1.

curriculum lesson plans 1947 (1950)

The main feature of this curriculum is more emphasis on the formation of human character of a
sovereign and equal with other nations.( Fitur utama dari kurikulum ini adalah lebih banyak
penekanan pada pembentukan karakter manusia berdaulat dan setara dengan bangsa lain.)
2. curriculum lesson plans unraveling (1952-
1952 was that each lesson plan should pay attention to the content of the lessons associated
with everyday life.( setiap rencana pelajaran harus memperhatikan isi pelajaran yang terkait
dengan kehidupan sehari-hari.) The 1952 curriculum is thatevery lesson plan must consider the
content of subjects connected with everyday life
3. basic education planning (1964): pancawardhana(Curriculum 1964, is critically concerned with
science, so that thelearning program focused on Pancawardhana (Hamalik, 2004), namely the
developmentof moral, intellectual, emotional/artistic skills, and physical.)
4. Kurikulum 1968
Kurikulum 1968 merupakan pembaharuan dari Kurikulum 1964, yaitu dilakukannya
perubahan struktur kurikulum pendidikan dari Pancawardhana menjadi pembinaan jiwa
pancasila, pengetahuan dasar, dan kecakapan khusus. Kurikulum 1968 merupakan
perwujudan dari perubahan orientasi pada pelaksanaan UUD 1945 secara murni dan
konsekuen.
Changes in the structure of the education curriculum Pancawardhana become the soul of
Pancasila, knowledge base,and a special skill, written in the Curriculum 1968. Curriculum 1968
has a goal to form ahuman Pancasila sincere, strong, and healthy physical, enhance skills and
acumen physical, moral, moral character, and religious.
5.
1. The curriculum in the Dutch Colonial period Dutch
education curriculum was created to preserve colonialism in Indonesia. The curriculum introduces Dutch
culture, as well as emphasizedly, writing with a neat, reading, and numeracy, which are very useful skills
to conjunct the Dutch Government with a very low salary. Indonesian children were not introduced with
its own culture and potential of their nation at that time.
2. Curriculum 1947 (Learning Plan) after Dutch era
The first curriculum was named independence Lesson Plan in 1947. However, the term Leer plan
(lesson plan) was more popularly used than lesson plan. This is caused by political reason.
In 1974 Indonesia made the principle of education, Pancasila. Because the Situation and politics
was in war of revolution at that time, the Lesson Plan 1947 was conducted in 1950. Therefore Lesson
Plan 1947 is often called curriculum 1950. Early curriculum formed in 1947, named Learning Plan 1947.
The curriculum is at that moment forward a curriculum that has been used by the Dutch because at that
time still in process struggle for independence. The main feature of this curriculum is more emphasis on
the formation of human character of a sovereign and equal with other nations.
Curriculum 1952 (Lesson Plan decomposed)
In 1952 Indonesia has experienced improvement curriculum. By changing its name to unravel Lesson
Plan 1952 that was the hallmark of this curriculum is that each lesson should pay attention to the
content associated with everyday life.
Curriculum 1964 (Education Plan)
Before the year 1964 the government perfected the system of education curriculum in Indonesia.
This time it was named by the education Plan 1964. That was the hallmark of this curriculum learning
program focused on the development pancawardhana moral, intellectual, emotional, physical and
kerigelan. Curriculum 1964 is a separate subject curriculum, which separated the courses based on
(Pancawardhana).
Curriculum 1968
Curriculum 1968 changes curriculum 1964. In other words, curriculum 1968 changed curriculum
learning program, named Pancawardhana into Pancasila building program, knowledge based, and
special skills. The learning focused on the skills and the intelligence enhancement and physical
development of health and strength. This was aimed to create a socialist society of Indonesians. The
education in this period focused on forming a true human of Pancasila. Curriculum 1968 was named
correlated subject curriculum. It means that the subject at the lower level (the previous level) has a
correlation with the next level (the higher level). The aim of education in this curriculum has three major
groups: building Pancasila, basic knowledge, and special skills.
3. Curriculum 1975
Curriculum 1975 emphasizes the purpose, aimed for more efficient and effective education.
Methods materials procedures specified in Instruction Systems Development (PPSI). According Mudjito
(in Dwitagama: 2008) this era is known assatuan pelajran that each unit is specified again: general
instructions, special purpose instructional (ICT), subject matter, learning tools, teaching and learning
activities, and evaluation. Curriculum 1975 is based on the concept of SAS (Structural, Analysis, and
Synthesis). Children become smart because they understand and be able to analyze something that is
associated with subjects at school.
In this part of our explanation we are going to describe curriculum in 1984 and 1994.
4. Curriculum In 1984
the curriculum copes with the skill approach process. The students considered as the subject who
observes and establishes learning activities. This is called CBSA [Cara Belajar Siswa Aktif] and we try to
translate it into English [Active Student Learning Way]. Although, the process is the core of learning but
the goal of learning is necessary.
5. Curriculum 1994
The soul of this curriculum is to combine the curriculum in 1975 and 1984: the goal and the
process.
The characteristics are:
The system of learning allocation time is caturwulan. This aims to give wide chances for students
to receive enough more lessons.
Learning process emphasizes the content of the course.
The curriculum is populis, conducting one system of curriculum for all students in Indonesia.
This curriculum is the main curriculum, but the school in particular region may develop the
learning based on its environment and societies need.

Suggestions to the teachers, applying this curriculum

The teachers should adjust a course to a particular concept of learning and students mind
development.
The teachers should begin the material of learning from the concrete one to the abstract one; the
easy one to the difficult one; the simple one to the complicated one.
Problems have occurred in curriculum of 1994 for its tendency to content oriented.
The students learn load is too heavy because there are many courses and their included materials.
The materials in the courses seem too difficult for their irrelevances with the student mind
development.
The government handles these problems by launching supplement of curriculum in 1994.
1. The action of perfection has been conducting as the adjustment of the curriculum with the science,
technology, and societys need.
2. The action of perfecting is conducted to obtain the precise proportion between the goal, the
learning load, the students aptitude, the environment and infrastructure condition.
3. The action of perfecting is to get the truth of the course substantive and students mind
appropriateness.
4. The action of perfecting curriculum in 1994 is conducted step by step, that is the short and the
long period of time.
6. Competence-Based
Curriculum
CBC is a set of plans
and arrangements concerning the competence and learning outcomes to be achieved students,
assessment, teaching and learning activities, and empowerment of educational resources in the
development of school curriculum (Ministry of Education, 2002).
This curriculum focuses on developing the ability to do tasks with specific performance standards,
so the results can be felt by students as a mastery of certain competencies.
CBC is aimed to develop knowledge, understanding, abilities, values, attitudes and interests of
learners, in order to do something in the form of proficiency, accuracy and success with full
responsibility.
The contents of the CBC to put forward the competence of learners for after graduating from
basic education, learners have the life skills to proceed to its next level of education or jump into the
world of work.
1. Thecharacteristics of the CBC by Ministry of Education (2002) are as follows:
a) Emphasis on student competency achievement both individually and classical.
b) Results-oriented learning (learning outcomes) and diversity.
c) Submission of learning using various approaches and methods.
d) Source learned not only teachers, but also other learning resources that meet the educational
element.
2. The Excess of CBC
Based on theoretical studies and field experience, in fact CBC is one of the curriculums which
contribute greatly to the development of an optimal potential learner based on the principles of
constructivism true origin of its implementation. Some of the advantages CBC, among others:
1. To develop students' competencies in every aspect of the subject and content mastery rather than
on pressing subjects itself.
2. Develop student-centered learning (student oriented). Students can move physically active while
learning to use the senses as optimal as possible and make the whole body and mind are involved in the
learning process. Thus, students can learn to move and do, learn to speak and listen, learn by observing
and describing, and learn by solving problems and thinking. Those experiences can be obtained through
the activities perceive, remember, think, feel, imagine, concluded, and describe something. These
activities are translated through listening, speaking, reading and writing.
3. Teachers were given the authority to formulate syllabus tailored to the situation and conditions in
schools and their respective regions.
4. Forms of reporting learning outcomes that describe every aspect of a subject allow the evaluation
and improvement of the shortage of students.
5. The assessment emphasizes the process allows students to explore their ability in an optimal,
compared with the assessment that focused on content.
3. The Weakness of CBC
Besides excess, there are also competency-based curriculum weaknesses. That there is more
weakness in the implementation of CBC at every level of education, this is due to several problems,
among others:
1. Teachers in learning paradigms such as curriculum-CBC is still the previous curriculum
that is more on teacher-oriented
2. The quality of teachers, this is based on the statistics, 60% of primary school teachers, 40%
secondary teachers, 43% of high school, 34% of vocational school is considered not feasible to teach at
their respective levels. In addition, 17.2%, equivalent to 69,477 teachers teaching teachers rather than
the field of study. The quality of our human resources is the order of 109 of 179 countries
based on the Human Development Index.
3. Services and pre-supporting means of learning that have not been evenly distributed in every
school, so the CBC can not be implemented comprehensively.
4. Government policy is half-heartedly, because the CBC conducted by testing at several schools
began the school year 2001/2002 but there is no law to protect such implementation.
In addition CBC also have weaknesses in terms of curriculum content, among others:
1. In the curriculum and learning outcomes indicators are constructed, but the indicator should be
drawn up by teachers, for teachers who are most knowledgeable about learners and the environmental
conditions.
2. CBC concept often experience changes included in the default order of competence and basic
competence of teachers made it difficult to design a sustainable learning.
7. Education Unit Level Curriculum
The assessment of KTSP focuses on process and learning outcomes in an effort to achieve a
mastery or competence. The curriculum is said to be the improvement of the CBC who was named
Education Unit Level Curriculum (KTSP).
KTSP is a form of implementation of Law no. 20 of 2003 concerning the national education system
which translated into a number of regulations including: Government Regulation No. 19 of 2005 on
national education standards. Regulation of this Government to give directions about the need for
organized and carried out eight national education standards, namely:
(1) Content standards,
(2) Standard process,
(3) Competency standards,
(4) Standards of educators and education personnel,
(5) Standard facilities and infrastructure,
(6) Management standards,
(7) Financial standards, and
(8) Assessment standards of education.
The curriculum is understood as a set of plans and arrangements regarding the objectives,
content and teaching materials and methods used to guide the implementation of learning activities to
achieve certain educational goals. Then by the issuance of Government Regulation Number 19 of 2005,
the government has led actors to implement the education curriculum in the form curriculum
unit level of education, namely the operational curriculum developed by and implemented in each
educational unit.
Substantially, enforcement (read: naming) Education Unit Level Curriculum (KTSP) is to
implement existing regulations, namely PP. 19/2005.
1. Characteristics of KTSP
However, the essence of the content and direction of development is still characterized by the
achievement of permanent learning packages competence (and not on whether or not a subject matter
thoroughly), namely:
a) Emphasis on student competency achievement both individually and classical.
b) Results-oriented learning (learning outcomes) and diversity.
c) Submission of learning using various approaches and methods.
d) Source learned not only teachers, but also other learning resources that meet the educational
element.
2. The Excess of KTSP
1. Promote the establishment of school autonomy in education. It is inevitable that one form of
failure of implementation of the curriculum in the past is the presence of the uniform curriculum
throughout Indonesia, not seeing the real situation on the ground, and undervalues the potential of
local excellence.
2. Encourage teachers, principals, and school management to further enhance creativity in the
administration of educational programs.
3. KTSP is very possible for every school to focus and develop specific subjects that acceptable for the
needs of students. Schools can focus on certain subjects that are considered most needed students. As
an example of the tourism areas to develop tourism and English, as life skills.
4. KTSP will reduce the burden of student learning is very solid. Because according to experts studying
the heavy burden can affect the mental development of children.
5. KTSP provides a wider opportunity to schools to develop curriculum plus as needed.
6. Teachers as teacher, mentor, trainer and curriculum developer.
7. The curriculum is very humanist, which provides the opportunity for teachers to develop content in
accordance with each school's curriculum, students' abilities and conditions of their respective regions.
8. Using a competency approach that emphasizes the understanding, ability or competence,
especially in school-related community work.
9. Competency standard that takes into account an individual's ability, good skills, learning skills, as
well as socio-cultural context.
10. Competency-based so that learners are in the process of sustainable development of all aspects
of personality, as the expansion of the potentials inherent in accordance with learning opportunities
that exist and are given by the environment.
11. Curriculum development is implemented in a decentralized (at the unit level of education) so that
governments and communities jointly determine education standards as outlined in the curriculum.
12. Education units are given the flexibility to arrange and develop the syllabus of subjects so that
schools can accommodate the potential needs and abilities of learners, as well as the needs of the
community around the school.
13. Teachers as facilitators in charge of conditioning the environment to facilitate student learning.
14. Develop domain of knowledge, attitudes, and skills based on understanding that will form individual
competence.
15. Learning is done to encourage cooperation among schools, communities, and the world of work
that make up the competence of learners.
16. Classroom-based evaluation that emphasizes the process and learning outcomes.
17. Student-centered.
18. Using a variety of learning resources.
19. Learning activities more varied, dynamic and gratify.
3. The Weakness of KTSP
1. Weak ofhuman resources are expected to describe the curriculum in most existing educational
unit. The lack of quality teachers and schools.
2. Lack ofavailability of supporting facilities and infrastructure as the completeness of the
implementation of the KTSP.
3. There are still many teachers who are not yet well understood in a comprehensive concept
curriculum, preparation, and practice in the field
4. Application of KTSP which recommended a reduction of hours of study would affect teachers' loss
of income. It is difficult to fulfill the obligation to teach 24 hours, as a condition of teacher certification
to get professional allowance.
COMPARE
BETWEEN CBC AND KTSP:
There are fundamental differences compared with the CBC in 2004 with the CBC in 2006 (version
of the KTSP), that the schools were given full authority in his education plan by reference to
established standards, ranging from the purpose, vision, mission, structure and curriculum content,
study load , a calendar of education to development of syllabus.
ASPECTS CURRICULUM 2004 CURRICULUM 2006
1. Legal Foundation MPR / GBHN Year 1999-2004
Lawno. 20/1999-LocalGovernment's
National Education Law No. 2 / 1989 and replaced by Act no. 20/2003
PP. 25 of 2000 concerning the division of authority Lawno. 20/2003-Education System
PP. 19/2005 SPN
Permendiknas No. 22/2006 - Content StandardSimak
Baca secara fonetikPermendiknas No. 23/2006 Competency Standards Graduates
2. Implementation Decision ofthe Director General of Basic and Secondary Education
No.399a/C.C2/Kep/DS/2004 of 2004.
Decision of the Director-num Dikme No. 766a/C4/MN/2003 of 2003, and No. 1247a / C4/MN/2003
of 2003.

Regulation of theMinister Decree no. 24/2006 on the Implementation of Ministerial Regulation No.
And No. 22 on SI. 23 on SKL
3.Ideologyof Education adopted
Liberal Education: the creation of an intelligent human resources, competent, professional and
competitive SimakBaca secara fonetik Liberalism Education: the creation of an intelligent human
resources, competent, professional and competitive
4. Characteristics Tend to centralism Education: Curriculum prepared by the Central Team in detail;
Region / School only implement
The curriculum is prepared detailed by the Central Team (Directorate of Secondary Education /
Dikmenjur and Puskur) Tend Decentralism Education: Curriculum Framework prepared by the
Central Team, Regional and School to develop further.
The curriculum is the basic framework by Tim BSNP
6. Approach Based competence
Consists of: SK, KD, MP and Achievement Indicators Best competence
Only consists of: SK and KD. Other components are developed by teachers
7. Structure There is a change of name subjects
There are additional subjects (TI) or merging of subjects (KN and PS in SD)
Additionalsubjects to Mulok The development of self and to all levels of schooling
There is a reduction of subjects (eg TI in primary schools)
There is a change of name subjects
KN and social studies in elementary split again
There is a change in the number of hours of study each subject
8. Further Curriculum Development
Onlyschools that are able and qualified to develop the curriculum.
Teachersmake a syllabus on the basis of National Curriculum and RP / Scenario Learning

Allschools/education unitshallmakeKTSP
Syllabusis anintegralpartof theKTSP
Teachersshould make Learning Implementation Plan (RPP)
9. The Principle of curriculum development
Faith, noble character, and Cultural Values
Strengthening National Integrity
Balancing Ethics, Logic, Aesthetics, and Kinesthetic
Getting a chance similarity
Development of Knowledge and InformationTechnology
Life Skills Development
Learning Throughout Life
Child-centered Comprehensive Approaches and Partnerships

Centered onthe potential, progress, needs, and interests of learners and their environment
Diverse andintegrated
Responsive to thedevelopment of science, technology, and art
Relevant to theneeds of life
Comprehensiveand continuous-relationship
Lifelong learning
Balancebetween national interests and regional interests
10. The Principles of Curriculum Implementation
There is no principle of curriculum implementation Top of Form
Based on the potential, progress and condition learners to master the competencies that are
useful for him.
Enforcing the five pillars of learning:
1. learn to have faith and pious to God Almighty,
2. learn to understand and appreciate,
3. learn to be able to perform and act effectively,
4. learn to live together and be useful for others,
5. learn to build and find the identity, through the process of defense-lesson of effective, active,
creative & fun.
Enable learners to get the service Repair's, enrichment, and / or acceleration in accordance with
the potential, stage of development, and conditions with respect to the integration of personal
development dimension into learner-deity, keindividuan, kesosialan, and moral.
Conducted in an atmosphere of learners and educators relationship to each other and appreciate
receiving, intimate, open and warm, with the principle tut wuri handayani, Mangun MADIA ing
intention, sung ngarsa ing tulada
Multistrategi approach and multimedia learning resources and appropriate technology, and utilize
the environment as a learning resource.
Utilize natural conditions, social and cultural as well as regional assets to the success of education
to the charge of all study materials optimally.
Maintained in balance, relevance, and sustainability of a suitable and adequate antarkelas and the
type and level of education.
11.Curriculum Implementation Guidelines

1. Intermediate language
2. Intrakurikuler
3. Extracurricular
4. Remedial, enrichment, acceleration
5. Guidance & Counselling
6. The values ofPancasila
7. BudiPekerti
8. Education Personnell
9. Learning Resources and Facilities
10. Implementation Phase
11. Syllabus Development
Curriculum Management There are no guidelines for the implementation of such curriculum on
Curriculum 2004.

Summary
From our discussion, we know that
there are nine curriculums that have been exist. The seven ones are the old
ones: 1947, 1952, 1964, 1968, 1975 1984, and 1994, but it is hoped that they
are never forgotten. Secondly, it is hoped that the two recent curriculums: KBK
and KTSP will give the best solution to
our education today.
Many of us will wonder why the
curriculums of Indonesia always change. We believe that every designed
curriculum from time to time is caused by some factors, generally:
Politic
Society
condition
 The development of human and the world
However, they have the same voice of
agreement that try to give the best for Indonesia. We say try, because
Indonesia has some adventures of nation: the colonialism era, independence era,
and the globalization era, today. Therefore, we believe that the government in
the past and present will adjust the curriculum to nations need and conditions
that occurs, and the world where Indonesian human must compete with other
nations. In other words, we will never use the curriculum in 1994 for the 21st centurys condition where
every nation competes to establish their nation and
to prosper its people; we offer something by looking at demand and condition.
In
addition, we must keep Pancasila as our nations base to make the decision for
Indonesian people: education, law, and policys government. It is imperative we
never forget the history of ours, in order to balance the rapid development of
the world and the self of nation which can protect the bad impacts of
globalization era.
Thus,
teachers, dont you know where the real war happens? It occurs in your class.
We teachers will make the soldier {the students] our army {Indonesians} who
will build this nation in the future. It is necessary that teachers extend
their abilities and knowledge to build the bridge of the dream of nation:
prosperity for whole Indonesians by creating people who can compete in their
era and never forget their culture.