Kelompok 7. sejarah Perkembangan Kurikulum di Indonesia (Fathin Faulina & Miftakhul Karima Masitoh)

Summary

This script provides an overview of the evolution of Indonesia's educational curriculum from the colonial era through the post-independence period. It traces the impact of Dutch, British, and Japanese colonial education systems on the nation's schools, focusing on changes in curriculum structure, goals, and subjects taught. Following Indonesia's independence, the curriculum continued to evolve with a focus on national character, vocational training, and later, competency-based learning. The script highlights key curriculum developments from 1947 to the present, including the Kurikulum 2013 and the Kurikulum Merdeka, which emphasize student-centered learning, skills development, and localized education.

Takeaways

• 😀 The history of the Indonesian curriculum traces back to the 16th century with Portuguese efforts to spread Catholicism, later replaced by Dutch Protestant schools.
• 😀 In the 17th century, the VOC established the first school in Jakarta (1617) to train low-cost administrative workers for their operations.
• 😀 During the Dendles administration (1808-1811), schools were established to train elite native workers who could read, write, and calculate.
• 😀 Under Thomas Stamford Raffles (1811-1816), educational policies led to a significant decline in the number of schools established by the Dutch.
• 😀 Johannes Vanenbos (1830-1834) introduced schools to prepare native workers for the forced cultivation system, differentiating between European and native schools.
• 😀 By 1892, two types of schools for natives were created: Class 1 schools for government employees' children and Class 2 for general natives.
• 😀 In the early 20th century, there were three types of schools in Indonesia, based on racial and ethnic groups: European, Chinese, and native schools.
• 😀 During the Japanese occupation (1942-1945), Dutch-era schools were abolished, and a new 'Kokuminkaku' school system was established, focusing on military training and war efforts.
• 😀 After independence, the 1947 curriculum emphasized character development, national consciousness, and independence, continuing the influence of Dutch and Japanese educational practices.
• 😀 The 1952 curriculum was a refinement that outlined specific subjects, preparing students for higher education and vocational roles, but with a teacher-centered approach.
• 😀 The 1964 curriculum incorporated Pancasila (the state ideology) into education, with a focus on moral, emotional, and physical development, aligning with Soekarno’s political vision.
• 😀 The 1975 curriculum introduced detailed instructional systems, focusing on efficient education, but faced criticism for its burden on teachers due to administrative complexity.
• 😀 The 1984 curriculum emphasized skill-based learning and student-centered approaches, encouraging critical thinking and student participation in learning activities.
• 😀 The 1994 curriculum sought to combine previous curricula but was criticized for its content overload and the burden it placed on students, leading to the term 'super dense curriculum.'
• 😀 The 1999 curriculum supplements aimed to fix issues in the previous one by reducing the amount of material without fundamentally changing the approach.
• 😀 The 2004 Curriculum (KBK) shifted the focus to competency-based education, prioritizing measurable learning outcomes rather than just the process of education.
• 😀 The 2006 Curriculum (KTSP) introduced decentralization, giving schools more flexibility in designing their syllabi, allowing for local adaptations while maintaining national standards.
• 😀 The 2013 Curriculum focused on developing students' knowledge, skills, and attitudes, integrating these aspects to produce well-rounded individuals.
• 😀 The Merdeka Curriculum, introduced later, offers even more flexibility for students and teachers, focusing on competency, skills, and character development, with formative assessments guiding progress.

Q & A

What was the main purpose of the Portuguese and Dutch establishing schools in Indonesia in the 16th century?

The main purpose was to spread Christianity and Catholicism. The Portuguese initially set up Catholic schools for missionary purposes, which were later replaced by Protestant schools under Dutch rule.

How did the Dutch influence education in Indonesia during the VOC period in the 17th century?

During the VOC period, the Dutch established the first schools in Jakarta in 1617 to train workers for administrative roles in the church and business operations. These schools focused on basic literacy and arithmetic.

What was the educational approach during the Dutch East Indies period under Governor-General Daendels?

Under Daendels, from 1808 to 1811, the Dutch focused on training low-level employees who could read, write, and calculate to assist in colonial administration. Education was mainly for elite native Indonesians.

How did education in Indonesia change during the period of British rule under Thomas Stamford Raffles?

During British rule (1811-1816), education was not a priority, and the educational system in Indonesia declined significantly. Many of the schools built under Daendels were closed, and education suffered.

What changes in education occurred during the 1830s under Johannes van den Bosch?

Van den Bosch's policies during 1830-1834 led to the re-establishment of schools to produce low-level employees for the forced cultivation system. These schools were segregated by ethnicity, offering practical skills like farming and labor for the native population.

What were the three main types of schools established by the Dutch in the early 20th century in Indonesia?

The Dutch established three types of schools: the Europe Player School for children of Europeans, Chinese, and Indonesians with European rights; the Holland Chinese School for the Chinese; and the Holland Inseland School for native Indonesians and some upper-class natives.

How did the Japanese occupation in Indonesia affect the educational system?

Under Japanese rule, Dutch-era schools were abolished, and a new school system, Kokumin Kaku, was introduced. This focused on preparing students for war efforts, with physical training and military exercises, while eliminating Dutch-influenced subjects and promoting Japanese language and ideologies.

What was the focus of the 1947 curriculum in post-independence Indonesia?

The 1947 curriculum, which was the first after independence, emphasized character-building, national consciousness, and independence. It was not focused on cognitive skills but on shaping the mindset of a free and sovereign Indonesia, continuing the influence of Dutch and Japanese education.

What was the significance of the 1952 curriculum in Indonesia?

The 1952 curriculum introduced a more structured educational system with clear subject content and a legal framework. It aimed to prepare students for higher education and skilled professions, while incorporating practical education connected to everyday life.

How did the 1975 curriculum differ from previous ones?

The 1975 curriculum was designed to make education more efficient by detailing teaching materials, objectives, and methods in a structured system. It introduced a more standardized approach to teaching and learning, but faced criticism for burdening teachers with excessive administrative work.

What was the primary focus of the 1984 curriculum in Indonesia?

The 1984 curriculum focused on skill development and emphasized process-oriented learning over mere knowledge acquisition. It encouraged students to actively participate in learning through discussions, experiments, and critical thinking.

What is the key feature of the 2006 curriculum, or KTSP?

The 2006 curriculum, known as KTSP (Curriculum at the School Level), allowed schools more autonomy to develop syllabi and assessments according to local needs and conditions. It maintained the principles of the 2004 curriculum but gave more flexibility to teachers and schools.

How did the 2013 curriculum differ from earlier curricula in Indonesia?

The 2013 curriculum emphasized the development of three main competencies: knowledge, skills, and attitude. It focused on achieving certain competencies by students, integrating these aspects to produce productive, creative, and innovative citizens. The curriculum also introduced a more student-centered approach.

What is the concept behind the 2020 'Merdeka' curriculum in Indonesia?

The Merdeka curriculum gives greater freedom to both teachers and students in the learning process. It emphasizes competency development, focusing on skills, knowledge, and character. The curriculum provides two learning paths: independent, for students to learn at their own pace, and together, for group learning.