DEVELOPMENTAL CURRICULUM PAPER

MODEL’S OF CURRICULUM

DISUSUN OLEH:

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

KUSUMA NEGARA

2019

CHAPTER I
 INTRODUCTION

Naturally, we as a nation Indonesia is proud to be a part of the Republic of Indonesia.

Indonesia is an agricultural country with natural resources and inherit the abundant natural
resources of qualified number 1 in the world. Unfortunately Indonesia is known as a country
that is less able to process their own natural potential because of the potential of human
resources that are less competent. Therefore, the government is planning to accelerate the
"Millennium Development Goals" which was originally planned to be achieved in 2020
accelerated to 2015. Millennium Development Goals is the era of free trade or globalization
era, the era of competition quality or quality, qualified people will be able to advance and
sustain their existence. Therefore, the construction and development of human resources is
needed in national development.
As we know, Indonesia is a country made up of thousands of islands with different
cultures and ethnicities. For that reason it needs adjustment or equalization vision, mission, and
strategy to progress and develop simultaneously. In this case, the national education system
has one important component in the implementation of the curriculum, since the curriculum is
an educational component referenced by each educational unit. Curriculum created by a
centralized government and applied to all children across the country nation of Indonesia.
School as an educational unit in each area with a wealth of diverse natural, and with the
potential of different regions. As a component of school teachers who are competent in a
particular subject and adjust the duty outlined curriculum, and develop appropriate local
potential and the potential of the school and students. However, in many cases found a lack of
understanding of school principals and teachers to the curriculum. This is evident from the
persistence of the teachers who guided textbooks sold in the market, as we know textbooks are
designed with a full portion, meaning the content in excess of the curriculum so that teachers
often feel short of time in the delivery of content in a particular subject.
B. Problems
1. How the Lewis’s model of curriculum development?
2. How the Tyler’s model of curriculum development?
3. How the Taba’s model of curriculum development?
4. How the KTSP model of curriculum development?
5. How the Kurtilas model of curriculum development?
C.The Aims
1. To know the Lewis’s model of curriculum development.
2. To know the Tyler’s model of curriculum development.
3. To know the Taba’s model of curriculum development.
4. To know the KTSP model of curriculum development.
5. To know the Kurtilas model of curriculum development.

CHAPTER II
CONTENT
A. Definition of Curriculum

The curriculum comes from the Latin"curicula" which originally meant aroad for
cartsorrace. But interms of education translate intoroads,businesses, activities to achieve the
goal of teaching.
Curriculum has become the important part of education. The curriculum that has been
launched is important to shift attention to how schools and teachers can be supported to help
their students understand, enjoy and take part in a wide creative education. A good quality
curriculum will encourage teacher to get to know their students and ensure that their teaching
style and their classroom behavior are directed well. “Curriculum is totality of the content to
be taught and aims to be realized within one school or educational system”
There are so many model of curriculum. In this paper, we will discuss four models of
curriculum. There are Lewis, Tyler, Hilda Taba, KTSP and Kurtilas model of curriculum.

1. Tyler Curriculum Model

The curricullum develophment based on tyler is the foundation of curriculum in this era. He
has four quastion that must be answerd to make a curricullum, the question are the fondation
of curricullum. The answer and result from the question is a curricullum. His theory was based
on four fundamental questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained? (Tyler 1949: 1)

The first question is about the aim from schools, firstly schools must determine the aim
for their schools, so the next steps will support the purpose of school.Determine the purpose of
setting goals is the first step. In this objective must describe the direction of education purosed,
what kind of skills students should possess after school. The curriculum formulation objectives
is highly dependent on the theories and philosophies of education adopted by developers, based
on various input. There are three classifications of purpose from Tyler curriculum that
emphasizes mastery of the concepts and theories of science (dicipline oriented). The purpose
pegembangan curriculum that emphasizes personal or humanistic models (student centered).
The curriculum purpose that emphasis on improving people's lives (society centered.)
 With reference to the above curriculum goals, the resources that can be used as a
reference in the development of the curriculum, according to Tyler, the views and
considerations of the expert disciplines, individual student, and contemporary social life.
Determine the Learning Experience, learning experience is the interaction of student activities
with environtment, and how the students react to the environment. The learning experience is
not identical with the content of the lesson, but it inhern the learning experience has been
teaching is cover the material that should be learnt by student. several principles that must be
followed in determining the learning experience, that is:

1) Must be in accordance with the objectives to reach.

2) every student must satisfy the learning experience.

3) every design learning experiences student should involve .

4) The experience of learning could reach more than one goal.

Experience Experiential learning can be made in the form or in the form of program
subjects. While this type of organizing learning experiences can be vetikal or horizontally.
Vertically means one type of experiential learning is done in a variety of different grade levels.
Its means that repeating these types of learning experiences. While organizing horizontally
which connects the learning experience in a field of study (subjects) with other materials
learning experience that is still in one level. Tyler proposed three principles to organize learning
experiences to be effective, namely sustainability, The order of the content (sequence),
Integration. Continuity means that the constant repetition types of learning experiences to shape
the ability to set up student.

The process of evaluation is essentially the process of determining to what extend the
educational objective are actually being realize by the program of curriculum and instruction.
Evaluasi is find out what degree of achievement of objectives. Criteria for achievement of this
goal by look the change in student behavior in accordance with the purpose that will achieved.
Assessment should be carried out using more than one tools.

This is the chart of Tyler curriculum development

Student Sociaty material

source source source
There are some strength and weekness from objective models,

The strength of objective model are :

1. If the purpose of curricullum is the first step, the strategy and direction will follow
to reach the purpose.
2. The models provides a blueprint for the development of curriculum.
 3. Moving from a stantment of objective to the determination of content and methods
to achieve those objective.

The weekness of Tyler model are :

1. The model and Tyler rasional dont adequately explain where the curriculum
objective come from.
2. The model can not account for the many and complex outcomes of learning.
3. The structure of knowleage is such that it cannot be expressed in term of
prespecified performance.

2. Lewis Curriculum Model

In this model Lewis adopt an administrative approach to develop curriculum. This model
named as administrative model or line staff because the opinion of development arise from
administrator education and use administrative procedure. In this case, the administrator means
they who expert in educational such as curriculum developer, directorial of educational and
another person or team who expert in education.
In the scheme describe the lewis administrator model curriculum.

As shown in Figure 3, the selection of educational goals and objectives is influenced by (1)
external forces, including legal requirements, research data, professional associations, and state
guidelines, and (2) bases of curriculum, such as society, learners, and knowledge.
Curriculum design involves decisions made by the responsible curriculum planning
group(s) for a particular school center and student population. Having collected and analyzed
essential data and identified goals and objectives, curriculum planners create or select a general
pattern—a curriculum design—for the learning opportunities to be provided to students
 Curriculum implementation involves decisions regarding instruction. Various teaching
strategies are included in the curriculum plan so that teachers have options. Instruction is thus
the implementation of the curriculum plan. There would be no reason for developing
curriculum plans if there was no instruction. Curriculum plans, by their very nature, are efforts
to guide and direct the nature and character of learning opportunities in which students
participate. All curriculum planning is worthless unless it influences the things that students do
in school. Saylor argues that curriculum planners must see instruction and teaching as the
summation of their efforts.
Curriculum evaluation involves the process of evaluating expected learning outcomes and
the entire curriculum plan.

3. Hilda Taba Curriculum Model

Hilda Taba was born on December 7, 1902 at Kooraste , Estonia ( Russia ) . He was the
first child from nine children. His father Robert Taba , is a teacher at his elementary
school .Many models of curriculum development, one of them is expressed by Hilda Taba .
According to Hilda Taba’s opinion, "a curriculum is a plan for learning, therefore what is know
about the learning process and the development of individual has bearing on the shaping of the
curriculum ".So the curriculum is a lesson plan in which contains important substances that
include material of learning ,learning objectives ,methods , and evaluation that related or
connected to each other .Besides the curriculum should recognize the potential and
development needs of students or individual students first. Curriculum approach by Taba is
modifying basic model of Tyler to be more representative. Hilda Taba found essentially that
every curriculum is a way to prepare children to participate as productive members in society.
Taba theory believe that teachers are the primary factor in the development of curriculum . The
teacher in curriculum development as an innovator.

Hilda Taba on the basis of the data to develop a model that is known as inductive model
upside down . It said the model upside down because of the development of the curriculum is
not preceded by the arrival of concepts deductively . In Hilda Taba curriculum before
implementing further steps , first find the data from the field by conducting experiments that
are then compiled on the basis of the theory of real results , not held until execution .

There are five step of curriculum development according the Taba’s Model

A. Make the unit-unit of experimentwith teachers.

There are several steps in the development of curriculum in this step :

 1. Diagnosis Needs

In this step, the development of curriculum begins with determining needs of

students through the diagnosis of a variety of deficiencies ( deficiencies ) , and
differences in student background

2. Objective Formulate

At this stage is setting goals that include some aspects of which are concepts,
ideas , and skills that will be learned .

3. Curriculum Content Selection

The selection of curriculum content according to the purpose for previous step.
Content selection is not only based on the goals to be achieved , but also have to
consider the terms of the validity and give more benefit for students.

4. Organizing the content

Through the selection ,then determined curriculum that prepared the order , so
look at the curriculum or what class it should be given .

5. Choosing a learning experience

At this stage determined the learning experiences of students in order to achieve

objectives of the curriculum .

6. Organizing learning experience .

Teacher then determine how to package learning experiences that have

determined that the packages into the activity, students were invited as well , so that
they have a responsibility to implement learning activities .

7. Determining the evaluation tools and procedures to be students.

In the determination of the teacher evaluation tool to select a variety of

techniques that can be done to assess student achievement , whether the student has
reached the goal or not .

8. Testing the balance of curriculum content.

This test needs to be done to see the correspondence between the content , learning
experiences , and types of student learning .

B. Test the unit-unit of experiment

In this step we must try to apply the curriculum in various situation and several kinds of
student to know the validity of the curriculum.
C. Revise and Consolidation

In this step we must revise the curriculum based on the data that collected in previous
step to make the perfect curriculum development.

D. Developing curriculum frame

In this step there are many question that must be answer:

1. Is the content of curriculum precise?

2. Is the content arranges logically?
3. Is the learning process give more competencies and intellectual development to
student?
4. Is the basic concept have been accommodate?
E. Implementation and Desimilation.

In this step the curriculum apply in many school that in various place and find the
difficulties of each teacher in teaching and learning process.

Taba’s Curriculum development

Make the unit-unit of experimentwith teachers

1. Diagnosis Needs
2. Objective Formulate
3. Curriculum Content
Test the unit-unit Selection
4. KTSP Curriculum Model of experiment
4. Organizing the content
5. Choosing a learning
experience
6. Organizing learning
Revise and Consolidation
experience
7. Determining the
evaluation tools and

Developing curriculum frame procedures to be

students.
8. Testing the balance of
curriculum content.
Implementation and Desimilation.

According Mulyasa (2007), The meaning of KTSP is Kurikulum Tingkat Satuan

Pendidikan (Curriculum Education Unit), which was developed in accordance with the level
of educational units, the potential of the school or district, or local school characteristics, socio-
cultural community, and the characteristics of learners.
Given the variety of potential-student characteristics and school or district, and the social
and cultural life of local communities in accordance with the natural resources and wealth of
human resources led to the development of KTSP curriculum should have the characteristics
or the individual's typical of each region to each unit of education or school. Curriculum
development is different from one school to another school is a demanding teacher and
creativity play an active role in the elaboration and development of the curriculum taking into
account the existing potential. Both facilities where media and learning methods must be
developed and included in the curriculum as a guide, and bookmarks for successful learning
occurs in accordance with the curriculum that has been developed.
In the Standar Nasional Pendidikan (National Education Standards), (SNP Article 1,
paragraph 15) defines operational SBC as a curriculum drawn up, developed and implemented
by each educational unit that is ready and able to develop with regard Law. 20 of 2003 on
National Education System Article 36:
• Curriculum development is done by reference to the National Education Standards to
achieve national education purposes.
• The curriculum at all levels and types of education developed with the principle of
diversification according to the educational unit, the potential of the area and learners.
• Curriculum levels of elementary and secondary education unit developed by the school
and the school committee based on the competency standards and content standards and
curriculum guides created by BSNP.
This curriculum is a curriculum that entrust education strategies are in units of the
smallest and closest to the students, the school and the teachers are more aware of the potential,
the demands and needs of the students in their respective regions. Therefore, teachers need
competent, critical thinking, and can see the opportunity to explore the creative potential of the
students and the local area.

4. KTSP Curriculum Model

A. The foundation of KTSP

KTSP is based onthe Actand regulationsas follows:

•Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional

Presentedon National Education Standards(SNP) consisting at as a content standards,

processes, competency, education, infrastructure and facilitiesmanagement, finance,
 and education assessment plan must be upgraded periodically. Here isa compulsory
subject in the curriculum of elementary and secondary education: Religious
Education, Civics, English, Mathematics, Science, Socialand CulturalArts, Physical
Education and Sport, skills andlocal content.

• Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan

Presented on the operational curricula developed based competency standards

(Standar Kelulusan/ SKL) and content standards.
SKLcoversgraduatequalificationcapabilitieswhich includeattitudes, knowledge,
skills,whereas thescope of thestandardcoversthe content ofthe materialand the level
ofcompetencyas outlined in thecriteria forthe competence ofgraduates,
materialcompetenceassessment, competencesubjectsandsyllabusshouldto be
fulfilledlearners.

• Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2006 tentang Standar Isi

Setonthe content standards for elementary and secondary education unit called
content standards, the scope ofthe material coversat leasta minimal level of
competence and to achieve minimal competency in a particular education level.

•Peraturan Menteri Pendidikan Nasional No. 23 Tahun 2006 tentang Standar

Kompetensi Lulusan

SKLminimalset abouteachgroup of subjectsand subjectsthat lead toKD

•Peraturan Menteri Pendidikan Nasional No. 24 Tahun 2006 tentang Pelaksanaan

Peraturan Menteri Pendidikan Nasional No. 22 dan 23

B. The purpose of KTSP

In general,for empowering education units through the provision ofauthority
(autonomy) to educational institutions and encourage school stomake decisions in
pastisipatif in curriculum development.

General Purpose:
1. Improving the quality of education through self-reliance and initiative in
developing school curriculum,manage, and empower the resources available.
 2. Increase community awareness of the school and curriculum development through
shared decision-making.
3. Increasing healthy competition among educational unit about the quality of
educationto be achieved.
If we look KTSP curriculum development begins lawsand regulations over untilit
becomes the formulation of learning objectives contained there in. Then the determination of
content standards and standardized processes developed by each teacher education unit level
in each subject.

C. Development Principles of KTSP

KTSP is a curriculum model that was developed based on the following principles:

1. Centered on the potential, progress, needs, and interests of Students and the Environment
In this case, the curriculum was developed using the basis that the learning activities
that take place are central position played by learners. Learners have the competence to
become a man who is faithful and devoted to God Almighty , noble , healthy ,
knowledgeable, skilled, creative, independent and democratic citizenship and responsible
which will develop. The development of learner competencies tailored to the potential,
progress , needs, and interests of the environment .
2. Diverse and integrated
The curriculum was developed by taking into account the diversity of learner
characteristics, environmental conditions, levels and types of education, religion, ethnicity
and culture, customs, socio-economic status and gender. The integration of existing
substances derived from the charge required curriculum, local content, and the
development of self- organized in a meaningful and sustainable linkages between
substance .

3. Responsive to the development of knowledge, technology, and the Arts

Science, technology, and art growing dynamically. Curriculum have awareness of such
developments, so that the curriculum gives students a learning experience to follow and
utilize science, technology, and art .
4. Relevant to the needs of life
In curriculum development involving stakeholders which aims to ensure the
relevance of education to the needs of the existence of social life, the business world , and
the world of work .
5. Comprehensive and Sustainable
The substance possessed curriculum covers all dimensions of competence, scholarly
study, and subjects were presented simultaneously across levels of education.
6. Lifelong Learning
The curriculum gives a reflection of the relationship between the elements of formal,
informal and non-formal with due regard to the conditions and demands of the evolving
environment in line with human development. Thus be driven curriculum development
process, acculturation, and empowering learners last a lifetime .
7. Balance between national and regional interests
Regional and national interests complement and empower line with the motto Unity
in Diversity. And passage of the curriculum noticed two things are to build a society that
nation and state .

D. The components and structure of the KTSP

- Component of the KTSP consist of :
1. The purpose of education unit level
This objective refers to the educational level of the education unit, which is divided into:
- The purpose of primary education
- The purpose of secondary education
- The purpose of vocational secondary education
2. The structure and content of the SBC
The structure of the education unit level curriculum (KTSP) is located on the
content standards developed from a group of subjects such as religion and noble
character, citizenship and personal, science and technology, aesthetics and physical
exercise and health .
The charge of the education unit level curriculum (KTSP) form subjects, local
content, and self-development activities. In addition, there is a rising class, penjurusan,
and graduates, as well as life skills -based education, local and global excellence .
3. Education Calendar
Compiled based on the needs, characteristics of the school , the needs of learners
and society.
4. Syllabus design and implementation of teaching
The syllabus is a description of the standard of competence and basic competences
that will be developed further into lesson plans adopted in teaching and learning activities
.
- Structure KTSP

In dokumentatif KTSP components encapsulated in the I and II document.

1. Document I
- CHAPTER I INTRODUCTION
Contains background , development objectives and principles of development.
- CHAPTER II EDUCATIONAL PURPOSES
Contains educational purpose, the school's vision, mission schools and school
goals.
- CHAPTER III STRUCTURE AND CONTENT CURRICULUM
Encompassing the subject, local content , self-development activities , setting
learning burden, rising grade and graduation, selection of majors, life skills,
education -based local and global excellence .
- CHAPTER IV EDUCATION CALENDAR .
2. Document II
Loading syllabus based SK and KD were developed.

5. Kurtilas Curriculum Model

2013 curriculum (K-13) is fixed curriculum implemented by the government to replace
KTSP which has prevailed for more than 6 years. 2013 curriculum come into the
probation in 2013 by making some schools into startups schools. In 2014, 2013
curriculum has been applied in grade I, II, IV, and V, while for junior high are grade VII
and VIII and senior high are grade X and XI.
Curriculum 2013, the newest curriculum of national education of Indonesia, will
make a lot of changes to the face of education system of this archipelago country. For
all stages of educational institutions, from elementary school to senior high school,
numerous lessons will be dismissed. Started from this coming academic year
(2013/2014), the changes made will be on the process of learning, the number of lessons,
and also the learning time will be longer than before. As the impact of those spreading
issues about this new curriculum, some people think that the curriculum 2013 will cause
 more unemployed; arising a new folly due to the abolition of vital lessons. Therefore,
this curriculum causes pros and cons.
The difference between Curriculum 2013 and the Education Unit Level Curriculum
are located on the competence aspect of knowledge. Curriculum 2013 puts attitude on
the higher priority than skill competencies and knowledge. So, it says that English,
Social Science, and Science subject will be removed from the subject list for elementary
school; Social Science and Science will be intergrated in other subjects, such as
Indonesian Language etc, whereas English can be learned as an extracurricular subject.
I wonder if the government forgets that for reaching the bright future good attitude must
be accompanied by knowledge. Moreover, those subjects are very important for
chidren’s developments. English is the international language, Social science teaches
children how to socialize others, Science tell them about their own nature. I can’t
imagined how it will be if 6 years in elementary school are wasted without learning
about those three important subjects completely.

A. 2013 Curriculum In Indonesia

This year, government finally decided to try out the new designed curriculum,
the 2013 curriculum. Thousands of schools, ranging from elementary (SD), junior
high (SMP), and senior high (SMA) have participated in this try out. Despite the debate
on the lack of preparation and infrastructure, the 2013 curriculum offers many new
features in our education system.
Unlike the previous one, the 2013 curriculum will be IT-based. Ministry of
Education and Culture has set up a website to oversee the implementation of the 2013
curriculum. The website provides details of curriculum implementation, including
teachers guide and subject materials.
The curriculum, however, scraps Computer or IT from the compulsory high
school subjects. Students are not required to sit in the class for computer subject, rather,
they can learn it outside classroom. In return, science subjects (mathematics, physics,
biology and chemistry) and religion subject have additional one hour contact time each.
For senior high school students, the 2013 curriculum gives them opportunity to
learn another subjects from the other major. For example, a student from natural
science major can take some subjects in social science or language/culture major, such
as sociology or economy. Students can take whichever subject that they like. In fact,
students are free to choose major and up to two cross-major subjects as early as they
enter senior high school. With this new feature, the Ministry hopes to abolish the
 paradigm that the students who get into natural science stream are smarter and better
than the others.
To implement this new curriculum, the government has budgeted over IDR 829
billion. This is part of the 20% of national budget for education sector. Most of the
budget is intended for infrastructure such as teachers training and books. However,
books distributions are so disorganized that a number of schools do not obtain the
books yet. In addition, teachers training was done just several days before the school
started. It makes teachers’ preparation for the new curriculum too rush and ineffective.
Many criticisms were leveled against the Ministry for the 2013 curriculum
implementation. As the cost is high, lack of preparation has stirred dissatisfaction in
the society. Multiple doubts are directed towards the effectiveness of the curriculum
in enhancing students’ skills in the face of less-than-ready teachers and infrastructure.
Regardless of the intention of the government, in my opinion, the 2013
curriculum has shown substantial conceptual improvement from the previous one.
Before the government decided to implement the curriculum in 6,326 schools and
asked 74,289 teachers to participate, they have consulted education experts and
underwent long development process. It began from internal discussion with the
education experts, to presentation to the vice president and parliament, and finally,
public examination. In this light, the concepts themselves must not be that bad. The
more pressing and pertinent question therefore is the implementation. How can the
government ensure the implementation is fully carried out in accordance to the
concepts written on the paper?.

B. Implementation a New Curriculum 2013 In Indonesia

Education curriculum in Indonesia has been changed several times. On this year
of 2013, the curriculum will be changed with an integrative thematic concept applied
to elementary, junior high, high school, and vocational school. In November,
Indonesia’s deputy minister of education, Musliar Kasim, explained that changes in
the Indonesian educational system curriculum was an absolute necessity because,
“Right now many students don’t have character, tolerance for others, empathy for
others.” The need for argmentation was in response to concerns that students were
becoming overwhelmed with the workload, and that instances of student violence were
increasing as a consequence. Government officials asserted that students needed to
learn how to become better citizens and that it could only be achieved by instilling
character and a greater sense of morality.
 he new curriculum could be used to improve religious tolerance as education should
not only make people smart but also to train Indonesians to be mentally tough,
physically healthy, tolerant and willing to live in harmony with others with different
religions, race, and tribes. We are educating people not only to make them smart but
also to produce Indonesians who are mentally tough, physically healthy, tolerant and
willing to live in harmony with others of different religion, race, and tribe.
The proposal to eliminate dedicated science and social studies classes has led to
an outcry among parents and educators who worry that it could lead to a dumbing down
of the country and make it less competitive. Indonesia, a vast archipelago with more
than 240 million people, has one of Asia’s fastest growing economies. Its attempt to
improve its manufacturing and service industries is tied to its efforts to produce more
skilled workers. Officials in the trade and manpower ministries have urged more
training in areas like computer science.

5. The Differences between KTSP 2006 and 2013 Curriculum

A. General Differences
NO 2013 Curriculum 2006 Curriculum
1 Graduates competence aspects are on the Put more emphasis on the aspect of
balance of soft skills and hard skills that knowledge
include competence attitudes aspects, skills
and knowledge
2 The amount of lesson hours per week are The amount of lesson hours per are less and
more and the amount of subjects are less the amount of subjects are more than 2013
than KTSP curriculum.
3 In every theme of the learning process in The standard of process in learning consists
elementary and all subjects in SMP / SMA of exploration, elaboration, and
/ SMK are conducted with a scientific confirmation.
approach (scientific approach), which is
the standard in the learning process
consists of observing, asking, reworking,
presenting, summing, and creating.
 4 Technology, Information and
communication is not a subject but as the
learning media.
5 Standard assessment using authentic
assessment, which measures the attitudes
of all competencies, skills and knowledge
based on the process and results.
6 Scout becomes mandatory extracurricular
7 Specialization (majors) start from grade X
for SMA / MA
8 Counseling emphasizes about developing
students' potential
Technology, information and
communication as subject
The assessment is more dominant in aspects
of knowledge
Scout is not mandatory extracurricular
Major specialization start from grade IX
Counseling is about solving students’
problem.

B. In terms of process
1. At KTSP, the dominant learning process is cognitive, psychomotor, and affective,
whereas in 2013 curriculum, the dominant in the teaching and learning process are
affective, psychomotor, and then cognitive. It means, in process, students will
highlight the affective and psychomotor.
2. 2013 curriculum strongly emphasizes balancing between cognitive (intellectual),
psychomotor (movement) and affective (attitude). In contrast to the KTSP 2006 at
the stage of implementation tend to focus more on cognitive aspects
3. In aspects of content standards, the amount of subjects at each level in 2013
curriculum is reduced.
4. In standard learning process, significant changes occurred on learning approach
which conducted. In the beginning, the learning use cognitive and behaviorism
approach, and now move to constructivism approach. This will impact on the teacher
in the classroom who initially tends to be a source of learning (teacher-centered
leaning), become a student and the environment as a source learning (student-
centered leaning).
5. Changes in assessment standards; KTSP 2006 tends assess using the final
assessment without any assessment on the learning process. At this new curriculum,
the assessment on learning process will be included. Later there will be portfolio
assessment of the student's personality.
 6. The Objective between KTSP 2006 and 2013 Curriculum
The objective of this research is to analyze the meaning, characteristic, and differences
between KTSP 2006 curriculum and 2013 curriculum. Also, in this research, the writer
will give 6 questions to the English teacher in junior or senior high school, to analyze
their knowledge, idea and suggestion about the implementation of KTSP 2006
curriculum and 2013 curriculum.

a. The Objectives of 2006 Curriculum

Stated that the general objectives of KTSP application is to independence and
empowering education units through the granting authority (autonomy) to educational
institutions or education units and encourage schools to conduct participatory in
making decision in curriculum development.
Specifically, the objectives of KTSP application are:
1. Increase the education quality through school autonomy and initiative in
developing curriculum, managing, and empowering the existing resources.
2. Increase the awareness of school member and society to be involved in decision
making about the curriculum development.
3. Increase the good competency among the education units about education
quality that will be achieved.
Based on the elaboration above, concluded that KTSP have two objectives,
general and specific objectives. Those objectives still refer to the national education
objectives.

7. Result Comparison KTSP and 2013 Curriculum

The teacher stated that the objectives of 2006 curriculum are to increase the quality of
education in Indonesia through the school initiative to develop the education independently.
Therefore, the advantages are the school know about the strength, weakness and can
optimize the resources.
The strengths of 2006 curriculum, the learning process focus on the students and
teacher’s function only as the facilitator in order to help the students in learning process.
Also, in learning process, we can use any kind of source and media that make the learning
process more variation, dynamic and fun. Therefore, the students will grow properly with
their own ability and need and the students become more active and creative.
 However, the threats of this curriculum are the development need to be supported by
comfortable situation, the situation will create an independent character for the students and
also the teacher will not depend on school. Teachers’ performance also need to increase,
each of teachers have to improve their quality. If they do not improve their performance, the
learning processes will not increase. The good media without good teacher will be useless.
Talking about 2013 curriculum, the teacher that has been interviewed is agreed if the
2013 curriculum be applied in Indonesia. 2013 curriculum is based on the idea of the future
challenges marked by centuries of science, called knowledge-based society. So the
curriculum is fulfilling that purpose. Furthermore, this curriculum is not only able to hone
the maximum creativity of learners but also to demands the extraordinary skill of the teacher.
So we as teachers have a tremendous opportunity to improve ourselves.
English teaching in Indonesia will grow rapidly in next few years. Now, English
teaching in Indonesia has been developed well. The method is applied in teaching English
is making the English atmosphere or turning English as the language for communication. It
can be in class during the lesson or anywhere the students are. Therefore, Indonesia will be
ready in facing globalization.
In teaching, the best strategy of material development is using any kinds of media or
facility in school. The teacher can find any material from any source, not only from the text
books but from anywhere, such as internet, learning application, and etc. Also, the teacher
can use any media, such as laptop, projector, card, etc.
 CHAPTER III
CONCLUTION AND SUGGESTION

A. CONCLUTION
The curriculum development base in tyler model has four question to make it, there are
,What educational purposes should the school seek to attain, what educational experiences can
be provided that are likely to attain these purpose, how can these educational experiences be
effectively organized, and how can we determine whether these purposes are being attained.
Lewis and Tyler models are almost same with uses deductive approach. In this models make a
plan or master plan before make the instruction, its different with Hilda Taba model. Taba use
inductive approach, it means model curriculum that make analyze and diagnose the student
need then develop the curriculum in order to make curriculum that appropriate with student
need. For the KTSP model’s more emphasize for the level unit education. The general
objectives of KTSP application is to independence and empowering education units through
the granting authority (autonomy) to educational institutions or education units and encourage
schools to conduct participatory in making decision in curriculum development. Then, the
objectives of in 2013 curriculum are to prepare the Indonesian to have the ability as individuals
and citizens who believe, productive, creative, innovative, and affective and able to contribute
to society, nation, state, and world civilization. Those curriculums have strength and weakness,
but we as a teacher should follow the regulation from the government which curriculum should
be applied. The Government is only give standard competency that have to be explore and
innovate with the teacher in order to explore the potential districts or the wealth of natural
resources.
.
B. SUGGESTION
Every models of curriculum have strengthness and weakness, so we are as a future
teacher should understand many models of curriculum in order to successes the aim of
education effective and efficiently. The curriculum that applied in Indonesia should fulfill the
education needed of the students. Curriculum is the key of the good education system in
Indonesia. Also, teachers are the key of success curriculum. We as teacher, has to master the
rule and role of the curriculum, so we can transfer the material and give good assessment
properly.
 REFFERENCE

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Kebudayaan DirektoratJenderal Pendidikan Tinggi Proyek Pengembangan Lembaga
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Lunenburg, Fred C. 2011. Curriculum Development: Deductive Models. America : Sam

Houtson University
Mulyasa. 2007. Kurikulum Tingkat SatuanPendidikan. Bandung : PT. RemajaRosdakarya.

Muslich, Masnur. 2007. Kurikulu Tingkat SatuanPendidikan. Jakarta :BumiAksara

Rusman. 2009. ManajemenKurikulum. Jakarta : PT. Gajah GrafindoPersada.

Tyler, Ralp W.1949. Basic Principles of Curriculum and Instruction. London : University of
Chicago Press