CHAPTER II

LITERATURE REVIEW

A. Curriculum as the Important Element in Teaching Learning Process

1. Definition of Curriculum

The term of the original curriculum is derived from the terminology used in the

athletic world "curere" which means running. The term is closely related with the

word "curier" or courier which means a link or someone who is assigned to convey

something to other people or places (Nurgiyantoro, 1988: 2). According to Sholeh

Hidayat (2013: 113), "Curriculum orientation 2013 is the increase and balance

between attitude competence (attitude), skill, and knowledge."This also accordance

with mandate of Law no. 20 year 2003 as outlined in the explanation of article 35:

"The competence of graduates is a qualification of graduate competencies that

include attitudes, knowledge, and skills in accordance with national standards has

been agreed upon. It also accordance with the development of a curriculum-based

competencies that have been pioneered in 2004 with "covering competence attitudes,

knowledge, and skills in an integrated manner.

Kwartolo (2007: 47) explains that there is many definitions of the curriculum,

but the essence is to deliver students through learning experiences so that they can

grow and develop as optimally as possible. Hamalik (2008: 12) states that the

curriculum is an educational program provided by educational institutions (schools)

for students. The curriculum is not limited to a number of subjects but all things can
affect student development. The curriculum is a plan that contains the content and

material of the lesson, ways, methods or learning strategies, and \ is a guideline for

the implementation of learning activities.

2. History of Curriculum Development in Indonesia

In the course of history since 1945, the national education curriculum has

undergone changes, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006

and the last 2013. These changes are a logical consequence of changes in the

political, social, cultural, economic and science and technology systems in the nation

and state society. Because the curriculum as a set of educational plans needs to be

developed dynamically according to the demands and changes that occur in the

community. All national curricula are designed with the same foundation, namely

Pancasila and the 1945 Constitution. The difference is in the main emphasis of

educational goals and approaches in realizing them.

Changes in the curriculum in Indonesia are certainly accompanied by different

educational goals. Because in each of these changes there is a certain goal to be

achieved to advance our national education. These changes are certainly designed

with consideration of the Pancasila foundation and the 1945 Constitution. The

curriculum used in Indonesia has the same foundation, but the characteristics and

orientation of each curriculum appear differently each period.

According to Wahyuni (2015) the curriculum is an important element in any

form and models of education. Since the days of Dutch colonizers in Indonesia there

were already implemented in the curriculum of formal education. Curriculum

development in Indonesia there are 2 periods of: 1) the period before independence

day. 2) the period after independence day. In the course of history since independence

in 1945, the national curriculum has changed, namely in 1947, 1952, 1964, 1968,

1975, 1984, 1994, 2004, 2006 and that is still the stage of completion is curriculum

2013. The changes are a logical consequence of the change of political, system, social,

cultural, economic, science and technology in society and nation.

a. Period Before Independence

The history of curriculum development during the colonial period, namely

since the arrival of Europeans, namely during the Dutch company and the Japanese

government until the independence period.

The curriculum at the time of the Company had a mission to spread religion

and to facilitate the implementation of trade in Indonesia. In the century 16 and 17

established educational institutions in the effort to spread Christianity in Indonesia,

education was for the Dutch and indigenous peoples. With the existence of these

educational institutions, the Company felt the need for inferior employees who could

read and write.

According to Syah (2010: 10) in the Japanese period, the development of

education had its own meaning for the Indonesian people, namely the collapse of the

Dutch colonial government system. The main purpose of education during the

Japanese occupation was to win the war.2 During this time there emerged a public

school called Kokumin Gako for 6 years, then Dutch-smelling lessons were omitted

and Indonesian was used as the language of instruction (Abdullah, 2007)

 b. Period After Independence

1) Kurikulum 1947

The first curriculum in the independence period was called the 1947 Lesson

Plan. At that time the mention was more popular using the leer plan (lesson plan)

rather than the term curriculum in English. The educational principle set is Pancasila.

The political situation with the turmoil of the revolutionary war, the Lesson Plan of

1947, was only implemented in 1950. Therefore the 1947 Lesson Plan was often also

called the 1950 curriculum. The composition of the 1947 Lesson Plan was very

simple, only contained two main points, namely a list of subjects and hours of

teaching, and outlines of his teaching.

The 1947 Lesson Plan prioritizes character education, state consciousness, and

community, rather than mind education. Subject matter is related to everyday events,

attention to the arts, and physical education. The subjects for the People's School

level are 16, especially in Java, Sundanese and Madura given the local language. The

list of lessons is Indonesian, Regional Languages, Counting, Natural Sciences, Life

Sciences, Earth Sciences, History, Drawing, Writing, Sound Art, Handwork,

Keputrian Work, Body Motion, Hygiene and Health, Character Education, and

Religious Education. Initially religious studies were given starting in class IV, but

since 1951 religion has also been taught since class 1.

The outlines of teaching at that time emphasized the way teachers taught and

how students learned. For example, language learning teaches how to talk, read, and

write. Nature teaches how to process everyday events, how to use a variety of simple
tools (pumps, scales, benefits of brave beats), and investigate various daily events, for

example why locomotives are filled with water and wood, why fishermen go to sea at

night, and how connect the power cord. In its development, the lesson plan is further

detailed in each lesson, known as the Unraveling Lesson Plan 1952. The syllabus is

very clear. A teacher teaches one subject. At that time Community Classes were

formed, namely special schools for 6-year-old SR graduates who did not continue to

junior high school. Community classes teach skills, such as agriculture, carpentry,

and fisheries. The goal is that children cannot afford to go to junior high school, can

work immediately.

1) Kurikulum 1952

After the Lesson Plans of 1947, in 1952 the curriculum in Indonesia

experienced improvements. In 1952 this was named the Decomposed Lesson Plan

1952. This curriculum had been directed towards a national education system. The

most prominent and at the same time characteristic of the curriculum

1952 that each lesson plan must pay attention to the content of the lessons that

are connected with everyday life. At the end of the era of President Soekarno, the

Education Plan of 1964 or Kurikulum 1964

The focus is on the development of creativity, taste, intention, work, and

morals. Subjects are classified into five study groups: moral, intelligence,

emotional/artistic, intelligence (skills), and physical. Basic education places more

emphasis on practical knowledge and functional activities.

 2) Kurikulum 1964

After 1952, before 1964, the government again refined the curriculum system

in Indonesia. This time it was named the Educational Plan of 1964. The main ideas of

Kurikulum 1964 that characterized this curriculum were that the government had the

desire that the people get academic knowledge for debriefing at the elementary level

so that learning was centered on the Pancawardhana program which included the

development of creativity, taste, initiative, work, and morals. Subjects are classified

into five study groups: moral, intelligence, emotional/artistic, intelligence (skills), and

physical. Basic education places more emphasis on practical knowledge and

functional activities.

3) Kurikulum 1968

Kurikulum 1968 is a renewal of the 1964 curriculum, namely the change in

the structure of the education curriculum from Pancawardhana into Pancasila mental

formation, basic knowledge, and special skills. The 1968 curriculum is an

embodiment of the orientation changes in the implementation of the 1945

Constitution in a pure and consistent manner.

In terms of educational goals, the 1968 curriculum aims that education is

emphasized in efforts to form a true Pancasila man, strong, and physically healthy,

enhancing intelligence and physical skills, morals, character, and religious beliefs.

The contents of education are directed at activities that enhance intelligence, skills,

and develop physical health that is healthy and strong.

 4) Kurikulum 1975

Kurikulum 1975 emphasizes goals, so that education is more efficient and

effective. "The background is the influence of the concept in the field of

management, namely the famous MBO (management by objective) at that time.

Methods, material, and teaching objectives are specified in the Prosedur

Pengembangan Sistem Instruksional (PPSI). This era is known as the "learning unit",

which is the lesson plan for each unit of discussion. Each lesson unit is detailed again:

general instructions, tujuan instruksional khusus (TIK), subject matter, learning tools,

teaching-learning activities, and evaluation. The 1975 curriculum was widely

criticized. The teacher is made busy writing down the details of what will be achieved

from each learning activity.

5) Kurikulum 1984 (CBSA curriculum)

The 1984 curriculum carries a process skill approach. Although the priority of

a process approach, the goal remains an important factor. This curriculum is also

often called "Enhanced 1975 curriculum". Students position placed as studying

subject. From observing something, grouping, to discuss, to report. This model is

called the Cara Belajar Siswa Aktif (CBSA) or Student Active Learning (SAL).

This Kurikulum 1984 is oriented toward instructional goals. Based on the

view that the provision of learning experiences to students in very limited study time

in schools must be truly functional and effective. Therefore, before choosing or

determining teaching materials, the first thing to be formulated is what goals students

must achieve.

6) Kurikulum 1994

Kurikulum 1994 was made as a refinement of the 1984 curriculum and carried

out in accordance with Law no. 2 of 1989 concerning the National Education System.

This has an impact on the learning time-sharing system, namely by changing from the

semester system to the quarterly system. With a quarterly system, the division in one

year into three stages is expected to provide opportunities for students to be able to

receive enough subject matter. The purpose of teaching emphasizes the understanding

of concepts and problem solving skills and problem solving.

7) Kurikukum 2004 (KBK)

Kurikukum 2004 is better known as the Competency Based Curriculum

(CBC). Competency-based education focuses on developing the ability to perform

(competency) certain tasks in accordance with predetermined performance standards.

This means that education refers to efforts to prepare individuals who are able to

carry out the set of competencies that have been determined. The implication is that a

competency-based curriculum needs to be developed as a learning guide.

The Competency-Based Curriculum is oriented to:

a) Results and impacts that are expected to arise in students through a series of

meaningful learning experiences.

b) The diversity that can be manifested according to their needs. The goals to be

achieved to emphasize the achievement of student competencies both individually

and classically.

In 2004 the government issued a new curriculum with the name of a

competency-based curriculum.

8) Kurikulum 2006 (KTSP)

Kurikulum 2006 is known as Kurikulum Tingkat Satuan Pendidikan (KTSP).

In early 2006 the CBC trial was stopped, KTSP appeared. In terms of content and the

process of achieving target competency learning by students to technical evaluation,

there is not much difference with Kurikulum 2004. The most prominent difference is

that teachers are given more freedom to plan learning in accordance with the

environment and the condition of the school. This is due to karangka dasar (KD),

standar kompetensi lulusan (SKL), standar kompetensi dan kompetensi dasar

(SKKD) for each subject for each education unit determined by the Ministry of

National Education. So the development of learning devices, such as syllabi and

scoring systems, is the authority of the education unit (school) under the coordination

and supervision of the Regency/City government

9) Kurikulum 2013

The essence of Curriculum 2013 is in simplification and thematic-integrative

efforts. The Curriculum 2013 is prepared to produce generations who are ready to

face the future. Because the curriculum is structured to anticipate future

developments.
 The emphasis is aimed at encouraging students or students to be better able to

make observations, ask questions, reason, and communicate (present), what they get

or know after receiving learning material. The objects that become learning in

structuring and refining the Curriculum 2013 emphasize natural, social, artistic, and

cultural phenomena.

Through this approach, it is expected that our students have a much better

competence in attitudes, skills and knowledge. They will be more creative,

innovative, and more productive, so that later they can succeed in facing various

problems and challenges in their time, entering a better future.

The implementation of the Curriculum 2013 is part of continuing the

development of the Competency-Based Curriculum (KBK) which was pioneered in

2004 by integrating attitudinal, knowledge, and skills competently, as mandated by

Law 20 of 2003 concerning the National Education System in the explanation of

article 35, graduate competency is the qualification of graduates' abilities which

includes attitudes, knowledge, and skills in accordance with agreed national

standards. This presentation is part of the Curriculum 2013 public test, which is

expected to capture opinions and input from the public

3. Models of Curriculum

According to Sabda (2016), theoretically at least the curriculum can be

grouped into four models, namely: (1) Academic Subject Curriculum; (2) Humanistic

curriculum; (3) Curriculum for Social Reconstruction; and (4) Technological

Curriculum. Although theoretically the curriculum is generally grouped into four

models. In reality, there is also a curriculum model which is a combination of the four

models, such as a standard ability-based curriculum model.

a. Academic Subject Curriculum Model

The academic subject curriculum is a curriculum that is developed based on

eye-based / subject matter and aims to provide as much knowledge as possible to

students. This curriculum model greatly highlights or prioritizes teaching content or

material in education. The material that is the content of the curriculum in the

academic subject curriculum model is generally material that has developed in the

past or is a cultural heritage of the past that has been recognized and is considered to

be owned by everyone. In other words, this curriculum model is oriented towards the

inheritance of science and values/culture of the past (classical and middle age). The

contents of the curriculum which is an educational material are taken from every

scientific discipline that derives from the theory of classical education, namely the

view of education on Essentialism and Perennialism.

The Flow of Philosophy of Essentialism

 The Flow of Philosophy of Perennialism

Because this curriculum model emphasizes the importance of giving or

transferring material or science to students, then education according to the concept

of this model must try to provide as much knowledge and mastery of material

knowledge as possible. Children who succeed in education are children who master

all or most of the content or educational material prepared by the teacher or

educational institution concerned. A good and successful educational institution is an

educational institution that can provide as much knowledge as possible to its students.

This is illustrated as follows:

Teacher / Subjects Students

Lecturer

b. Humanistic Curriculum Model

In contrast to the academic subject curriculum model which emphasizes the

development of material or knowledge in children, the humanistic curriculum model

emphasizes the development of the potentials of each individual child as a whole.

This certainly matches the name "humanitarian" which means something more

humanitarian. Thus this humanistic curriculum concept is intended to educate

children in accordance with their human nature.

This curriculum model was developed by experts who view humanitarian

education. There are several schools included in the flow of humanistic education,

namely: Confluent education, Radical Criticism, and Modern Mysticism. Confluent

Education emphasizes personal integrity, individuals must respond in their entirety

(both in terms of thoughts, feelings, and actions), to the overall unity of the

environment. Radical Criticism's education views education as its effort to help

children discover and develop all of their potentials. Education is an effort to create a

situation that allows children to develop optimally. Modern education on mysticism

emphasizes training and developing sensitivity, a subtlety of character, through

sensitivity training, yoga, meditation and so on.

c. Social Reconstruction Model

Unlike the two curriculum models above, this model emphasizes the provision

of students to be able to deal with various problems in their lives in society. This is in

accordance with the name "social reconstruction" which means rebuilding people's

lives for the better. This idea emerged in the 1920s, among others pioneered by

Harold Rug. He believes that there has been a gap and gap between the curriculum

and the community at that time. Therefore he wants students to have new knowledge

and concepts. With this new knowledge and concept, it can identify and solve various

social problems, and in turn, it is expected to create a new, better society. Theodore
Brameld, in the early 1950s, proposed the idea that in a democratic society, all

citizens must participate in the development and renewal of society. For this reason,

schools have very strategic and important positions and roles. Therefore, schools

must not only be able to help individuals develop their social abilities, but also must

be able to help how to best participate in social activities. Students must be prepared

to have sufficient knowledge of urgent or crucial social problems and work together

or work together to solve them.

In addition to the above view, the social reconstruction curriculum is also

based on the "interaksionis" education flow, which has the view that education must

be an interaction, collaboration between teacher and student, between students and

students, and between students and other learning resources. Thus the curriculum is

more concerned with the collaboration or interaction between the teacher and students

in adjusting the program, as can be illustrated as shown below:

B. Kurikulum 2013 as the New Curriculum in Indonesia

1. Definition of Kurikulum 2013

E. Mulyasa (2013: 66) stated that the Curriculum 2013 namely as a

competency-based curriculum which is a curriculum concepts that emphasize

character development and ability to perform (competence) tasks with the standard

certain performance, so the results can be perceived by students, in the form of

mastery toward certain set of competencies. Anang Tjahjono (2013: 1) "Curriculum

2013 is a curriculum based on competency development students. Competency-based

curriculum ("outcomes-based curriculum") is the development of a curriculum

directed to the achievement of competencies such as which has been formulated in

the Graduate Competency Standards." Imas Kurniasih and Berlin Sani in the

Implementation of Curriculum 2013: Concepts and Application, defined that:

"Curriculum as an idea, has its roots in the Latin word for race-course, explaining the

curriculum as the course of deeds and experiences though which children become the

adult they should be, for success in adult society." Caswell and Campbell argued that:

"Curriculum is all of the experiences children have under the guidance of teacher."

Therefore, according to Sholeh Hidayat (2013: 113), Curriculum 2013 can be one

solution to face the changing times which will prioritize the competencies synergized

with the values of character because the approach and learning strategy used is by

giving space to students to construct new knowledge based on a learning experience

obtained from the classroom, the school environment, and the community.

The Curriculum 2013 is a follow up of the Curriculum-Based Competencies

that have been tested in 2004. KBK was made references to various aspects of

education (knowledge, skills and attitudes) in all levels and educational pathways,

especially on track school education (Hamalik, 2007: 238). The development of

student attitudes takes place in all sides of life lived at home, school and the

surrounding community. And teachers who understand, will use all of this to help

optimal student development (Sitepu, 2013: 191).

From that sense it can be assumed that the Curriculum 2013 is a curriculum

development that focuses on competence and the character of the student which
achieved through his learning experience formulated in the Graduate Competency

Standards. The Curriculum 2013 is directed to develop knowledge, understanding,

abilities, values, attitudes, and student interest in doing something in the form of

proficiency, accuracy, and success with full responsibility.

2. Elements of Kurikulum 2013 Changes

It turns out that in the Curriculum 2013 there were only 4 basic changes,

namely the Standard of Graduates Competence (SKL), Process Standards, Content

Standards and Assessment Standards. For SKL elements, all levels of education

ranging from elementary to high school / vocational school require an increase and

balance of soft skills and hard skills which include aspects of attitude competence

(affective, attitude), skills (psychomotor), and knowledge (cognitive).

Efforts to realize the objectives of national education require a qualification

profile of graduates' abilities as outlined in graduate competency standards. In the

explanation of Article 35 of Act Number 20 of 2003, it is stated that graduate

competency standards are qualifications of graduates' abilities which cover the

attitudes, knowledge and skills of students that must be fulfilled or achieved from an

education unit at the level of primary and secondary education.

3. Implementation of Kurikulum 2013

Implementation is a process of applying ideas, concepts, policies or

innovations in the form of practical actions that give impact, either in the form of

changes in knowledge, skills, and values and attitudes. O. Malik (2008: 237).
Implementation of the curriculum is the application of a curriculum program that has

been developed in the previous stage, then tested with implementation and

processing, while always addressing the field situation and the characteristics of the

learner, whether intellectual, emotional, and physical development E. mulyasa (2013:

101).

C. EFL Teacher’s Perception on the Implementation of Kurikulum 2013

1. Definition of Perception

Perception is a process that involve the entry of messages or information into

the human perceptions of continuously making contact with the environment. This

relationship is carried out through his senses, namely the sense of sight, listener,

touch, feeling, and kissing (Slameto, 2010: 102). According to Purwodarminto (1990:

759), perception is a direct response from an absorption or process someone knows

some things through sensing. Different from the opinion of Slameto and

Purwodarminto, according to Robbins (2003: 97), which describes that perception is

an impression obtained by individuals through the five senses and then analyzed

(organized), interpreted and then evaluated, so that the individual obtains meaning.

2. Types of Perception

Based on the process of understanding a stimulus obtained by the human senses,

the perception is divided into several types, namely:

a. Visual perception is the result of what we see well before we see or still imagine

and after doing on the intended object. This visual perception is the earliest
 perception developing in infants, and affects infants and toddlers to understand

their world. Visual perception is the main topic of discussion of perceptions in

general, as well as perceptions that are usually most often discussed in everyday

contexts.

b. Auditory perception is perception obtained from the sense of hearing, namely the

ear

c. Perceived perception is perceived by the tactile senses, namely the skin

d. Olfactory perception is perception obtained from the sense of smell which is the

nose.

e. Taste perception is perception obtained from sense of taste, namely the tongue.

3. EFL Teacher’s Perception Toward kurikulum 2013

After understanding the material of each curriculum that has been applied in

Indonesia in certain periods, it can be concluded that the curriculum in Indonesia is

always changing. Changes that occur in the curriculum have the same goal. The goal

is to achieve educational goals as well as to be a guide in the implementation of

learning in all types and levels of education. The changes that occur are not separate

from the teacher's perception themselves because they are the people who apply the

curriculum in education directly. Teacher's perception can be used as a benchmark to

know how far the curriculum runs. The experiences they gained during the

implementation of the curriculum became the real evidence of the curriculum being

implemented and also a consideration for the next curriculum change.

 Teachers' perceptions in the implementation of the curriculum 2013 are also a

very important part to consider because the implementation of the Curriculum 2013

has been running for about 3 years. Based on this fact it can be said that the

curriculum is still relatively new and the teacher's understanding of Curriculum 2013

in general is still limited. So that the perception could be a measure of whether or not

the Curriculum 2013 changes were in line with the purpose planned before. With the

perception of the teacher, we will be able to find strengthes, weaknesses and how the

solution so that the implementation can run better than before. As is known, that the

curriculum 2013 is also a refinement of the curriculum from curricula that have been

applied in Indonesia before. Therefore the teacher's perception of the curriculum 2013

is a very important part to know and also serves as a guide for other teachers in

implementing the Curriculum 2013 in order to create good learning and give birth to

a generation of quality.