History of Curriculum in Indonesia

the main goal is trading and spreading religion
the name of school is seminarie (reading, writing, and calculating)

spreading religion (Protestant)
vocational education
intellectual people come to Indonesia

The collapse of the colonial
The Japan education system
Cu Gakko (boy) dan Ayu Gakko (girl) school 6 years.
School for teacher very important for Propaganda Japan spirit

Two components in the curriculum are list of subject, hours, also the outline of the meeting.
The subject of study are Bahasa Indonesia, Local Languages, Numeracy, Natural Sciencne, Life Science, Earth Science. History. Drawing, Writing, Sounds Art, Handwork, Female work, Body building, Hygiene and Health, Character Education, and Religious Education.

Science teaches how to process everyday events, how use a variety of simple tools (pumps, scales, benefits bes brave), and investigate various daily events, for example why the locomotive is filled with water and wood, why fishermen go out to sea at night day, and how to connect the power cord.

skill in junior high school (agricultural, fishery, carpentry)

In the 1952, there are curriculum improvements (the name is "Rencana Pelajaran Terurai") focused at the content of the lessons related to daily life.

The 1964 Curriculum focused at development daya cipta, rasa, karsa, karya, dan moral (Pancawardhana)

Subjects in five field groups study: moral, intelligence, emotional / artistic, handicraft, and physical.

In the 1968, there are curriculum renewal from Pancawardhana to
fostering the soul of the Pancasila, basic knowledge, and specific skill

Teaching methods, materials and objectives are detailed in the Prosedur Pengembangan Sistem Instruksional (PPSI). These days the term is known "Unit lessons", that is the lesson plan for each unit of discussion. Every the unit of study is detailed again: general instructions, specific instructional objectives (ICT), subject matter, learning tools, teaching-learning activities, and evaluation. The 1975 curriculum was widely criticized. The teacher is busy writing details of what will be achieved from each learning activity

This Curriculum focused at process skill approach.

The 1984 curriculum is oriented towards instructional goals. Based by the view that giving learning experiences to students in Very limited learning time at school must be truly functional and effective. Therefore, before choosing or determining teaching material, what must first be formulated is what goals students must achieve.

The 1994 curriculum was made as a refinement of the 1984 curriculum
implemented in accordance withUU No. 2 year 1989 about National Education System
Change from the semester system to the quarterly system (Caturwulan) with the hope of providing opportunities for students to be able to receive enough subject matter.
The Curriculum focused at understanding of concept and problem solving.

in the 1997, there is revised from 1994 Curriculum. the different is in the 1997 curriculum has content oriented approach.

Curriculum based Competency focuses on developing the ability to perform (competency) tasks certain in accordance with established performance standards.

KBK oriented towards:
1. The expected results and impacts appear on students through of meaningful learning experiences.
2. Diversity that can be manifested according to their needs.
The objectives to be achieved emphasize the achievement of competence both individual and classical students.

In the 2006, KBK was stoped, and KTSP (Kurikulum Satuan Tingkat Pendidikan ) activated. The difference is the teacher more flexibility is given to plan learning accordingly with the environment and conditions of students and school conditions are.

This matter due to the basic framework (KD), graduate competency standards (SKL), standards basic competencies and competencies (SKKD) for each subject each education unit has been established by the Ministry of Education National.

The core of 2013 curriculum is there is an attempt at simplification, and
thematic-integrative.

The 2013 curriculum aims to encourage students to be better able to make observations, ask questions, reason, and communicate what they get or
they know after receiving learning material.