Efforts to implement KBK “2004 The Competency Based Curriculum”, Considering the Past Failed Curricu
Republika
In spite of the fact that (current KBK) is the result of upgraded curriculum from the previous one, KBK is estimated to suit the objectives of building a whole dimension for human needs. Indonesian educational system which had been using 1994 curriculum could be said as a failure. This is due to the non - conducive learning environment. Moreover the system does not suit to the Developmentally Appropriate Practices (DAP) which is a collection of theories on child development.
In spite of the fact that (current KBK) is the result of upgraded curriculum from the previous one, KBK is estimated to suit the objectives of building a whole dimension for human needs. Indonesian educational system which had been using 1994 curriculum could be said as a failure. This is due to the non - conducive learning environment. Moreover the system does not suit to the Developmentally Appropriate Practices (DAP) which is a collection of theories on child development.
It was Ratna Megawangi, Phd who pointed out the failure (of the curriculum) in a discussion at Bandung, a few days ago. The discussion was organized by Simpul Pendidikan with 2004 Curriculum Pro-Contra: Is there an opportunity for Holistic Learning? as the theme. The meeting was attended by representatives from Simpul Pendidikan’s school members and college students who concerned about the education development.
Ratna said the system could kill student’s learning motivation to the point that they would feel bored in class. This Executive Director of Indonesian Heritage Foundation (IHF) made an example, since grade 1 until grade 12, even until college years, students were forced to sit quietly, to listen to teachers, and to take notes, without any interactive dialog between teachers and students.
Especially “multilog” in particular which was a dialog between teachers and students, students to others, students and themselves in order to have a deep thought and to reflect the courses. “It is not surprising that the generation produced is a generation who is not critical, just like a robot,” she said.
She predicted the curriculum was too heavy; therefore, it could only be absorbed by the 15 percent of the most intelligent from students enrolled. The fact that there was a rank system in elementary school could make students have low self esteems. This reality could affect mental development of the students. It is really different from developed countries, like America and Japan; the students do not get any rank until they are on third grades.
The curriculum implementation, according to her, probably could be one of the main causes of a high number of students discontinuing their education. Taking the data from Bappenas, from 15 million students who enter first grade, only half of them could reach grade 6. In addition, Ratna added, the failure of our educational system was because it did not match the concept of holistic education, which was, the concept that involved and develop every aspects of human potential in a holistic way.
In other words, the learning process should be able to shape a human as a whole who is skillful in facing the challenging and fast pace changes. And also has a spiritual conscience that he is a part of the whole.
It was a bit different from Ratna, The Head of Moral, Religion, and Social Science from Pusat Kurikulum Balitbang, Dr. Hermana Soemantri, M.A considers the mistakes of education were not only at the curriculum system that was used. There were other factors, such as, the existing teachers’ qualities. “As long as there are no competent teachers, any curriculums which are used will give the same result, there will be no transformation on students’ qualities,” he said.
How do we solve it? Ratna said that a nation’s life in global era currently also needs high competencies. The higher the competency level of a nation, the higher the nation’s ability level to solve any problems in their life. Indonesian, she mentioned, could not be separated from any developments and changes
According to her, in development and its continuous changes, there were needs for improvement on national education system. It was concluded in the seminar, that the Kurikulum Berbasis Kompetensi (KBK) “2004 Competency Based Curriculum” could answer the existing development demands. It was considered as a good momentum to reform the educational system which suits the demands of 21st century, particularly in preparing students to be able to adapt with the fast paced environment, creative, and always have strong motivations to keep on learning.
Ratna admitted, KBK is the curriculum which relatively new, it is the revision of the previous curriculum. The KBK concept, according to her, is suitable to the objective of building each dimension of human’s needs.
Just like Hermana Soemantrie stated, this revised curriculum, is based on policies which are stated in government regulations. For instance, UUD 1945, and its alteration, TAP MPR year 1999 on GBHN, UU No 20/2003 on National Education System, UU No.22/1999 on Regional Government as well as PP No.25/2000 on Government Authority and Province Authority as Autonomic Area.
KBK makes all of the students democratically and justifiably to have knowledge, skills, and manners. KBK is also focus on students, it means, he mentioned, the implementation is custom made for students’ development stages through an active, creative, effective, and pleasant learning process. The continuing and comprehensive estimation could be very important in order to reach the accomplishments.
All of the learning experienced should be designed continuously from Kindergarten until college years. The approach that is used, Hermana mentioned, focuses on the diverse needs of the students and should integrates various disciplines. The accomplishments of this learning process demand partnerships on responsibilities from students, teachers, schools, and religious school, parents, universities, enterprises and industries, and also communities.
Besides, he also brought up; the standard competency was organized by the head quarters and its implementation was modified based on the needs and the capability of each region, schools, and religious schools. This standard, he added, could be the based of diversification curriculum which could be founded by each educational institution, region’s potential, students, students and also match with international standard.
KBK success, according to Ratna, needs paradigm changes from each education implementer. Consequently, in its implementation it is necessary to apply the new learning methods which are proven to improve the learning experience qualities and teaching methods in classes. For instances, student active learning, cooperative learning, and inquiry-based learning, or integrated learning methods.
As Herman stated, Ratna also indicated that in order to improve the learning qualities, and teaching methods, trainings for teachers to improve the effectiveness of KBK concepts in classes were important. She acknowledged that it is necessary to improve Manajemen Berbasis Sekolah (MBS)/ “School Based Management” program, therefore, schools could have authorities to make decisions. “Decisions could be in a scope of optimizing the existing resources management, education’s quality improvement, and teachers’ competencies improvement which are based on the team work with the community.
rif/bur
Answering Educational Challenges
Kurikulum Berbasis Kompetensi (KBK) “Competency Based Curriculum” was applied in many schools. The KBK experiments were done in many regions. Even though, Sekretaris Ditjen Pendidikan Dasar and Menengah (Dikdasmen) Depdiknas, Sungkowo Mudjiamanu admitted, that the KBK tryouts had not be done collectively. There are still schools that have not implemented the KBK. “This is done through phases, and it could not be forced,” he said, “at least, not until the next three years” .
There are schools that are not ready for KBK, due to teachers’ competencies. Due to the fact that in applying KBK, Sungkowo stated, teachers must be capable to choose topics which are already prepared in syllabus. In the syllabus, usually, it is selected which competency that students could get. In addition, a teacher must be able to change the teaching methodology. Contrary to the past, for instance, by not using “one man show” (teaching methodology). “This is tough” he said.
For this purpose, trainings were created for teachers. It was organized since 2002, by Badan Penelitian and Pengembangan (Balitbang) Depdiknas, as well as, the directorates in Primary and Secondary Education.
KBK development- as described before by Kepala Pusat Kurikulum, Balitbang, Depdiknas, Siskandar – is meant to answer the education challenges. This curriculum is giving standard competencies nationally; syllabus organization was elected by each region or school. The competency could just be the foundation nationally.
Sylabus organization are expected to be done by the teachers at school, couple of teachers are included in MGMP (Musyawarah Guru Mata Pelajaran) or dinas pendidikan kabupaten. This is a way to form the operations of the competency and its basic material as the foundation for each teacher to plan, to implement, to manage the learning activities. The syllabus contains competency and elaboration (descriptions and detail) course material, learning experience, evaluation, and time allocation.
KBK gives standard competencies for a certain education levels. For example, if a student passed grade 6th, minimally, he/she should be capable to make sentences in a simple language. Therefore, if a child attends educational for certain years, it was expected that (he/she) understands the lessons according to education level that (he/she) attended.
In KBK, he said, the learning process should be completed. In other words, children are expected to understand the courses that were given. In addition, in KBK deducted class hours took place compared to the previous curriculum. This was meant to increase the teaching and learning process. With the less restricted time, it was expected students could understand the courses given.
In spite of the fact that (current KBK) is the result of upgraded curriculum from the previous one, KBK is estimated to suit the objectives of building a whole dimension for human needs. Indonesian educational system which had been using 1994 curriculum could be said as a failure. This is due to the non - conducive learning environment. Moreover the system does not suit to the Developmentally Appropriate Practices (DAP) which is a collection of theories on child development.
In spite of the fact that (current KBK) is the result of upgraded curriculum from the previous one, KBK is estimated to suit the objectives of building a whole dimension for human needs. Indonesian educational system which had been using 1994 curriculum could be said as a failure. This is due to the non - conducive learning environment. Moreover the system does not suit to the Developmentally Appropriate Practices (DAP) which is a collection of theories on child development.
It was Ratna Megawangi, Phd who pointed out the failure (of the curriculum) in a discussion at Bandung, a few days ago. The discussion was organized by Simpul Pendidikan with 2004 Curriculum Pro-Contra: Is there an opportunity for Holistic Learning? as the theme. The meeting was attended by representatives from Simpul Pendidikan’s school members and college students who concerned about the education development.
Ratna said the system could kill student’s learning motivation to the point that they would feel bored in class. This Executive Director of Indonesian Heritage Foundation (IHF) made an example, since grade 1 until grade 12, even until college years, students were forced to sit quietly, to listen to teachers, and to take notes, without any interactive dialog between teachers and students.
Especially “multilog” in particular which was a dialog between teachers and students, students to others, students and themselves in order to have a deep thought and to reflect the courses. “It is not surprising that the generation produced is a generation who is not critical, just like a robot,” she said.
She predicted the curriculum was too heavy; therefore, it could only be absorbed by the 15 percent of the most intelligent from students enrolled. The fact that there was a rank system in elementary school could make students have low self esteems. This reality could affect mental development of the students. It is really different from developed countries, like America and Japan; the students do not get any rank until they are on third grades.
The curriculum implementation, according to her, probably could be one of the main causes of a high number of students discontinuing their education. Taking the data from Bappenas, from 15 million students who enter first grade, only half of them could reach grade 6. In addition, Ratna added, the failure of our educational system was because it did not match the concept of holistic education, which was, the concept that involved and develop every aspects of human potential in a holistic way.
In other words, the learning process should be able to shape a human as a whole who is skillful in facing the challenging and fast pace changes. And also has a spiritual conscience that he is a part of the whole.
It was a bit different from Ratna, The Head of Moral, Religion, and Social Science from Pusat Kurikulum Balitbang, Dr. Hermana Soemantri, M.A considers the mistakes of education were not only at the curriculum system that was used. There were other factors, such as, the existing teachers’ qualities. “As long as there are no competent teachers, any curriculums which are used will give the same result, there will be no transformation on students’ qualities,” he said.
How do we solve it? Ratna said that a nation’s life in global era currently also needs high competencies. The higher the competency level of a nation, the higher the nation’s ability level to solve any problems in their life. Indonesian, she mentioned, could not be separated from any developments and changes
According to her, in development and its continuous changes, there were needs for improvement on national education system. It was concluded in the seminar, that the Kurikulum Berbasis Kompetensi (KBK) “2004 Competency Based Curriculum” could answer the existing development demands. It was considered as a good momentum to reform the educational system which suits the demands of 21st century, particularly in preparing students to be able to adapt with the fast paced environment, creative, and always have strong motivations to keep on learning.
Ratna admitted, KBK is the curriculum which relatively new, it is the revision of the previous curriculum. The KBK concept, according to her, is suitable to the objective of building each dimension of human’s needs.
Just like Hermana Soemantrie stated, this revised curriculum, is based on policies which are stated in government regulations. For instance, UUD 1945, and its alteration, TAP MPR year 1999 on GBHN, UU No 20/2003 on National Education System, UU No.22/1999 on Regional Government as well as PP No.25/2000 on Government Authority and Province Authority as Autonomic Area.
KBK makes all of the students democratically and justifiably to have knowledge, skills, and manners. KBK is also focus on students, it means, he mentioned, the implementation is custom made for students’ development stages through an active, creative, effective, and pleasant learning process. The continuing and comprehensive estimation could be very important in order to reach the accomplishments.
All of the learning experienced should be designed continuously from Kindergarten until college years. The approach that is used, Hermana mentioned, focuses on the diverse needs of the students and should integrates various disciplines. The accomplishments of this learning process demand partnerships on responsibilities from students, teachers, schools, and religious school, parents, universities, enterprises and industries, and also communities.
Besides, he also brought up; the standard competency was organized by the head quarters and its implementation was modified based on the needs and the capability of each region, schools, and religious schools. This standard, he added, could be the based of diversification curriculum which could be founded by each educational institution, region’s potential, students, students and also match with international standard.
KBK success, according to Ratna, needs paradigm changes from each education implementer. Consequently, in its implementation it is necessary to apply the new learning methods which are proven to improve the learning experience qualities and teaching methods in classes. For instances, student active learning, cooperative learning, and inquiry-based learning, or integrated learning methods.
As Herman stated, Ratna also indicated that in order to improve the learning qualities, and teaching methods, trainings for teachers to improve the effectiveness of KBK concepts in classes were important. She acknowledged that it is necessary to improve Manajemen Berbasis Sekolah (MBS)/ “School Based Management” program, therefore, schools could have authorities to make decisions. “Decisions could be in a scope of optimizing the existing resources management, education’s quality improvement, and teachers’ competencies improvement which are based on the team work with the community.
rif/bur
Answering Educational Challenges
Kurikulum Berbasis Kompetensi (KBK) “Competency Based Curriculum” was applied in many schools. The KBK experiments were done in many regions. Even though, Sekretaris Ditjen Pendidikan Dasar and Menengah (Dikdasmen) Depdiknas, Sungkowo Mudjiamanu admitted, that the KBK tryouts had not be done collectively. There are still schools that have not implemented the KBK. “This is done through phases, and it could not be forced,” he said, “at least, not until the next three years” .
There are schools that are not ready for KBK, due to teachers’ competencies. Due to the fact that in applying KBK, Sungkowo stated, teachers must be capable to choose topics which are already prepared in syllabus. In the syllabus, usually, it is selected which competency that students could get. In addition, a teacher must be able to change the teaching methodology. Contrary to the past, for instance, by not using “one man show” (teaching methodology). “This is tough” he said.
For this purpose, trainings were created for teachers. It was organized since 2002, by Badan Penelitian and Pengembangan (Balitbang) Depdiknas, as well as, the directorates in Primary and Secondary Education.
KBK development- as described before by Kepala Pusat Kurikulum, Balitbang, Depdiknas, Siskandar – is meant to answer the education challenges. This curriculum is giving standard competencies nationally; syllabus organization was elected by each region or school. The competency could just be the foundation nationally.
Sylabus organization are expected to be done by the teachers at school, couple of teachers are included in MGMP (Musyawarah Guru Mata Pelajaran) or dinas pendidikan kabupaten. This is a way to form the operations of the competency and its basic material as the foundation for each teacher to plan, to implement, to manage the learning activities. The syllabus contains competency and elaboration (descriptions and detail) course material, learning experience, evaluation, and time allocation.
KBK gives standard competencies for a certain education levels. For example, if a student passed grade 6th, minimally, he/she should be capable to make sentences in a simple language. Therefore, if a child attends educational for certain years, it was expected that (he/she) understands the lessons according to education level that (he/she) attended.
In KBK, he said, the learning process should be completed. In other words, children are expected to understand the courses that were given. In addition, in KBK deducted class hours took place compared to the previous curriculum. This was meant to increase the teaching and learning process. With the less restricted time, it was expected students could understand the courses given.
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