CHAPTER IINTRODUCTION

1.1. BACKGROUND

Curriculum is a very important part in our educational system. In Indonesia, we have changed our curriculum for a couple of times, start from curriculum 1947 or Learning Plan 1947 until the latest curriculum that is used in Indonesia, KTSP. The changing of curriculum that is used in Indonesia can’t be separated from the global development that force us to make new curriculum that is suitable for the recent global development in order we can produce high quality and compatible human resources.

In this report, the writer will discuss about the meaning of the curriculum in general and the meaning of the newest curriculum that is used in Indonesia KTSP. In this report, the writer also will discuss about the purposes of KTSP and the components in developing it. The writer hopes by using the explanation which is written in this report can help the teacher especially English teacher to be well understand about curriculum and KTSP.

1.2. REASON OF CHOOSING TOPIC

There are some curriculum that is ever used in Indonesia like Curriculum 1994, Competence based curriculum or KBK in Bahasa, KTSP and many more. In order we will be able to teach our students as a good teacher in the future, we as the future teacher, at least should know the meaning of curriculum itself and also the meaning of the recent curriculum that is used in our country and also the purposes and the components in developing it. Based on that reason, the writer chooses “CURRICULUM AND KTSP” as her topic in this report.

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1.3. LIMITATION OF STUDY

The writer has limited the paper to the definition of curriculum & KTSP and the purposes and components in developing KTSP.

1.4. RESEARCH PROBLEM

The problems that the writer would like to observe in her study are :

1. What is the definition of Curriculum ?

2. What is the definition of KTSP ?

3. What are the purposes of KTSP ?

4. What are the components in developing KTSP ?

1.5. HYPOTHESIS

Assumption or basic of opinion is the heart of thinking that correlations acceptance by investigator, in this paper the writer’s assumption are as follows :

1. There is a definition of curriculum.

2. There is a definition of KTSP.

3. There are some purposes of KTSP.

4. There are some components in developing KTSP.

1.6. AIMS OF THE STUDY

Based on the formulation of problems above, the writer investigated this study to meet the following purposes:

1. To discover the definition of curriculum.

2. To discover the definition of KTSP.

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3. To discover the purposes of KTSP.

4. To discover the components in developing KTSP.

1.7. METHOD

Methodology is absolutely needed in any research in order to find the result of the research as accurately, effectively and efficiently as possible. It will guide us in the investigation, because it deals with the ways we conduct the research.

The writer conducted chooses descriptive method as it is commonly used to investigate problems that occur at present time.

1.8. ORGANIZATION OF THE PAPER

The primary contents of the paper are as follows:Chapter I is introduction.

The writer has tried to introduce the problem as clearly as possible. It consists of : background of the problem, reason for choosing topic, limitation the study, research problem, hypothesis, aim of the study, population and samples of the research, method and procedure of the research , organization of the paper and clarification of terms.Chapter II is Discussion.

In this part the writer has tried to review some related literatures and theories proposed by some experts to support the paper and gave a vivid discussion about the title of this paper.Chapter III is conclusion and interpretation.

In this chapter the writer gives the conclusion and suggestion of the paper.

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CHAPTER IIDISCUSSION

I. DEFINITION I.1 DEFINITION OF CURRICULUM

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Curriculum is a set of plans and arrangements regarding to the objectives, content and teaching materials and methods that are used to guide the implementation of learning activities to achieve specific educational goals.

I.2 DEFINITION OF KTSPKTSP stands for Kurikulum Tingkat Satuan Pendidikan in Bahasa. The definition of KTSP is the operational curriculum that is developed and implemented in each educational unit. KTSP consists of unit-level educational objectives of education, curriculum structure and unit level of education, educational calendar, and syllabus.

II. THE PURPOSES OF KTSPIn general, the purposes of the implementation of KTSP is to make the education unit becomes more independent and empowering it through the granting authority (autonomy) to educational institutions and encourage schools to conduct participatory decision making in curriculum development.In particular purpose of the application of KTSP are :1. Improving the quality of education through the autonomy and school

initiatives in developing the curriculum, manage and empower the resources available.

2. Increasing awareness of citizens and communities in developing school curriculum through the return of joint decision.

3. Increasing the healthy competition between the educational units.III. THE COMPONENTS OF KTSP

The components of KTSP are :1. Subject

Subjects and time allocation for each unit level education curriculum based on the structures listed in SI.

2. Local ContentLocal content is a curricular activity to develop competencies tailored to the characteristics and potential of the region, including regional superiority, that the material is not suitable to be part of other subjects and / or too much that should be separate subjects. The substance of the local content is determined by the educational unit, not limited to the skill subjects. Local content is subject, so that education units must develop

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Competency Standards and Basic Competency for each type of local content is organized. Educational unit conducts a local content of subjects each semester. This means that in a year, educational unit conducts two local content subjects.

3. Development Activities Self-development is an activity which aims to provide opportunities for learners to develop and express themselves in accordance with the needs, talents, interests, each student in accordance with each school. Facilitated self-development activities and / or guided by a counselor, teacher, or staff that can be done in the form of extracurricular activities. Self-development activities can be done through the counseling service activities related to personal problems, social life, learning, and career development of students. As for extracurricular activities can be done through the activities of Scouting, leadership, and scientific groups of adolescents. Especially for high school vocational self-development is primarily intended to develop creativity and career guidance. Self-development for special education units increased emphasis on life skills and independence in accordance with the special needs of learners. Self-development is not a subject. Assessment of self-development activities was qualitative, not quantitative as in the subjects.

4. Settings Education Expenses a. Learning expenses in the package system is used by the education

unit level SD / MI / SDLB, SMP / MTs / SMPLB either standard or independent category, SMA / MA / SMALB / SMK / MAK standard categories. Learning expenses in semester credit system (SKS) may be used by SMP / MTs / SMPLB independent category, and by SMA / MA / SMALB / SMK / MAK standard categories. Learning expense in semester credit system (SKS) is used by SMA / MA / SMALB / SMK / MAK independent category.

b. Hours of learning for each subject on the package system is allocated as indicated in the structure of the curriculum. Setting the time allocated to each subject contained in the odd and even

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semesters in one academic year can be carried out flexibly with a fixed amount of study load. Education units, it is possible to add a maximum of four hours of lessons per week overall. Utilization of additional learning hours considering the needs of the students in achieving competence, in addition to be used for other subjects that are considered important and not present in the structure of the curriculum listed in the Content Standards.

c. The allocation of time for assignments independently structured and unstructured activities in the system package for SD / MI / SDLB 0% - 40%, SMP / MTs / SMPLB 0% - 50%, and SMA / MA / SMALB / SMK / MAK 0% - 60% of time face-to-face activities related subjects. Utilization of the allocation of time to consider the potential and needs of the students in achieving competency.

d. Allocation of time to practice, two hours of practice in schools is equivalent to one hour face to face. Four hours of practice outside of school is equivalent to one hour face to face.

e. The allocation of time for face-to-face, structured assignments, and independent activity is not structured for Junior High and Senior High School / MA / SMK / MAK which uses a system of semester credit units (credits) to follow the rules as follows. One credits in junior high schools consisted of: 40 minutes face

to face, 20 minutes of structured and unstructured activities independently.

One credits at SMA / MA / SMK / MAK consists of: 45 minutes face to face, 25 minutes of structured activities and 25 minutes of independent activity is not structured.

5. Learning completenessLearning completeness for each indicator set out in a basic competency ranged from 0-100%. Ideal completeness criteria for each indicator is 75%. Education units should determine the criteria by considering the level of mastery of at least average ability learners and the ability of the supporting resources in the administration of learning. Education units are expected to improve the completeness criteria of continuous learning to achieve the ideal completeness criteria.

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6. Class increment and GraduationClass increment held at the end of each academic year. Grade promotion criteria set by each relevant technical directorates.In accordance with the provisions of Regulation 19/2005 Article 72 Paragraph (1), passed learners from education units in primary and secondary education following:1. complete the entire course of learning2. obtain either a minimum value at the final assessment for all subjects

and religious subjects group of noble character, civic groups and personalities, groups of subjects of aesthetics, and physical groups of subjects, sports, and health;

3. pass school’s examination / madrasah for groups of subjects of science and technology

4. pass the National Exam.7. Majors

Majors done in class XI and XII in the SMA / MA. Majors criteria set by the relevant technical directorates.

8. Life Skills Education a. The curriculum for primary schools / SDLB, SMP / MTs / SMPLB, SMA /

MA / SMALB, SMK / MAK can include life skills education, which includes personal skills, social skills, academic skills and / or vocational skills.

b. Life skills education can be an integral part of education all subjects and / or in the form of packages / modules that are planned specifically.

c. Life skills education learners can be obtained from the relevant education unit and / or from other formal education unit and / or non-formal.

9. Based Local Education and Global Excellence a. Education-based local and global benefits are educational advantages

of using local and global competitiveness needs in the economic, cultural, language, information technology and communications, ecology, etc., which are all beneficial for the development of learner competence.

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b. The curriculum for all levels of the educational unit based education to incorporate global and local excellence.

c. Based education to local and global benefits can be part of all subjects and can also be subjects of local content.

d. Local educational excellence based learners can be obtained from other formal education unit and / or who have received formal accreditation.

10.Education Calendar Units of primary and secondary education develop educational calendar in accordance with local needs, school characteristics, the needs of learners and society, taking into account the calendar of education as contained in the Content Standards.

CHAPTER IIICONCLUSION AND SUGGESTION

This chapter presents 1) the summary of the paper, 2) answer the question of paper question and hypothesis, 3) implication and suggestion, and 4) recommendation for further research.3.1 SUMMARY

As all we know, curriculum is an important part in the teaching learning process. Curriculum brings the guidance for the teacher about what should the teacher teaches in each education

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level. The curriculum that is used nowdays is KTSP. KTSP gives a big opportunity for each educational units or school to develop their own curriculum based on the students’ needs, environment and many others that makes the curriculum can match well with the environment where the educational units located.

I hope by discussing and exploring Curriculum and KTSP, we as the future teacher can improve our ability in conduct a good lesson plan based on the used curriculum.

3.2 ANSWERING THE PAPER QUESTION AND HYPOTHESIS

1. Curriculum is a set of plans and arrangements regarding to the objectives, content and teaching materials and methods that are used to guide the implementation of learning activities to achieve specific educational goals.

2. KTSP stands for Kurikulum Tingkat Satuan Pendidikan in Bahasa. The definition of KTSP is the operational curriculum that is developed and implemented in each educational unit. KTSP consists of unit-level educational objectives of education, curriculum structure and unit level of education, educational calendar, and syllabus.

3. In general, the purposes of the implementation of KTSP is to make the education unit becomes more independent and empowering it through the granting authority (autonomy) to educational institutions and encourage schools to conduct participatory decision making in curriculum development.In particular purpose of the application of KTSP are :1. Improving the quality of education through the autonomy and

school initiatives in developing the curriculum, manage and empower the resources available.

2. Increasing awareness of citizens and communities in developing school curriculum through the return of joint decision.

3. Increasing the healthy competition between the educational units.4. The components of KTSP are :

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a. Subjectb. Local Contentc. Development Activities d. Settings Education Expenses e. Learning completenessf. Class increment and Graduationg. Majors h. Life Skills Education i. Based Local Education and Global Excellence j. Education Calendar

3.3 SUGGESTIONS

Based on the contents of this paper, the writers would like to propose their suggestions as follow:1. Teacher must know the recent curriculum that is used in

Indonesia and we must know its purposes and the components in developing it.

References

BNSP.Panduan Menyusun KTSP.Jakarta : 2006.en.wikipedia.org

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