Mengapa Kurikulum 2013 diberlakukan?

A. Background Curriculum 2013

Understanding Curriculum

Law Number 20 Year 2003 on National Education System states that the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used as guidelines for the organization of learning activities to Achieve specific educational goals. Based on such understanding , there are two dimensions of the curriculum, the first is the plan and the setting of the objectives, content and learning materials, while the second is the means used for learning activities. Curriculum 2013, the which enforced starting the academic year 2013/2014 meets Reviews These both dimensions.

Rational Development of Curriculum 2013

Curriculum 2013 Curriculum 2013 was developed based on the following factors:

Internal Challenges

Internal challenges, Among others, related to the state of education is associated with the demands of education, roomates Refers to eight (8) National Education Standards that cover content standards, process standards, competency standards, the standards of teachers and education personnel, standards of facilities and infrastructure, management standards, standardized funding and educational assessment standards. Other internal challenges associated with the development of Indonesia's population seen from the growth of productive age population. Currently, the number of Indonesia's population of productive age (15-64 years) more than unproductive age (children aged 0-14 years and older people aged 65 years and over). The number of productive age population will peak in 2020-2035 when the figure Reached 70%. Therefore the major challenge is how to strive for human abundant resources productive age this can be transformed into human resources who have the competence and skills through education so as not to be a burden.

External Challenges

External challenges, Among others, associated with globalization, and various issues related to environmental issues, advances in technology and information, the rise of the creative and cultural industries, and the development of education at the international level. Globalization will shift the lifestyle of the people of agrarian and trade traditionally been the industrial society and the modern trade as can be seen in the World Trade Organization (WTO), the Association of Southeast Asian Nations (ASEAN) Community, the Asia-Pacific Economic Cooperation (APEC) and ASEAN Free Trade Area (AFTA). External challenge IS ALSO associated with a shift in global economic power, influence and impact teknosains and quality, investment, and the transformation of education. Indonesia's participation in the study: International Trends in International Mathematics and Science Study (TIMSS ) and the Programme for International Student Assessment (PISA) in 1999 Also Showed that the achievement of Indonesian children are not encouraging in recent times issued statements TIMSS and PISA. This is due, Among others, the amount of test material in question in the TIMSS and PISA are not included in the curriculum of Indonesia.

Completion Mindset

2013 curriculum was developed with the improvement mindset as follows:

• Reinforcement learning patterns centered on the learner. Learners should have the choices of the materials studied and styles of learning (learning styles) to have the same competence;
• Strengthening interactive learning patterns (interactive teacher-learners-society-natural environment, source / other media);
• Strengthening pattern of learning networks (students can gain knowledge from anyone and from anywhere that can be contacted and Obtained via the Internet);
• Strengthening active learning-looking (students learning Actively seeking further strengthened with scientific learning approach);
• Strengthening Reviews their own learning patterns and group (team-based);
• Strengthening of multimedia-based learning;
• Strengthening pattern-based learning classical mass with special regard to the development potential of every learner;
• Reinforcement learning science plural patterns (multidisciplines); and
• Strengthening critical learning patterns.

Strengthening Governance Curriculum

Curriculum in 2013 to Strengthen governance as follows.

• Strengthening of teachers' work more collaborative;
• Strengthening school management through strengthening the management capabilities of the principal as leader of education (educational leader); and
• Strengthening infrastructure for management purposes and the learning process.

Reinforcement Material

Reinforcement material is done by way of reduction of irrelevant material as well as the deepening and widening of relevant material for learners.

B. Characteristics of Curriculum 2013

Curriculum 2013 is designed with the following characteristics:

1. Develop a balance between spiritual and social attitudes, knowledge, and skills, and apply them in various situations in schools and communities;
2. Put the school as part of the community that provide learning experiences so that students are Able to apply what is learned in school into the community and take advantage of the community as a learning resource;
3. Freely give sufficient time to develop the attitudes, knowledge, and skills;
4. Develop competence stated in the form specified class core competencies further into the subject's basic competencies;
5. Developing a Core Competency class into the element organizer (organizing elements) Basic competence. All Basic competence and learning processes developed to Achieve competence stated in the Core Competencies;
6. Develop Basic competence is based on the principle of cumulative, mutually reinforcing (reinforced) and enriched (enriched) between-subjects and education level (horizontal and vertical Organizations).

C. Objectives Curriculum 2013

2013 curriculum aims to prepare the Indonesian people to have the ability to live as individuals and citizens who believe, productive, creative, innovative, and affective and Able to Contribute to society, nation, state, and world civilization.