Kebijakan Kurikulum Orde Baru

Summary

This transcript discusses the evolution of Indonesia's educational policies during the New Order regime (1965–1998), focusing on the development and impact of the Pancasila-based curriculum. It highlights significant changes in the curriculum, including the shift from an ideology-driven to a competency-based approach, as well as the integration of various subjects in schools. The speaker reflects on the educational reforms, such as the establishment of the 1975 curriculum and the introduction of a structured program of studies. Additionally, the transition to post-reform education policies is mentioned, emphasizing the enduring role of religion and Pancasila in shaping the national identity.

Takeaways

• 😀 The New Order era in Indonesia began in 1965, following the end of Soekarno's leadership, and lasted until 1998 under President Soeharto.
• 😀 The rise of the New Order was partly due to the political threat posed by the PKI (Communist Party of Indonesia), which led to the overthrow of Soekarno's government.
• 😀 The New Order era introduced the Pancasila ideology as the foundation of the state, emphasizing belief in God, which led to the exclusion of atheism and communism.
• 😀 The educational curriculum in the New Order era focused on instilling Pancasila values, with specific goals such as producing 'true Pancasila people' through structured subjects and lessons.
• 😀 The first curriculum under the New Order was created in 1968 and emphasized a subject-based curriculum across all school levels, starting from elementary through to high school.
• 😀 A significant change in education during this period was the introduction of integrated curricula in 1975, including projects like PSI (Instructional System Development).
• 😀 Teachers were required to prepare detailed lesson plans, including instructional goals and specific objectives, using rigid and operational language.
• 😀 The education system also featured tracking, where students could choose to specialize in fields like Science, Social Studies, or Languages starting from high school in the early 1980s.
• 😀 The curriculum underwent several refinements, such as the 1994 revision, which emphasized objectives-based learning, and became more focused on subject content rather than just skills.
• 😀 The key educational values during the New Order period included developing Indonesians who were faithful to God, had noble character, and demonstrated ethical behavior, a focus that persisted in later reforms.

Q & A

What was the main focus of education during the New Order era in Indonesia?

The main focus of education during the New Order era was to build a society aligned with the ideology of Pancasila, emphasizing nationalism, religion, and maintaining stability in the country.

How did the curriculum in Indonesia change after the fall of President Sukarno and the rise of President Suharto?

After President Sukarno's era, the curriculum shifted towards Pancasila-based education, which rejected ideologies like atheism and communism. The curriculum was designed to promote a 'true Pancasila person' and focused more on subjects and content-based education.

What were the key components of the educational curriculum during the New Order period?

The educational curriculum during the New Order was based on subject-specific content, with an emphasis on comprehensive coverage of various subjects from elementary through high school, including subjects like mathematics, geography, and Indonesian language.

What changes occurred in the curriculum structure in 1975?

In 1975, an integrated curriculum model was introduced, focusing on detailed lesson plans for teachers and the requirement for them to prepare specific educational goals for each lesson, ensuring a clear and rigid instructional framework.

How did the curriculum in Indonesia address students' learning experiences?

The curriculum in the New Order era emphasized teacher-centered learning, where the teacher was the dominant figure in the classroom. It lacked significant practical learning and focused more on theoretical knowledge, unlike the student-centered approach of later reforms.

What was the major difference between the New Order's education system and the post-reform era curriculum?

The key difference is that the New Order curriculum was content-based and teacher-centered, while the post-reform era shifted towards competency-based and student-centered learning, focusing more on practical skills and active participation.

What role did the curriculum play in promoting Pancasila during the New Order?

The curriculum during the New Order aimed to reinforce the Pancasila ideology, promoting nationalism and religious values as essential aspects of the educational experience. This was done through compulsory indoctrination programs like P4 (Penataran Pancasila) and other activities.

How did the curriculum changes impact students' workload and learning experience?

The New Order curriculum resulted in a heavy theoretical workload for students, especially in subjects like mathematics and geography, which were perceived as burdensome. The post-reform curriculum reduced the material's complexity but increased the practical work and tasks for students.

What was the significance of the change in nomenclature from 'SMP' to 'SLTP' and 'SMA' to 'SMU'?

The change in nomenclature from 'SMP' (Sekolah Menengah Pertama) to 'SLTP' (Sekolah Lanjuutan Tingkat Pertama) and 'SMA' (Sekolah Menengah Atas) to 'SMU' (Sekolah Menengah Umum) reflected a significant shift in the educational system, but it also required costly administrative changes, including updates to stamps, signage, and other documentation.

What was the role of religious education in the New Order curriculum?

Religious education was a core element of the New Order curriculum, where the goal was to develop Indonesian citizens who were devout and pious. The emphasis was on inculcating faith and moral values in line with the nation's Pancasila ideology.