PAPER

ANALYSIS OF 2006 AND 2013 CURRICULUM

IN INDONESIA

Arranged By :
Aulia Safa Fariski / 19080304049
Arlin Hana Madu / 19080304051

ACCOUNTING EDUCATION 2019-I

UNIVERSITAS NEGERI SURABAYA
2020/2020
 ABSTRACT

The curriculum is a plan for students' learning experiences in schools to achieve

educational goals and ensure a balance between the educational process and the users of
graduates. Therefore, the curriculum is arranged according to the times. The Ministry of
National Education has made several changes to the curriculum, such as the 2006
Education Unit Level Curriculum (lesson group-based curriculum) and the 2013
Curriculum (character-based curriculum). This change aims to develop the quality of
education in this country. This paper discusses the 2006 KTSP and Character-Based
Curriculum 2013. Through this discussion, it was also found that there were some
differences between the two curricula in many aspects of learning, the methods applied,
the scale of student achievement, and the learning objectives of teaching.
Keywords : Curriculum 2006, Curriculum 2013, Education

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 TABLE OF CONTENTS
Cover  
Abstract  …………………………………………………………………… i
Table Of Content.............…………………………………………………... ii
Foreword..........…………………………………………………………...... iii
1. Preliminary....……………………………………………..….................... 1
2. Contents ………………………………………………………................ 2
I. 2006 Curriculum.. .................................................................... 2
II. 2013 Curriculum...................................................................... 4
III.The differences between 2006 dan 2013 Curriculum............. 6
Conclusion …………………………………...…….......…….…............... 7
Reference ………………………………………………………........... 8

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 FOREWORD
First of all, give thanks fo God’s grace for us, and giving this team chance to finish
this paper timely. And I would like to say thank you to Ma’am Rochmawati, S.Pd., M.Pd as
the lecturer of this subject that always teaches us and give much knowledge about The
School Curriculum subject.
This assignment is the one of School Curriculum subject task that explain and analyze
about 2006 Curriculum (KTSP 2006) and 2013 Curriculum. I hope this assignment can be
useful for our team and for our classmates too. Critics and suggestion is needed here to make
this assignment be better.
Hopefully we are as a students of “Accounting Education 2019-International” will
understand and get benefit from the knowledge about the School Curriculum, especially
about this 2006 and 2013 Curriculum analyzes.
Thank You.

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 PRELIMINARY

The curriculum is a written program plan prepared by the government in order to

realize the goals of the 1945 Constitution (UUD 1945), the curriculum is always
changing according to the times. One of the elements in educational resources, it is
necessary to have a competency-based curriculum as a guide for students to become: (1)
qualified human beings who are able to proactively respond to the challenges of the
ever-changing times; (2) educated humans who believe in and fear the Almighty God,
have noble character, are healthy, capable, creative, independent, and (3) democratic and
responsible humans.

In the 2019 school year, KTSP 2006 was still implemented in schools that were not
selected as pilot schools (Sekolah Uji Coba). In Indonesia at that time the 2013
Curriculum was being implemented.This is regulated in Permendikbud No.160 of 2014
concerning Enforcement of the 2006 Curriculum and the 2013 Curriculum in the
2019/2020 school year, so all schools throughout Indonesia apply K-13.

In its development, the Basic Education Curriculum has undergone 9 changes, namely
the 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013 curriculum which is in
the process of changing again (K13 Revision or National Curriculum). Since Indonesia's
independence from 1945 to 2003, the curriculum approach used was a material-based
curriculum, while in 2004, the Competency-Based Curriculum, 2006 (Education Unit
Level Curriculum) and the 2013 Curriculum, Standard Based Curriculum which
emphasized the thinking of scientists with
scientific method.

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 ISI

I. Education Unit Level Curriculum (KTSP) 2006

A. Basis
The basis for the preparation of KTSP are:
- UU RI 2003 about the National Education System
- PP No 19/2005 about SNP.
For primary and secondary education refers to:
- Permendiknas 22/2006 about Content Standards
- Permendiknas 23/2006 about SKL
- Permendiknas 24/2006 regarding the Implementation of the Regulation of
the Minister of Education
- Permendiknas 22 dan 23/2006 about the guidelines prepared by the BSNP.

B. Characteristics of KTSP 2006

The characteristics of KTSP can be seen from how schools and educational
units can optimize performance, the learning process, management of learning
resources, the professionalism of education personnel, and the assessment
system. Based on the description above, some of the characteristics of KTSP
can be stated as follows: giving broad autonomy to schools and educational
units, high community and parental participation, democratic and
philosophical leadership, and a compact and transparent working team.

C. Purpose
The purpose of KTSP 2006 is to establish and empower educational units
through the granting of authority (autonomy) to educational institutions and to
encourage schools to make participatory decisions in curriculum development.
In the end, improving the quality of education through self-reliance and school
initiatives in developing curriculum structures, managing and empowering the
available resources.

D. Structure
The KTSP structure is a pattern and arrangement of subjects that must be
taken by students in learning activities. Local content and self-development
activities are an integrated part of the curriculum structure at the primary and
secondary education levels, curriculum structure development is carried out by
arranging face-to-face time allocations for all subjects, utilizing additional
hours for new lessons, including types of local content subjects. Self-
development is an activity that aims to provide opportunities for students to
develop and express themselves according to their needs,talent, interest of
students according to school conditions.

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 Examples of self-development activities are counseling and extra-curricular
activities. In its implementation, self-development activities are combined
with local content programs in collaboration with the community. Therefore,
self-development is not a subject that must be nurtured by the teacher but the
teacher acts as a facilitator for these activities.

E. Strategi pembelajaran
Learning strategies used contextual learning so that students are more
responsive in using knowledge and skills in real life.

Several strategies are used such as problem-based learning, utilizing the

environment to gain learning experiences, providing group activities, making
learning activities
independently, and cooperate with the community.

KTSP requires teachers, school principals, supervisors, and related staff to

develop a curriculum according to school conditions. The implementation of
KTSP will lead to the implementation of learning as an estuary of Competency
Standards (SK) and Basic Competencies (KD). The teacher must be able to
describe it in the syllabus and lesson plan (RPP). The teacher must also be
able to explain the Minimum Competency Standards (SKM) that students
must achieve and how to learn to achieve these competencies.

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 II. 2013 Curriculum

A. Landasan
The basis of 2013 Curriculum are:
- UU RI 2003 about the National Education System
- PP No 32/2013 about SNP.
For primary and secondary education refers to:
- Permendikbud 64/2013 about Content Standards
- Permendikbud 54/2013 about SKL

Curriculum development 2013 is a continuation of the 2006 KTSP which

includes competency attitudes, knowledge and skills. To anticipate the
increasingly rapid development of technology, the increase in productive age,
a 2013 curriculum was prepared. Creating independent human resources, able
to solve problems, have a strong personality, be innovative, creative and
master technology.

B. Characteristics of 2013 Curriculum

The 2013 curriculum is designed with the following characteristics:

1. Develop a balance between developing spiritual and social attitudes,
curiosity, creativity, cooperation with intellectual and psychomotor
abilities
2. Schools are part of the community that provide a planned learning
experience where students apply what they learn at school to the
community and utilize the community as a learning resource
3. Develop attitudes, knowledge, and skills and apply them in various
situations in schools and communities;
4. Give sufficient time to develop various attitudes, knowledge and skills;
5. Competencies are stated in the form of class core competencies which
are further detailed in the basic competencies of the subjects;
6. 6.Class core competencies become the organizing elements of basic
competencies, where all basic competencies and the learning process
are developed to achieve the competencies stated in the core
competencies
7. Basic competencies are developed based on accumulative principles,
mutually reinforcing (reinforced) and enriched (enriched) between
lessons and levels of education (horizontal and vertical organization).

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 C. Purpose
The 2013 curriculum purpose is to prepare Indonesian people to have the
ability to live as individuals and citizens who are faithful, productive, creative,
innovative, and affective and are able to contribute to the life of society,
nation, state.

D. Learning strategies
The 2013 Curriculum learning strategy used is a scientific approach. The
scientific approach is used as a bridge to develop students' attitudes, skills and
knowledge in work processes that meet scientific criteria. There are criteria in
the scientific approach presented by the Ministry of Education and Culture,
namely:

1. Learning materials based on facts or phenomena that can be explained

by certain logic or reasoning, not limited to mere imagination, legend,
or fairy tale.
2. Students are free from participatory prejudice, subjective thinking, or
reasoning that deviates from the flow of logical thinking.
3. Encourage and inspire students to think critically, analytically, and
accurately in understanding, solving problems, and applying learning
materials.
4. Encourage and inspire students to be able to think hypothetically in
seeing differences, similarities with one another from the learning
material.
5. Encourage and inspire students in understanding, applying, and
developing rational and objective thinking patterns in responding to a
material.
6. Based on accountable concepts, theories, and facts.

• The 2013 curriculum emphasizes the Integrated Curriculum. This

approach is similar to the "Major Approach To Learning With A
Cognitive Approach" put forward by Steppen N. Elliot.
He stated that this approach model has 3 characteristics, including:
- Learning must be meaningful
- Learning must be discovery learning (learning to make discoveries,
find out)
- Learning must be construtivism (learning constructively according
to constructivism theory)

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  In addition, in many ways the learning implementation approach in the
2013 Curriculum is in line with the Thinking Skills and problem solving
approach mentioned by Steppen N. Elliot, which according to him in
learning with this approach the Dupe Model can be applied.Model Dupe
ini memiliki kriteria:
- Defining the nature of the problems
- Understanding the nature of the problems
- Planning the solution
- Evaluating the solution

III. The difference between the preparation of the 2006 KTSP RPP and the 2013
Curriculum RPP:
a. KTSP 2006 uses standard content while K13 uses core competencies
b. KTSP 2006 emphasizes more on the aspects of knowledge while K13 is
more detailed on spiritual attitudes, knowledge, and skills
c. In the 2006 KTSP the subject hours were less than in K13 which had more
subject hours
d. In KTSP 2006 the standard learning process consists of exploration,
elaboration and confirmation. Whereas in K13 consists of 5 processes
namely; observe, ask questions, gather information, associate and
communicate
e. In the 2006 KTSP there was no description of learning sources while in
K13 it explained learning sources
f. and in K13 describes several points in detail, namely; learning objectives,
learning materials, learning methods, steps for learning activities.
g. In the 2006 KTSP the assessment was carried out only on the knowledge
aspect, while the K13 assessment was more detailed with 3 assessments,
namely; spiritual attitudes, knowledge, and skills

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 CONCLUSION
Based on the description above, it can be understood that there are many differences
between KTSP 2006 and Curriculum 2013. These differences include the units of the lessons,
lesson hours of learning implementation, learning strategies and graduation competency
standard assessment process, etc. In its implementation, KTSP 2006 emphasizes more on
independence and how to empower education units through granting authority (autonomy) to
educational institutions and encouraging schools to make participatory decisions in
curriculum development. The 2013 curriculum emphasizes how to create human beings who
are independent, able to solve problems, have a strong, innovative and creative personality
and master technology as a result of demographic bonuses and the rapid development of
technology. The 2013 curriculum has clear objectives in shaping the character of the nation.

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 REFERENCE

Peraturan Pemerintah 19/2006 tentang Standar Nasional Pendidikan

Peraturan Pemerintah 32/2013 tentang Standar Nasional Pendidikan
http://eprints.ums.ac.id/3224/1/G000040141.pdf
Jurnal Universitas Terbuka-Bandung (Perbedaan Kurikulum Tingkat Satuan Pendidikan 2006
dan Kurikulum 2013)
Jurnal Ilmiah DIDAKTIKA Februari 2017 VOL. 17, NO. 2, 280-292