education)

4.

5.

Sports and Physical Education

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B. Graduates Competency Standard Based on the education objective and coverage of the subject cluster, SMA 3 Semarang determines the Graduates Competency Standard as the followings. Subject Mata Pelajaran 1. Islamic Religion Graduates Competency Standard Standar Kopetensi Lulusan 1. Comprehending the Holy Quran verses which have relation to the human duty as khalifah, democration, and the development of science and technology. 2. Improving iman to Allah till Qadha and Qadhar through the understanding about the traits and Asmaul Husna. 3. Being well-behaved such as hasnuzzhan and taubat and leaving bad behaviour such as isyrof, tabzir and fitnah 4. Comprehending Islamic laws, taklifi laws, muamalah laws, and Islamic family laws. 5. Understanding Prophet Muhammad history during the Mecca and Medina period. Understanding the growing of Islam in Indonesia and all over the world. 2. Christianity 1. Implement ing christianity values in getting in touch with people and in making social life. 2. Responding various kinds of modern lifestyle, culture changes, development of science and technology by referring to Christianity. 3. Being responsible as Christian believers in the church, social and nation life. 4. Conveying peaceful news and becoming peace and prosperity messengers.

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3. Catholic

1. Students are able to elaborate their understanding about themselves as men and women and as Allah creatures who possess intelligence and conscience to think critically and to act sensibly. 2. Students are able to elaborate their understanding about Jesus Christ written in the Bible and taught in Church and to implement the teachings in daily life. 3. Students are able to elaborate their understanding about Churh, its functions and characteristics, and its relation to the environment. Students are also to understand how live togethe with the Church. 4. Students are able to elaborate their understanding about the Church functions which are continuing Jesuss massenger to convey the Gods Kingdom, and to get involved in the messenger through improving human rights and maintaining the Gods Kingdom values such as honesty, justice and the well-maintained environment.

4.

Pendidikan Hindu

Agama

1. Memahami Atman sebagai sumber hidup, Hukum Karma dan Punarbhawa, dan ajaran Moksa sebagai tujuan tertinggi 2. Memahami sifat-sifat Tri Guna dan Dasa Mala, ajaran Tat Twam Asi, Catur Warna, Catur Asrama, dan Catur Purusartha 3. Memahami tata cara persembahyangan, pelaksanaan Yadnya dalam kehidupan, dan perkawinan menurut Hindu (Wiwaha) 4. Memahami pokok-pokok ajaran Weda (Weda Sruti dan Smerti) sebagai sumber hukum Hindu

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5. Memahami struktur, hakikat pelestarian kesucian tempat suci

dan

6. Memahami perhitungan hari-hari suci menurut Hindu 7. Memahami kepemimpinan Niti Sastra dan hakekatnya menurut dan

8. Memahami proses penciptaan pralaya alam semesta

9. Memahami nilai-nilai budaya Dharma Gita, seni keagamaan Hindu dan sejarah perkembangan agama Hindu di India dan negara lainnya 5. Pendidikan Buddha Agama 1. Beriman kepada Tuhan Yang Maha Esa dan Tri Ratna dengan mengetahui fungsi serta terefleksi dalam moralitas (sila), meditasi (samadhi), dan kebijaksanaan (panna) 2. Memiliki kemampuan untuk memahami dan meyakini hukum alam 3. Membaca Paritta dan Dhammapada serta mengerti artinya 4. Beribadah (kebaktian) dengan baik dan benar sesuai dengan tuntunan masingmasing aliran 5. Meneladani sifat, sikap dan kepribadian Buddha, Bodhisattva, dan para siswa utama Buddha 6. Memiliki kemampuan dasar berpikir logis, kritis, dan kreatif untuk memecahkan masalah 7. Memahami sejarah kehidupan Buddha Gotama 8. Memahami peran agama kehidupan sehari-hari dalam

9. Memiliki bekal pengetahuan dan kemampuan untuk melanjutkan pendidikan di perguruan tinggi

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6. Civics

1. Understanding the essence of Nation and the country of the Indonesian Republic. 2. Analizing positive attitude towards the law enactment, national court, and anti-corruption acts. 3. Analizing the Human Right patterns of and active participation for the Human Rights improvent, respect, and enactment both in Indonesia and abroad. 4. Analyzing the zitizens role and rights. 5. Analyzing the culture of democration, constitution, countrys sovereignty, transparency, and justice in Indonesia. 6. Evaluating the international relation and international law system. 7. Evaluating political and social attitude based on the Pancasila and Constitution (UUD 1945) 8. Analyzing the role of Indonesia in political and regional and international relation, and other golbal cooperations. 9. Analyzing the international law system, international conflicts, and international court. 10.Evaluating the press democratic society. role in a

7. Bahasa Indonesia

Science and Social Programs Program IPA dan IPS 1. Mendengarkan Memahami wacana lisan dalam kegiatan penyampaian berita, laporan, saran, berberita, pidato, wawancara, diskusi, seminar, dan pembacaan karya sastra berbentuk puisi, cerita rakyat, drama, cerpen, dan penggalan novel dalam bentuk tuturan langsung, atau melalui media audio visual

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2.

Berbicara

Menggunakan berbagai keterampilan lisan untuk mengungkapkan pikiran, perasaan, dan informasi dalam kegiatan berkenalan, diskusi, bercerita, presentasi hasil penelitian, serta mengomentari pembacaan puisi dan pementasan drama dengan struktur atau ragam bahsa yang baik dan benar 3. Membaca Menggunakan berbagai keterampilan membaca untuk memahami wacana tulis teks nonsastra berbentuk grafik, tabel, artikel, tajuk rencana, teks pidato, serta teks sastra berbentuk puisi (lama dan baru) , hikayat, novel, biografi, puisi kontemporer, karya sastra berbagai angkatan dan sastra Melayu klasik 4. Menulis Menggunakan berbagai keterampilan menulis untuk mengungkapkan pikiran, perasaan, dan informasi dalam bentuk teks narasi, deskripsi, eksposisi, argumentasi, teks pidato, proposal, surat dinas, surat dagang, rangkuman, ringkasan, notulen, laporan, resensi, karya ilmiah dengan penalaran dan struktur atau ragam bahasa yang baik dan benar, dan berbagai karya sastra berbentuk puisi, cerpen, drama, kritik, dan esai, autobiografi, biografi, dan karya sasatra (drma, cerpen, puisi) Program Bahasa 1. Mendengarkan Memahami wacana lisan dalam kegiatan pidato, ceramah/khotbah, wawancara, diskusi, dialog, penyampaian berita, presentasi laporan

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2. Berbicara Menggunakan wacana lisan untuk mengungkapkan pikiran, informasi, dan pengalaman dalam kegiatan presentasi hasil penelitian, laporan pembacaan buku, dan presentasi program, bercerita, wawancara, diskusi, seminar, debat, dan pidato tanpa teks 3. Membaca Menggunakan berbagai jenis membaca untuk memahami wacana tulis berbentuk esei, artikel, dan biografi 4. Menulis Mengungkapkan pikiran dan informasi dalam wacana tulis berbentuk teks deskripsi, narasi, eksposisi, persuasi dan argumentasi, ringkasan/rangkuman, laporan, karya ilmiah, makalah, serta surat lamaran 5. Kebahasaan Memahami dan menggunakan berbagai komponen kebahasaan, baik fonologi, morfologi, maupun sintaksis dalam wacana lisan dan tulis 8. English 1. Listening Understanding meanings in the oral interpersonal and transactional discourses, short functional texts, and spoken monologue in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts. 2. Speaking Expressing meanings orally in the interpersonal, and transactional discourses, short functional texts, and spoken monologue in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts

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3. Reading Comprehending meanings in the written forms interpersonal, and transactional discourses, short functional texts and essay in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts to access knowledge. 4. Writing Expressing meanings in the written forms of the interpersonal, and transactional discourses, short functional texts, and many kinds of genres; recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts Language Program 5. Listening Understanding meanings of the oral interpersonal and transactional formal and informal discourses within many kinds of genres; recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the fields of academic, and popular and auhentic literary work. 6. Speaking Expressing meanings orally through interpersonal and transactional formal and informal discourses within many kinds of genres; recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the fields of academic, and popular and auhentic literary work.

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7. Reading Comprehending meanings in the written forms of the interpersonal and transactional formal and informal discourses within many kinds of genres; recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the fields of academic, and popular and auhentic literary work. 8. Writing Expressing meanings in the written forms through the interpersonal and transactional formal and informal discourses, short functional text and essay in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the fields of academic, and popular and auhentic literary work. 9. Bahasa Jawa Listening 1. Understanding, responding and expressing non-literature spoken discourse in the form of news item, announcement and speech.. 2. Understanding and responding various literature spoken discoursein the form of short story, folktales and puppet story.

Speaking 1. Communicating through conversation and dialogue with old people or older people that suits the context of conversation and appropriate Javanese manner. 2. Possessing the ability to deliver speech by using appropriate pronunciation, intonation, and rhythm that suits various Javanese manner. 3. Expressing interesting or impressive things of literature that they read. 4. Singing Macapat song..

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Reading 1. Translating Javanese reading text into latin letters. 2. Inserting sentence freely into cloze passage. 3. Answering reading comprehension questions about Javanese culture (Javanese wedding culture) correctly. 4. Appreciating short story and poetry. Writing 1. Writing text about Javanese culture(drama). 2. Summarizing non-literature text (deductiveinductive paragraph). 3. Developing ideas in the form of poetry.. 4. Writing daily events in the form of aphorism and riddle. 10. Mathematics Science Program 1. Understanding mathematic statements and their negations, determining the corrects values of compound and contour statements, and applying mathematic logical priciples in solving problems. 2. Finishing problems concerning with quadratic rules, square root and logaritm, simple algebra function, quadratic function, exponential function, logarithm function and its graph, composition and inversion function, quadratic equation and inequation, circle its equation, mutiple figures, devision algoritm and theorema, linear program, matrix and determinant, vector, geometrical transformation and its composition, row and array, and their usages for soling problems. 3. Determining position, distance and angle related to dot, line and plain in a three dimensional room and how to use it in solving problems. 4. Understanding the concpets of comparison, function, equation, trigonometrical remarks, sinus and cosinus formulas, the total and difference of two angles,

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multiplication formula of sinus and cosinus, and formula a.cosx+b.sinx and using them to solve problems. 5. Understanding the limit of algebra and trigonometrical functions, their characteristics, derivational function, extreme value, defined and undefined integral, and algebra and troigonometrical functions 6. Understanding and presenting data in the forms of tables, diagrams, figures, graphs, and ogive, position and size of spread, permutation, combination, and opportunity. 7. Possessing respecting attitutede to mathematics and its use in life. 8. Possessing logical, analytical, sistematic, critical, creative and cooperative thingking, Social Program 1. Undestanding mathematic statements and their negations, determining the corrects values of compound and contour statements, and applying mathematic logical priciples in solving problems. 2. Solving problems concerning with quadratic rules, square root and logaritm, simple algebra function, quadratic function, exponential function, logaritm function and its graph, composition and inversion function, quadratic equation and inequation, linear program, matrix and determinant, vector, geometrical transformation and its composition, row and array, and their usages for solving problems. 3. Determining position, distance and angle related to dot, line and plain in a three dimensional room and how to use it in solving problems. 4. Understanding the concpets of comparison, function, equation, trigonometrical remarks, sinus and cosinus formulas, the total and KTSP SMA 3 SEMARANG 23

difference of two angles, multiplication formula of sinus and cosinus, and using them to solve problems . 5. Understanding the limit of algebra and trigonometrical functions, their characteristics, derivational function, extreme value, defined and undefined integral, and algebra and trigonometrical functions 6. Understanding and presenting data in the forms of tables, diagrams, figures, graphs, and ogive, position and size of spread, permutation, combination, and opportunity. 7. Possessing respecting attitutede to mathematics and its use in life. 8. Possessing logical, analytical, sistematic, critical, creative and cooperative thingking. Language Program 1. Undestanding mathematic statements and their negations, determining the corrects values of compound and contour statements, and applying mathematic logical priciples in solving problems related to composite proposition and quantirized proposition. 2. Solving problems concerning with quadratic rules, square root and logaritm, simple algebra function, quadratic function, exponential function, logaritm function and its graph, composition and inversion function, quadratic equation and inequation, linear program, matrix and determinant, vector, geometrical transformation and its composition, row and array, and their usages for solving problems. 3. Determining position, distance and angle related to dot, line and plain in a three dimensional room and how to use it in solving problems. KTSP SMA 3 SEMARANG

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4. Understanding the concpets of comparison, function, equation, trigonometrical remarks, sinus and cosinus formulas, the total and difference of two angles, multiplication formula of sinus and cosinus, and formula a.cosx+b.sinx. 5. Understanding the limit of algebra and trigonometrical functions, their characteristics, derivational function, extreme value, defined and undefined integral, and algebra and trigonometrical functions 6. Understanding and presenting data in the forms of tables, diagrams, figures, graphs, and ogive, position and size of spread, permutation, combination, and opportunity. 7. Possessing respecting attitutede to mathematics and its use in life. 8. Possessing logical, analytical, sistematic, critical, creative and cooperative thingking. 11. Physics 1. Conducting an experiment such as formulating problem, proposing and testing hypothesis, determining variable, designing and assembling instruments, collecting, processing, and interpreting data, drawing conclusions, and presenting the result in written and oral report. 2. Understanding measurement principles and measuring phisics scales directly or indirectly with a high level of accuracy, and objecivity. 3. Analyzing the natural phenomena and their regularity realted to the mechanic of object, energy eternalness, impulse and momentum. 4. Describing the principle and concept of calor conservation, the ideal gas nature, fluid and its change interms

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of thermodinamical law and its applcation in a calor machine. 5. Applying the principle and concept of optics and waves in life the technologycal products. 6. Applying the concepts and principles of electricity and magnetism in the problem solving and technological products 12. Biology 1. Formulating problems, proposing and testing hypothesis, determining variable, designing and assembling instruments, utilizing tools to observe and measure accurately, collecting, processing, and interpreting data, drawing conclusions, and presenting the result scientifically in written and oral reports. 2. Understanding biodiversity and its classification, roles for human beings, and conservation efforts. 3. Analyzing the relationship amongs ecosystem components, material change and energy, and the humans role in the ecosystem balance. 4. Understanding the concept of cell and contour, interrealtionship between the organs structure and function, the organ systems possible disfunctions and deseases, and its implication on science, technology, environment, and society. 5. Understanding factors affecting the plants grow and movement of plant, the process metabolism, heredity, and evolution and their implication. 6. Understanding the basic principles of biotechnology and their implication on science, technology, environment, and society.

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13. Chemistry

1. Conducting an experiment such as formulating problem, proposing and testing hypothesis, determining variable, designing and assembling instruments, collecting, processing, and interpreting data, drawing conclusions, and presenting the result in written and oral report. 2. Understanding the basic law and its applications, calculations and measurements, chemical reactions realted to kinetic, balance, mass and energy ... 3. Understanding characters of acidbase , buffer, hydrolysis, Ksp, coloid mix, electrolit-non elektrolit emulsion, including its measurement and use. 4. Understanding the concept of oksidation-reduction and chemical electro and its use in electrical energy production, metal corrosion, and substance separation (electrolysis). 5. Understanding molecul structure, function cluster, and organic compound reaction, including benzena and its derivation, fat, carbohydrate, protein, polimer and its use in life. 6. Understanding the characteristics of halogen substance, alkali metal, alkali, the third period, the forth period of metal transition, and the use of important substances or compound in daily life 7. Understanding the characteristics of
radioactive substance, nuclear reaction, the use and the danger of radioactive substance.

14. History

1. Understanding the scope of history 2. Applying the principles of historical researches. 3. Analyzing the Indonesian preilliterate and illiterate community

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4. Analyzing the early life of Indonesian community which covers the civilization, origin and spread all over Nusantara/Indonesia Science Program 1. Analyzing the era development of traditional countries including Hinduism, Buddhist and Islam in Indonesia 2. Comparing the developoment of Indonesian society during the DutchHindia colonialization, and Japanese occupation 3. Analyzing the advent and growth process of nationalism in Indonesia 4. Reconstructing the Indonesian community development since the proclamation of indpendendence till the led democration period. 5. Reconstructing the administration change from the Independence era (1945-1955), the guided democration (1955-1967), the New Orde Administration (1967-1988) untill the Refomation era (1988-now). 6. Reconstructing the society development during the new orde 7. Analyzing the science and technology development from the World War II till the latest technology development. V Social Sciences 1. Analyzing the early life of the Indonesian civilization and other countries all over the world and the origin of the Indonesian people. 2. Analyzing the Indonesian development during the traditional era including the development of culture, religion, the HinduBuddhist-Islamic governmental system, and their interaction with the local culture.

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3. Analyzing the history of the Dutch and Japanese colonialism era concerning the economic, demographic and social change. 4. Analyzing the effect of political and revolutions in the world (French, American and Russian revolutions) on the Indonesian social, economic and political change. 5. Analyzing events surrounding the Proclamation of Independence, the Republic of Indonesias formation, and the Constitution 1945s making. 6. Analyzing the society deveploment which covers political movements (the advent of educational and nationalism actions), the ideals of independent countries, etc. since the age of Hindu-Budhist kingdoms, Islamic kingdoms and the administration of Dutch, British, and Japanese occupation. 7. Analyzing the struggle for the NKRIs independence and unity from disintegration menace due to some rebels such Madiun Communist 1948, DI/TII, Permesta, Andi Azis, RMS, PRRI, and September 30 Action/Indonesian Communist Party. 8. Analyzing the development of the Indonesian society from the Independence era till the reformation era. This goes through the Led Democration administration (1955-1967), the Pancasila/New Orde Administration (1967-1988), and the Refomation era (1988-now). Language Program 1. Menganalisis kehidupan masyarakat Indonesia periode kerajaan-kerajaan tradisional, yang meliputi masa kerajaan Hindu-Buddha dan Islam

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2. Menganalisis perkembangan bahasa dan karya sastra masa kebudayaan Hindu-Buddha dan Islam 3. Menganalisis perkembangan masyarakat dan bahasa, karya sastra masa pemerintahan kolonial Hindia Belanda 4. Menganalisis proses kelahiran dan perkembangan nasionalisme Indonesia 5. Merekonstruksi perkembangan masyarakat Indonesia periode Proklamasi (1945-1955), Orde Lama (1955-1967), Orde Baru (1967-1998), dan Reformasi (1998 -) mreliputi perkembangan politik, ekonomi, sosial, bidang budaya, bahasa, dan karya sastra 15. Geografi 1. Memahami hakikat, objek, ruang lingkup, struktur, dan pendekatan Geografi 2. Mempraktekkan keterampilan dasar peta dan pemanfaatan pada citra penginderaan jauh 3. Memahami pemanfaatan citra dan SIG sebagai wahana memvisualkan geosfer 4. Menganalisis dinamika dan kecenderungan perubahan unsurunsur geosfer serta dampaknya terhadap kehidupan di muka bumi 5. Memahami pola dan aturan tata surya dan jagad raya dalam kaitannya dengan kehidupan di muka bumi 6. Memahami sumber daya alam dan pemanfaatannya secara arif 7. Menganalisis pemanfaatan dan pelestarian lingkungan hidup dalam kaitannya dengan pembangunan berkelanjutan

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8. Menganalisis konsep wilayah dan pewilayahan dalam kaitannya dengan perencanaan pembangunan wilayah, pedesaan dan perkotaan, serta negara maju dan berkembang 9. Menganalisis persebaran lokasi industri 10.Menganalisis aglomerasi dan kawasan industri 16. Sosiologi 1. Memahami sosiologi dan antropologi sebagai ilmu yang mengkaji hubungan masyarakat dan lingkungan 2. Memahami proses interaksi sosial, nilai sosial di dalam masyarakat dan norma yang mengatur hubungan tersebut serta kaitannya dengan dinamika kehidupan sosial 3. Mengidentifikasi kegiatan bersosialisasi sebagai proses pembentukan kepribadian 4. Mengidentifikasi berbagai perilaku menyimpang, anti social, dan pengendalian sosial dalam masyarakat 5. Menganalisis hubungan antara struktur dan mobilitas sosial dalam kaitannya dengan konflik social dan integrasi sosial 6. Mendeskripsikan berbagai bentuk kelompok sosial dan perkembangannya dalam masyarakat yang multikutural dan dinamika kehidupan 7. Menjelaskan proses perubahan sosial pada masyarakat dan dampaknya terhadap kehidupan masyarakat 8. Menjelaskan hakikat dan tipe-tipe lembaga sosial dan fungsinya dalam masyarakat 9. Melakukan penelitian sosial secara sederhana dan mengkominukasikan hasilnya dalam tulisan dan lisan

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17. Seni Budaya

Seni Tari 1. Mengapresiasi dan mengekspresikan karya seni tari kreasi bentuk tari tunggal atau berpasangan/kelompok dalam konteks budaya masyarakat daerah setempat 2. Mengapresiasi dan mengekspresikan karya seni tari kreasi bentuk tari tunggal atau berpasangan/kelompok dalam konteks budaya masyarakat Nusantara 3. Mengapresiasi dan mengekspresikan karya seni tari kreasi bentuk tari tunggal atau berpasangan/kelompok mancanegara (NonAsia) dalam konteks budaya masyarakatnya. Seni Rupa (Program IPA) 1. Mengapresiasi dan mengekspresikan karya seni rupa terapan dengan memanfaatkan teknik dan corak daerah setempat dan Nusantara 2. Mengapresiasi dan mengekspresikan karya seni terapan dengan memanfaatkan teknik mistar dan proyeksi dengan mempertimbangkan fungsi dan corak seni rupa terapan Nusantara dan mancanegara 3. Mengapresiasi dan mengekspresikan karya seni rupa murni dan terapan (modern/ kontemporer) yang dikembangkan dari beragam unsur, corak dan teknik seni rupa Nusantara Seni Rupa (Program IPS dan Bahasa) 1. Mengapresiasi dan mengekspresikan karya seni rupa terapan dengan memanfaatkan teknik dan corak daerah setempat dan Nusantara 2. Mengapresiasi dan mengekspresikan karya seni kriya dengan memanfaatkan teknik dan corak Nusantara dan mancanegara

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3. Mengapresiasi dan mengekspresikan karya seni rupa murni dan terapan (modern/kontemporer) yang dikembangkan dari beragam unsur, corak dan teknik seni rupa Nusantara 18. Pendidikan Jasmani, Olahraga dan Kesehatan 1. Mempraktekkan keterampilan permainan dan olahraga dengan menggunakan peraturan 2. Mempraktekkan rangkaian senam lantai dan senam alat serta nilainilai yang terkandung di dalamnya 3. Mempraktekkan pengembangan mekanik sikap tubuh, kebugaran jasnani serta aktivitas lainnya 4. Mempraktekkan gerak ritmik yang meliputi senam pagi, senam aerobik, dan aktivitas lainnya 5. Mempraktekkan kegiatan dalam air seperti renang, permainan di air dan keselamatan di air 6. Mempraktekkan kegiatan-kegiatn di luar kelas seperti melakukan perkemahan, penjelajahan alam sekitar, mendaki gunung, dan lainlain 7. Memahami budaya hidup sehat dalam kehidupan sehari-hari seperti perawatan tubuh serta lingkungan yang sehat, mengenal berbagai penyakit dan cara mencegahnya serta menghindari narkoba dan HIV 19. Teknologi Informasi dan Komunikasi 1. Memahami fungsi dan proses kerja berbagai peralatan teknologi informasi dan komunikasi yang ditopang oleh sikap cermat dan menghargai Hak Atas Kekayaan Intelektual 2. Menggunakan perangkat pengolah kata, pengolah angka, pembuat grafis, pembuat presentasi, pengolah database, bahasa pemrograman, multimedia dan animasi dengan

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variasi tabel, grafik, gambar dan diagram untuk menghasilkan informasi 3. Memahami prinsip dasar Internet/intranet, dasar jaringan local (LAN), Design web (dasar-dasar pemrograman HTML) dan menggunakannya untuk memperoleh informasi, berkomunikasi dan 20. Ekonomi 1. .Menganalisis permasalahan ekonomi dalam kaitannya dengan kebutuhan manusia dan sistem ekonomi 2. Mendeskripsikan kegiatan ekonomi produsen, konsumen, permintaan, penawaran dan harga keseimbangan melalui mekanisme pasar, biaya produksi, penerimaan, dan bentukbentuk pasar 3. Mendeskripsikan kebijakan pemerintah dalam bidang ekonomi dalam kaitannya dengan pendapatan nasional, konsumsi, tabungan dan investasi, uang ,inflasi, kredit dan perbankan 4. 4.Memahami pembangunan ekonomi suatu negara dalam kaitannya dengan ketenagakerjaan, APBN, perpajakan, pasar modal dan ekonomi terbuka 5. Menyusun siklus akuntansi perusahaan jasa dan perusahaan dagang 6. 6.Memahami fungsi-fungsi manajemen badan usaha, koperasi dan kewirausahaan. 7. Menjelaskan dan menerapkan metode kuantitatif dan masalah ekonomi. 8. Memahami siklus akuntansi dan menerapkan metode kuantiatif dalam akuntansi

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21. Bahasa Asing

Mendengarkan 1. Melafalkan huruf/kata/ frase dengan tepat 2. Membedakan bunyi huruf dari kosakata yang mirip 3. Mencocokkan ujaran dengan gambar. 4. Mencocokkan ujaran dengan tulisan. 5. Mencocokkan ujaran dengan huruf/ kata/frase yang tepat. 6. Mencocokkan gambar dengan isi wacana 7. Memilih jawaban tepat dari pilihan jawaban yang disediakan. 8. Menjawab mengenai isi wacana. 9. Menuliskan jawaban yang tepat 10. Melafalkan huruf/kata/ frase dengan tepat 11. Membedakan bunyi huruf dari kosakata yang mirip 12. Mencocokkan ujaran dengan gambar. 13. Mencocokkan ujaran dengan tulisan. 14. Mencocokkan ujaran dengan huruf/ kata/frase yang tepat. 15. Mencocokkan gambar dengan isi wacana 16. Memilih jawaban tepat dari pilihan jawaban yang sediakan. 17. Menjawab mengenai isi wacana. 18. Menuliskan jawaban yang tepat

Berbicara 1. Menirukan ujaran frasa/kalimat dengan tepat. 2. Memilih jawaban yang benar sesuai konteks. 3. Menjawab dengan benar sesuai konteks. 4. Menyampaikan informasi sederhana sesuai konteks. 5. Berdialog sesuai konteks. 6. Mengajukan pertanyaan sesuai konteks. 7. Menjawab pertanyaan sesuai konteks. 8. Menggunakan ungkapan dan sikap tubuh yang benar 9. Memilih jawaban yang benar sesuai konteks. 10. Menjawab dengan benar sesuai konteks. 11. Menyampaikan informasi sederhana sesuai konteks. 12. Berdialog sesuai tema. 13. Mengajukan pertanyaan sesuai konteks 14. Menjawab pertanyaan sesuai konteks 15. Menggunakan ungkapan yang tepat.

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Membaca 1. Menentukan bentuk wacana tulis. 2. Memilih tema wacana tulis. 3. Menjawab pertanyaan mengenai isi wacana. 4. Menafsirkan makna kata/ungkapan sesuai konteks. 5. Mencocokkan tulisan dengan gambar dsb. 6. Melafalkan kata/frasa /kalimat dengan tepat. 7. Membaca nyaring frasa /kalimat dengan intonasi dan lafal yang tepat. 8. Menentukan bentuk wacana tulis 9. Memilih tema wacana tulis 10. Menjawab pertanyaan mengenai isi wacana. 11. Menafsirkan makna kata/ungkapan sesuai konteks 12. Mencocokkan tulisan dengan gambar dsb. 13. Melafalkan kata/frasa /kalimat dengan tepat 14. Melafalkan kata/frasa /kalimat dengan intonasi yang tepat

MENULIS 1. Menulis huruf/ kata/frase dengan huruf yang tepat 2. Menentukan kosakata yang tepat sesuai konteks 3. Menyusun kata / frasa acak menjadi kalimat dengan struktur yang tepat 4. Menyusun frasa/kalimat acak yang tersedia menjadi wacana 5. Menulis wacana sederhana sesuai materi dengan tanda baca yang tepat 6. Menulis huruf/ kata/frase dengan huruf yang tepat 7. Menentukan kosakata yang tepat sesuai konteks 8. Menyusun kata / frasa menjadi kalimat dengan struktur yang tepat 9. Menyusun frasa/kalimat yang tersedia menjadi wacana 10. Menulis wacana sederhana mengenai identitas diri dengan tanda baca yang tepat

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C. Curriculum Structure and Contents of 1. Subjects The subject matter taught at SMA 3 Semarang is based on the curriculum structure written in the Standard of Contents Muatan mata pelajaran yang diberikan di SMA Negeri 3 Semarang sesuai dengan struktur kurikulum yang terdapat dalam Standar Isi

Grade X Components Time Allotment Semester 1 A. Subjects 1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. Physics 7. Biology 8. Chemistry 9. History 10. Geografy 11. Economics 12. Sosiology 13. Arts and Culture 14.Sports and Physical Education 15.Information and Communication Technology 16.Foreign Language Japanese /French B. Local Content - Javanese 2 2 2 2 4 4 5 3 3 3 1 2 3 2 2 2 2 2 2 2 4 4 5 3 3 3 1 2 3 2 2 2 2 2 Semester 2

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Components

Time Allotment Semester 1 Semester 2 2*) 44

C. Self Development Total

2*) 44

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Grade XI dan XII of the Science Department Alloted Time Components A. Subjects 1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. Physics 7. Chemistry 8. Biology 9. History 10. Arts and Culture 11.Sports and Physical Education 12. Information and Communication Technology 13. Craft/Foreign Languages - Japanese / French B. Local Content Javanese C. Self Development Total 2*) 44 2*) 44 2*) 44 2*) 44 2 2 4 5 5 5 5 5 1 2 2 2 2 2 2 2 4 5 5 5 5 5 1 2 2 2 2 2 2 2 4 5 5 5 5 5 1 2 2 2 2 2 2 2 4 5 5 5 5 5 1 2 2 2 2 2 Grade XI Smt 1 Smt 2 Grade XII Smt 1 Smt 2

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Grade XI dan XII of the Social Sciences Department

Time Allotment Components A. Mata Pelajaran 1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. History 7. Geografy 8. Economics 9. Sosiology 10. Arts and Culture 11. Sports and Physical Education 12. Information and Communication Technology 13. Craft/Foreign Languages - Japanese / French B. Local Content Javanese C. Self Development Total 2*) 44 2*) 44 2*) 44 2*) 44 2 2 2 2 2 2 2 2 2 2 4 5 5 3 4 6 3 2 2 2 2 2 4 5 5 3 4 6 3 2 2 2 2 2 4 5 5 3 4 6 3 2 2 2 2 2 4 5 5 3 4 6 3 2 2 2 Grade XI Smt 1 Smt 2 Grade XI Smt 1 Smt 2

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Grade XI dan XII of the Language Department

Time Allotment Components A. Subjects 1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. Indonesian Literature 7. Foreign Language 8. Anthropology 9. History 10. Arts and Cultre 11. Sports and Physical Education 12. Information and Communication Technology 13. Handicrafts B. Local Content Javanese C. Self Dvelopment Total 2*) 44 2*) 44 2*) 44 2*) 44 2 2 5 7 3 4 5 3 3 3 2 2 2 2 2 2 5 7 3 4 5 3 3 3 2 2 2 2 2 2 5 7 3 5 5 2 3 3 2 2 2 2 2 2 5 7 3 5 5 2 3 3 2 2 2 2 Grade XI Smt 1 Smt 2 Grade XII Smt 1 Smt 2

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Based on the given currciculum structure, SMA Negeri 3 Semarang enhance the time allotment for some subjects as the followings:

No

Grade

Subjects

Additional time allotment

1.

1. 2. 3. 4. 5. 6.

Mathematics Physics Chemistry Biology Economics Geography

1 1 1 1 1 1

2.

XI - IA

1. Mathematics 2. Physics 3. Chemistry 4. Biology 5. English

1 1 1 1 1 2 1 1 1 1 1 1 1 1 2 1 1 1

3.

XI - IS

1. Economics 2. Mathematics 3. English 4. Geography

4.

XII - IA

1. Mathematics 2. Physics 3. Chemistry 4. Biology 5. English

5.

XII - IS

1. Economics 2. Mathematics 3. English 4. Geography

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2. Instructional Policy

a.

The majority of subjects must cover various teaching models and students learning styles, so that the curriculum can be accessed by using various ways.

b. c. d.

Subjects must be organized into 3 tasks that can be managed. Subjects must consist of teacher and student activity in balance with clear focus on self study. The clarify of presentation is an important thing. Subjects must always have clear content objective (what is being studied) and clear learning objective (how that thing is studied) that are made in detail for the students. The expected achievement needs to be communicated clearly. It is necessary to provide adequate time to review the previous lesson and to plan the next lesson. The students must be aware about the real learning objective for a certain period of time.

e.

Teachers must communicate enthusiastically. The lessons have to insert the chance for students to work within (and beyond) their favorite learning styles. The lesson have to give chances for individuals to be creative and happy.

f. g. h.

Teachers have to share the high expectation of learning, give the best learning models and ,if it is possible, use the existing models. Teachers must always praise the students individually or classically by using the ratio of 4:1 for constructive praise and criticism. Questioning skill is the basis of learning and teaching effectively. The questions must be fair and equal for gender and different competency and all students are encouraged to participate. The questions should have variation and challenging. Closed and opened questions must be used. Teachers should create comfortable learning atmosphere in which the students feel comfortable to ask and answer questions. The questions should be designed to improve higher thinking ability.

i. j.

Teachers have to select group arrangement and seat that suit to the capability and gender for the students need and learning objective.. Students activities should be organized into some small and practical phases. The activities should be varied, interesting, challenging and

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differentiating. The activities should enable the students practice the concept being learned and skill that are innovated continuously. k. l. Homework must be designed continuously so that it can empower the students learning and introduce self-study skill. Learning skill must be designed in certain topics, so that the students understand their relevancy to their study and they can work independently. This covers the specific strategy in order to progress. The students should be encouraged to evaluate and improve their ways of learning. m. Well organized and supportive individual feed-back for their progress, in spoken or written format, must be provided in the form of evaluation. The strategy or short-term and long-term target for improvement should be increased. n. Qualitative and quantitative data of evaluation must be used regularly to provide information about teacher and student achievement, the strength and target for improvement. The criteria of evaluation must be made clearly for all students. o. Students must be trained to appraise and evaluate their own work, their peers work by approaching evaluation criteria and good training models. This becomes the students participation in their evaluation to get the learning progress.

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3. Local Contents Local contents are extracrricular activities to develop any competency in accordance with local characteristics and competencies including local excellences whose material contents are beyond the other subjects or so excessive that must be separated as special subjects. The essence of the local contents is determined by each educational institution not only limited to the skills and handicraft subjects. The local content is a lone subject which can be carried out each semester. It means that within a year there might be two subjects of the local contents. To support this of taught subjects. By referring to the local existing essence, SMAN 3 Semarang commences the local contents based on needs and cultural areas, namely the ability of Javanese as an effort to preserve and better understand the traditions deep-rooted in the noble values of the nation. each educational institution has to provide with the Standard and Basic Competency

No 1. 2. 3. 4. 5.

Grade X XI IA XI IS XII IA XII IS

Local Contents - Bahasa Jawa - Bahasa Jawa - Bahasa Jawa - Bahasa Jawa - Bahasa Jawa

3. Personal Development Activities Personal/self development activities are aimed at providing the opportunity for students to develop and express themselves in accordance with the needs, talents, and interests of each student based on the conditions of SMAN 3 Semarang. KTSP SMA 3 SEMARANG

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Personal/self development activities are conducted through: a. Counseling ctivities related to personal problems themselves and social life, learning, and the establishment of the students career. It is primarily aimed at the students creativity and career guidance. b. The students Personal Development and Creativity Activities are carried out through extra-curricular activities as the followings: religious (Islamic, Christian and other spiritual unions) sports (Futsal, badminton, basketball, volleyball, karate, taekwondo, judo, pencak silat) leadership (Students Basic Leadership Training / LDKS, Paskibraka, Youth Red Cross Youth, Scout) Arts (Theater One, Choir, Band, Traditional Dances, Break Dance, Modern dance, Cheerleaders) Love-Nature Club, Youth Scientist Club, Magazine and Creative Photography Club, Team LOSI (Institute for Science Olympiad Indonesia) Mathematics, Team LOSI Physics, Team LOSI Chemistry, Team Biology LOSI, Team LOSI Computers (Information). Each student is given an opportunity to choose the type of extracurricular in the SMAN 3 Semarang. All activities in connection with the students' extracurricular activities are under the guidance and supervision of teachers assigned by the Principal.

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4. Learning Load The load of learning at SMAN 3 Semarang is set to a Package System. It is a system of establishing educational program in which the stdents are required to follow the entire programs and the load of learning that have been set for each class according to the curriculum structure applied to SMAN 3 Semarang. The load of study subjects in the Package System is expressed in a period of learning. The load of learning is formulated in the form of the time reqired by the students to attend classes through a session system, structured assignment, and non-structured independent activities. All of these are intended to achieve the standard of competence by considering the students development. Teaching learning activity is a learning process in the form of

interaction between students with educators. The load of learning activities per session at SMAN 3 Semarang spends 45 minutes. The session amount listed in the structure of the school curriculum is as follows: NO 1 2 3 Grade X XI XII The amount of teaching period per week 44 44 44

Utilization of allocation of time and structured activities not structured as much as 60% of the maximum amount of time allocation in the face per subject tailored to the needs of their respective subjects. The time allocation referred to is used for remedial and material enrichment.

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5. Mastery Learning SMA Negeri 3 Semarang menentukan kriteria ketuntasan minimal dengan mempertimbangkan tingkat kemampuan rata-rata peserta didik, kompleksitas kompetensi, serta kemampuan sumber daya pendukung dalam penyelenggaraan pembelajaran. SMAN 3 Semarang stipulates minimum mastery learning criteria by considering the average level of competence complexity, and the learning process. The minimum mastery learning criteria of each subject are as follows: students ability, the resources capability in the

Grade X

Subjects

Mastery Learning Criteria PPK dan Practice Attitude B B B B B B B B B B B B B B

1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. Physics 7. Chemistry 8. Biology 9. History 10.Geografy 11. Economics 12.Sosiology 13.Arts and Culture 14.Sports and Physical Education

78 76 76 76 75/76/77 75 76 76 76 76 76 76 76 76

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Subjects

Mastery Learning Criteria PPK dan Practice Attitude B

15.Information and Communication Technology 16.Foreign Langugages Japanese/French 17.Local Content: Javanese 18.Personal Development

76

76 76

B B B

Science Department

Mastery Learning Criteria Subjects Grade XI PPK and Practice 1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. Physics 7. Chemistry 8. Biology 9. History 10.Arts and Culture 11.Sports and Physical Education 79 76 76 76 75/76/77 75 76 76 76 76 76 Attitude Grade XII PPK and Practice 80 76 76 76 75 75 76 76 76 76 76 Attitude

B B B B B B B B B B B

B B B B B B B B B B B

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12.Information and Communication Technology 13.Foreign Language Japanese 14.Javanese 15.Personal Development

76

76

76 76

B B B

76 76

Social Science Department Mastery Learning Criteria Subjects Grade XI PPK and Practice 79 76 76 76 75 76 76 76 76 76 76 Attitude B B B B B B B B B B B Grade XI PPK and Practice 80 76 76 76 75 76 76 76 76 76 76 Attitude B B B B B B B B B B B

1. Religious Education 2. Civics 3. Bahasa Indonesia 4. English 5. Mathematics 6. History 7. Geography 8. Economics 9. Sociology 10.Arts and Culture 11.Sports and Physical Education 12.Information and Communication Technology 13.Foreign Language Japanese

76 76

76 76

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Mastery Learning Criteria Subjects Grade XI PPK and Practice 76 Attitude B B Grade XI PPK and Practice 76 Attitude B B

14.Javanese 15.Personal Development

To improve the quality of SMA 3 Semarang graduates, the minimum mastery learning criteria is gradually increased to reach the ideal mastery learning criteria i.e. 100. o Start in academic year 2009/2010 the minimum mastery learning criteria is 75+x ( x is determined by the teachers meeting of each subject. o And hopefuly, it will be increased in the coming academic years.

To those who have not reached KKM, maximum two more remidial opportunities are given. o Remidial teaching is carried out at the extra periods (on Saturday) it is ended by a test.

o Remedial teaching is carried out if : the classical mastery learning has not 75% . the individual mastery learning 75%.

(It will be technically arranged further) If there is any inadequate grade in the odd semester, it has to be improved before the final test.

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To attend the block test or final test , students are required to attend classes at least 80% of the entire session. If there are students whose attendance is less than 80% they are permitted to join it only after completing additional tasks in compliance with the competence standard (SK) and the basic competence (KD). (It will be technically arranged with special direction)

6. Promotion, Department Selection, Graduation and Mutation Promotion The promotion is held at the end of each academic year with the following criteria. 1. Students must complete the entire programs of the attended class. (the minimum required meeting) 2. The calculated scores are the even semester scores by considering the odd semester score ( the decrease that is is not allowed) 3. Students get at least good minimum scores in the year-end assessment for all subjects in group of noble character subjects and, the civics and personality subject, aesthetics subjects and sports and health. 4. Students are not promoted to the next grade if they do not reach the minimal mastery learning criteria in Religious Education, Civics and Bahasa Indonesia. mission support. 5. Students are not promoted to grade XI when they do not reach minimal mastery learning more than three (3) subjects. 6. Students are not promoted to grade XII when those students: a. any of the special majoring subjects does not reach b. More than 3 subjects do not reach the mastery learning As vision and 20

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Department selection 1. Decision and departmen selection conducted at the end of Grade X semester 2. b. The selected department programs start at Grade XI semester 1. 2. Department selection criteria : a. Academic scores Students promoted to grade XI and hoping to major a certain department, are allowed to posses at most 3 subjects which do not meet KKM and those subjects do not belong to the main subjects of each department. For the Science Department, students must posses the total amount of the four core subjects (Physics, Biology , Chemistry, Mathematics) at least 312 or the average of 78 and those four subjects must meet the mastery learning. For the Social Science Department, students must posses the total amount of the four core subjects (Economics, Geografy, Sociology, History) at least 312 or the average of 78 and those four subjects must meet the mastery learning. For the Language Department, students must posses the total amount of the two core subjects (Bahasa Indonesia, English) at least 156 or the average of 78 and those four subjects must meet the mastery learning. b. Students interests and talents To find out interests and talents of students, teachers and Counselling teachers conduct interviews and questionnaires, or by other means that can be used to explore students interests and talents.

a. The department selection of Sciences and Social Sciences are

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3.

Department Transfer a. Students are given an opportunity to change course on their own request, with a maximum time limit of 1 (one) month since the implementation of learning, of course by considering point 2.a and b above. b. To grade XI, 3 (three) months of the learning activities, a test to determine the students ability in subjects that are characteristics of each course will be conducted. c. If a student during the process of learning can not meet the criteria (based on test result) as listed in point 3.b above, the school is entitled to move students to other depertment according to the his ability. d. The process of the students department transfer must be commenced through coordination among the core subject teachers Counselling teachers, class guardian, and parents.

Graduation

In accordance with the provisions of Regulation 19/2005 Article 72 Paragraph (1), students pass the examinations and graduate from the primary and secondary education after: a. completing the entire program; b. possessing minimum scores good at the end of the assessment for all subjects of the subjects groups of religious education and noble attitude, personality and citizenship, aesthetics, and physical, sports, and health; c. passing the school/madrasah examinations for groups of science and technology; d. passing the National Examination.

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Mutation SMA Negeri 3 Semarang SMAN 3 Semarang determines

requirements of student mutation in accordance with the principles of school-based management, through a mechanism of objective and transparency, as the following: a. Meet the stipulated requirements: 1. Parents inquiry letter 2. Possessing reports indicating results of study (Rapor) with the full scores from the previous school 3. Possessing DISAMAKAN) 4. Posessing the diploma scores which is not lower than the minimum scores of the entrance scores (PSB). 5. Possessing mutation letter from the previos school approved by supervisors with a list attached to 8355 (the status of the students concerned). b. Adjusting the form of school study report (LHBS) from the school of origin in accordance with the form used in the inteded school c. Following the admission tests in accordance with the intended department and the results are announced openly. Junior High School diploma (levelling:

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7. Life Skill Education SMAN 3 Semarang provides life skill education, which includes personal competence, social competence, skill and academic and vocational prowess, in an integrated and an integral part of all subjects of education, and local development. 8. Global-Excellence-Based Education

Starting the academic year 2006/2007 SMA 3 Semarang has been developing patterns of international development in accordance with decree of the Director General of Basic and Secondary Education (Dikmenum) on the Internationally Standardized School (SBI). The programs of SBI development utilizes the benefits of ICT and local excellences and global competitiveness covering the

international language development. SMA 3 Semarang has been utilizing ICT media in all classes for all subjects teachers. English as an international language used as a communication medium for the five subjects, namely Mathematics, Physics, Biology, Chemistry, and Economics. In addition, Foreign Languages: Japanese is taught as a compulsory subject at all levels and all departments while French is taught as a compulsory sujects at the Language departments. As an Internationally Standardized School SMA 3 Semarang has developed Standards of Graduate Competence (SKL), which becomes a characteristic of the international school that are derived from the schools vision and mission. Extra-curricular activities to reach the standards of SBI have been prepared. They cover the English bulletin, the Olympiad team (Chemistry, Physics, Mathematics, Biology, and Computer), compulsary English, arts and culture, sports - not less than 30 kinds of extra activities.

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D. Academic Calendar 2010/2011

SMA3.SMG/WKAKA/QSR/003-00/08 KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG SEMESTER GASAL TP 2010/2011 ( JULI 2010 s/d DESEMBER 2010)

TGL
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

JULI "18"
LB. AT 09/10 LB. AT 09/10 LB. AT 09/10

AGUSTUS "20"
MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM LB Awal Puasa LB Awal Puasa LB Awal Puasa KBM PENGB. DIRI MINGGU KBM UP HB KBM KBM KBM PENGB. DIRI MINGGU UHT I / KBM UHT I / KBM UHT I / KBM UHT I / KBM UHT I / KBM PENGB. DIRI MINGGU UHT I / KBM UHT I / KBM

SEPTEMBER "13"
UHT I / KBM UHT I / KBM UHT I / KBM LB Akhir Puasa MINGGU LB Akhir Puasa LB Akhir Puasa LB Akhir Puasa LB Akhir Puasa LB Idhul Fitri LB Idhul Fitri MINGGU LB Idhul Fitri LB Idhul Fitri LB Idhul Fitri LB Idhul Fitri LB Idhul Fitri PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM

OKTOBER "24"
UP HB PENGB. DIRI MINGGU UTS/ KBM UTS/ KBM UTS/ KBM UTS/ KBM UTS/ KBM PENGB. DIRI MINGGU UTS/ KBM UTS/ KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM UP HB LOMBA HUT SEK LOMBA HUT SEK MINGGU

NOPEMBER "23"
HUT SEK KEKBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM UP HB KBM KBM PENGB. DIRI MINGGU KBM KBM LB Idul Adha KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM

DESEMBER "15"
UAS / KBM UAS / KBM UAS / KBM UAS / KBM MINGGU UAS / KBM LB Thn Br Hij UAS / KBM UAS / KBM UAS / KBM PENGB. DIRI MINGGU SG/CM SG/CM SG/CM SG/CM SG/CM LHBPD. SEM I MINGGU LB AK SEM 1 LB AK SEM 1 LB AK SEM 1 LB AK SEM 1 LB AK SEM 1 LB Natal MINGGU LB AK SEM 1 LB AK SEM 1 LB AK SEM 1 LB AK SEM 1 LB AK SEM 1

MINGGU
LB. AT 09/10 LB. AT 09/10 LB. AT 09/10 LB. AT 09/10 LB. AT 09/10 LB. AT 09/10

MINGGU MOS/KBM MOS/KBM MOS/KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI

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SMA3.SMG/WKAKA/QSR/003-00/08 KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG SEMESTER GENAP TP 2010/2011 ( JANUARI 2011 s/d JUNI 2011)

TGL
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

JANUARI "25"
LB AK SEM 1 MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU U.C. / KBM U.C. / KBM U.C. / KBM U.C. / KBM U.C. / KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU U.C./ UHT

FEBRUARI "23"
U.C./ UHT U.C./ UHT U.C./ UHT U.C./ UHT PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU U.C. / KBM U.C. / KBM U.C. / KBM U.C. / KBM U.C. / KBM PENGB. DIRI MINGGU LU MAULID NABI KBM KBM KBM KBM PENGB. DIRI MINGGU U.C./ UTS

MARET "26"
U.C./ UTS U.C./ UTS U.C./ UTS U.C./ UTS PENGB. DIRI MINGGU KHU UN / KBM KHU UN / KBM KHU UN / KBM LU NYEPI KHU UN / KBM PENGB. DIRI MINGGU KHU UN / KBM KHU UN / KBM KHU UN / KBM KHU UN / KBM KHU UN / KBM PENGB. DIRI MINGGU UN UTAMA UN UTAMA UN UTAMA UN UTAMA KBM PENGB. DIRI MINGGU U. PRAK / KBM 1) U. PRAK / KBM 1) U. PRAK / KBM 1) U. PRAK / KBM 1)

APRIL "24"
LU HAFAT ISA AL PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM LU WAISAK KBM KBM PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI

MEI "24"
MINGGU UP HB KBM KBM LU KEN ISA AL M KBM PENGB. DIRI MINGGU KBM 3) KBM 3) KBM 3) KBM 3) KBM PENGB. DIRI MINGGU KBM KBM KBM KBM UP HB PENGB. DIRI MINGGU KBM KBM KBM KBM KBM PENGB. DIRI MINGGU KBM KBM

JUNI "16"
UKK UKK UKK PENGB. DIRI MINGGU UKK UKK UKK UKK UKK UKK MINGGU SG/CM SG/CM SG/CM SG/CM SG/CM LHBPD. SEM II MINGGU LB AK SEM LB AK SEM LB AK SEM LB AK SEM LB AK SEM LB AK SEM MINGGU LB AK SEM LB AK SEM LB AK SEM LB AK SEM

JULI "12"
LB AK SEM LB AK SEM MINGGU LB AK SEM LB AK SEM LB AK SEM LB AK SEM LB AK SEM LB AK SEM MINGGU MOS/KBM MOS/KBM MOS/KBM KBM KBM KBM MINGGU KBM KBM KBM KBM KBM KBM MINGGU KBM KBM KBM KBM KBM KBM MINGGU

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CHAPTER IV SYLLABUS DEVELOPMENT A. Syllabus Syllabus is a learning plan and/or group of subjects/themes that includes a certain standard of competence, basic competence, learning principles, learning activities, indicators, assessments, allocation of time, and resources, materials, and learning media as well. Syllabus is the elaboration of competence standards and basic competence in basic materials / learning, learning activities, and indicators of achievement for competence assessment. B. Principles of Development Syllabus 1. Scientific Overall materials and activities written in the syllabus contents must be correct and scholarly reliable. 2. Relevant Scope, depth, the level of difficulty and the sequence of the materials presentation in the syllabus should be in accordance with the level of students physical, intellectual, social, emotional, and spiritual development. 3. Systematic syllabus Components should be intercorrelated one another to achieve the competencies. 4. Consistent There is a consistent relationship (persistent, right-track principle) among the basic competencies, indicators, basic materials, learning experience, learning resources, and the assessment system. 5. Adequate The scope of the indicators, basic materials, learning experience, learning resources and assessment system is sufficient to support the achievement of basic competence. KTSP SMA 3 SEMARANG

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6. Actual and Contextual The scope of the indicators, main materials, learning experiences, learning resources, and the assessment system is sufficient to support the achievement of basic competence. 7. Flexible The entire syllabus components can accommodate the diversity of students, educators, and the dynamics of the changes that occur in school and community. 8. Thorough The syllabus components cover the entire competence (cognitive, affective, psychomotor). C. Time Unit of Syllabus 1. Subject Syllabus is compiled based on the entire allocation of time provided for the subjects during the education administartion at Negeri 3 Semarang. 2. Preparing syllabus considers the allocation of time per semester, per year, and the allocation of subjects in the group silabus. 3. Implementation of learning per semester applies the term based on the syllabus elaborated in the Competence Standards and Basic Competency for each subject with the time allocation available on the structure of the curriculum. D. Syllabus Development The syllabus development of Negeri 3 Semarang is accomplised by

teachers in groups according to their respective MGMP. This is done to maximize MGMP function as a forum for increasing professionalism among the subject teachers. In this forum MGMP school teachers are expected to be carefully learn and develop the syllabus.

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E. Steps on the Syllabus Development 1. Analyzing the Competency Standard and Basic Competency The Competence Standards and Basic Competence of subjects as listed in the Content Standard (SI) by considering the followings: a. the hierarchy of the discipline concept and / or material difficulty level, must not always consistent with the sequence written in the SI ; b. Interrelationship between the; c. Interrelationship between the competency standards and basic competency among subjects. 2. Identifying Main Teaching Materials Identify the basic materials that support the achievement of basic competence by considering: a. students potensial; b. the relevance of the regional characteristics; c. the level of stdents physical, intellectual, emotional, social, spiritual development; d. students usefulness; e. scientific structure; f. timeliness, depth, width of the learning materials; g. relevance to the students needs of and environment demand, and; h. time allocation. 3. Developing Learning Activities Learning activities are designed to provide learning experiences that involve mental and physical processes through interaction between students, students with teachers, the environment, and other learning resources in order to achieve basic competency. The learning experiences can be realized through the use of various approaches and are students centered. Those include life skills that students need to posses.

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In developing learning activities, there are some issues that must be considered. a. Learning activities are developed to provide assistance to teachers, especially teachers, in order to implement the learning process professionally. b. Learning activities include a series of learning activities that should be done by students in order to achieve basic competency. c. The learning sequence must be arranged in accordance with the hierarchy of the concept of learning materials. d. Formulation of the statement in the learning activities should have at least two elements which reflect the management of student learning experience, the student activities and materials. 4. Formulating Competency Achievement Indicator Indicator is the achievement of a basic competence which is marked by measurable behavioral changes including the attitudes, knowledge, and skills. The indicator is developed in accordance with the characteristics of students, formulated subject, in the educational operational, type, regional potential and and measurable observable

statements. The indicator is used as a basis for preparing the assessment tool. 5. Determining Types of Evaluation The evaluation of students basic competency achievement is administered by the indicators. Evalation is done by using test and non test in the forms of written or oral, observation of performance, attitude measurement, assessment of a task, project and / or projects, the use of portfolios, and self-assessment. Evalauation is a series of activities to obtain, analyze, and interpret data about the process and results of students conducted systematically and continuously, so that it will be a meaningful information in decision making.

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Points to be considered in the evalation are as follows: a. Evaluation is used to measure the achievement of competence. b. Evaluation applies reference criteria, based on what can be done after the students' learning process, and not to determine the students position of his group. c. The planned system is a system of continuous assessment. Sustainable means that all indicators are assessed, and the results are analyzed to determine the basic competencies that have been owned and which have not, and to know the students difficulties. d. The evaluation results are analyzed to determine the follow-up. Follow-up refers the next improvement process, remedials for the low achievers, and enrichment programs for students who meet the mastery learning criteria. e. The evaluation system should be tailored to the learning experiences during the learning process. For example, if the learning process tilizes field observation approach, the evaluation should be conducted both at the process such as interview techniques, and products / results of field observations in the form of information required. 6. Determining Time Allocation Determining the time allocation on each basic competency considers the number of effective weeks and the weekly teaching period considers the number of basic competencies, width, depth, difficulty level, the urgence of basic competence. Allocation of time listed in the syllabus is estimated Average time to master the basic competencies needed by a diverse learners. 7. Determining the Resource of Learning The learning resource is a reference source, object and / or materials used for learning activities, in the form of print and electronic media, the source of information, and the physical environment, natural, social, and cultural.

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The determination of learning resources is based on the standards of competence and basic competence and basic materials / learning, learning activities, and indicators of competence achievement. F. Model of Syllabus and Learning Implementation Plan (RPP) The model and plan of implementation of the syllabus written on the attachment is an inseparable part of this curriculum. G. Sustainable Syllabus Development In the implementation, syllabus elaborated in the learning

implementation plan should be carried out, evaluated, and followed up by all teachers. Syllabus will continuosly be developed and sustained by considering the input of the study evaluation, the evaluation process (of learning), and evaluation of the plan.

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CHAPTER V CLOSURE

School Based Curriclm (KTSP) SMAN 3 Semarang has been prepared in a participatory by involving all the school components in the hope that they feel they have and feel responsible for the entire process, from planning, implementation, and evaluation. We believe that in implementing the curriculum there are some imperfectnesses. But we also have the confidence to move forward exactly in line with the increase of all sectors, including the human resources.

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