CURRICULUM POLICY

IN INDONESIA

ERRY UTOMO, PhD

CURRICULUM CENTER-OFFICE OF RESEARCH AND
DEVELOPMENT, MINISTRY OF NATIONAL EDUCATION
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MAPS OF INDONESIA

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CURRENT EDUCATIONAL REFORM

• Vision: democracy, autonomy, decentralization and

public accountability
• New Educational Law No.20/2003: key targets include
expansion & equity, improvement of quality &
relevance, & autonomy in higher education
• Related study of school autonomy: “Teachers &
administrators are currently enjoying a degree of
autonomy previously denied them, but the impact of
the school reform has yet to produce any meaningful
changes in terms of the quality of education” (Bjork,
2001, 2003)
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 NATIONAL STRATEGY
• Increasing of access & service for educational opportunity at all
levels & types of schools;
• Increasing the availability of quality teachers;
• Developing of relevant curriculum;
• Developing reading habit;
• Improving the implementation of decentralization &
democratization of education;
• Developing the control system & the quality assurance of
education;
• Improving the funding system of education

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 SCHOOL SYSTEM
S3 Specialist 2
Islamic S3
Program Program
Program

School
Islamic S2 Specialist 1
age S2 Program
Higher Program Program
22 Education
Islamic D4
21 S1
Higher S1 Program
Program D3
20 Education Program D2
Program
19 Program D1 Program
18 Islamic
Senior
Middle Sen. Senior General
17 Sec.
Vocational
Education Sec. School
16 Sec. School
School
15 Islamic
14 Jun. Sec. Junior Sec. School
13 School
12 Basic
11 Education
Islamic
10 Elementary Elementary School
Elementary School
9 School
8
7
6 Islamic
Preschool Kindergaraten
Kindergarten
5 Preschool

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 Legal Basis of Content Standard, Graduate
Competences Standard and School Based-
Curriculum (KTSP) (According to Decree No.20/03
Regarding National Education System)

Stream, Level, & Types National Education Curriculum

of Education Standard Article 36, 37, 38
Article 17, 18, 26, 32 Article 35

Educational Content Standard

Graduate Competency
1. Basic framework & curriculum Standard/GCS
structure
1. Minimum GCS Level of
2. Subject matter competency: education
Standard competency & Basic
competency 2. Minimum GCS Level of subject
matter group
3. Minimum GCS Level of subject
matte

Curriculum of Level of Education Concerned

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 CURRICULUM IMPLEMENTATION

NATIONAL STANDARD

BSNP
[Content & Graduate] MINISTRY

Ministry Decree
No. 22/06: Content;
Guideline
No. 23/06: Graduate;
KTSP No. 24/2006:Impl of
Content & graduate

Sch. Based-Curr.: MONE

KTSP [teacher prof.devp.&
model devp.]

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 CURRICULUM
• Curriculum is a set of plan with regard to the
objectives, content, and learning materials as
well as the methods employed as guideline in
conducting learning activities in order to achieve
the goal of a certain education. For example, the
curriculum of PE & SE must include: religious
educ., citizenship, languages, mathematics,
natural science, social science, art & culture, PE
& sport, skills/vocational educ., & local content

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 CURRICULUM MODEL
‰ ACADEMIC SUBJECT CURRICULUM: focuses on the
content or course content which comes from various field of
study
‰ HUMANISTIC CURRICULUM concerns on the
development of the comprehensive and balance learner’s
personality
‰ SOCIAL RECONSTRUCTION CURRICULUM focuses
more on the problems faced by society
‰ COMPETENCY CURRICULUM focuses on knowledge,
skills, attitude, and values embodied in thinking and acting
practices (MONE of Republic of Indonesia, 2004). While
Spencer and Spencer (1993:9) are define competence as
internal characteristics of an individual that produced effective
and superior performance.
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PRINCIPLES OF CURRICULUM DEVELOPMENT

ƒ Focuses on learners’ potential, development,

needs & interest; & their environment
ƒ Varied and integrated
ƒ Responsive to the development of science &
technology, and art
ƒ Relevant to the need of life
ƒ Comprehensive & continue
ƒ Life long learning
ƒ Balancing national & regional interests
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CURRICULUM DOCUMENT OF KTSP

‰ Educational Objective
SCHOOL ‰ Curriculum Structure &
[Principal] Content
‰ Academic Calendar
SCHOOL &
SCHOOL COMMITTEE
Appendix:
‰ Syllabi for each subject
TEACHER ‰ Lesson Plan

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 Socialization Strategy & Training of KTSP
Self-material resources

Printed

CD
Internet

Sec Gen DG OF
PMPTK
Prov. Distr.
MONE SCHOOL
MONE MONE
R&D DG OF
Mgmt Ed

KKPS
Remarks:
KKPS : supervisors working KKG
group LPMP dan
KKG : prof.teacher working P4TK
group MGMP
MGMP : specialized teacher
group
KKKS
KKKS : principal working
group
GS : school cluster GS
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 • • Characteristic of Art Culture Subject
MULTICULTURAL
To arise appreciation to
diversity of Indonesia culture
& other countries for the
development of democratic
attitude, civilized, tolerant

MULTILINGUAL MULTIDIMENSIONAL
Conception, Creative Self-expression
appreciation, & through media such as
creation with integrated language, sounds,
aspect of estetic, logic, movement, character,
kinestic, dan ética

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OBJECTIVE ●●●

Create students to be
humanistic people and make
them comprehend the culture
through will and work

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 1. Comprehend the
concept of and the
importance of art

5. Managing and
2. Appreciating art
developing
humanistic sense.

Esthetics
4. Performing art at
local, regional, 3. Perform creativity
international levels. through art

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 SCOPE ● ● ●

Knowledge, skill, value in creating art in

Art form of painting, sculpture, kriya, and
illustration

Ability to experience and feel vocal technique,

Music expressing impression of sound and
appreciating music work

Kinetic ability based on body technique or

Dance without sound stimulus and appreciation to
dance movement

Theater Ability on technique of body, mind and vocal

through element of music, dance and role
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 Activities of Art Subject

Collecting characteristics
of culture

Having experience in developing

Concept, Appreciation and
Creation

Exploring element, principle,

process and technique within
culture diversity context
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 Kelas VII Semester I
Standard of Basic Competences
Competence
Art
1. Appreciating art 1.1 Identifying types of local applied art works
work
1.2 Appreciating the uniqueness of ideas and technique of local
art work
2. Self expression by 2.1 Drawing three-dimensional forms of local art works
art work
2.2 Creating kriya work by utilizing local techniques and motive
2.3 Creating kriya work by utilizing local techniques and motive
Music
3. Appreciating music 3.1 Identifying type of local songs
work
3.2 Appreciating the uniqueness of local songs
4. Self expression by 4.1 Simply arranging local songs
music work
4.2 Performing result of arrangement of local songs

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Dance
5. Appreciating dance work 5.1 Identifying local dance (single dance)

5.2 Appreciating the uniqueness of local dance (single

dance)

6. Self-expression by dance 6.1 Exploring floor of local dance (single dance)

work
6.2 Performing local dance (single dance)
Theater
7. Appreciating theater work 7.1 Identying type of local theater
7.2 Appreciating the uniqueness and the moral message
of the local theater

8. Self-expression by theater 8.1 Exploring technique of technique of body, mind and

work vocal.
8.2 Managing a performance of local theater

8.3 Implementing principle of cooperation in theater

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 Primary School Secondary School

Art Fields School Courses School courses

Extra-curricular Extra-curricular
Art subjects Non-arts Arts subject Non-arts
Drawing,
V V V V
Painting
Scuplture V V V V
Literature,
V V
Creative Writing
Design V V V V

Crafts, Ceramics V V V V

Music V V V V

Dance V V V V

Sport V V

Drama V V V V
Film and/or
V V V
New Media Arts
New forms of
popular artistic V V V V
expression
Theatre V v

Art field in primary and secondary school

20
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 CULTURAL HERITAGE

‘Show of Children Play (dolanan’ Cultural March (Pawai Budaya)

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‘Kancil’ Puppet Planting

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THANK YOU

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