Related to the implementation of the current curriculum, the Curriculum 2006, seven out of every 10 respondents expressed satisfaction with respect to its implementation. The level of satisfaction with respect to the implementation of the curriculum in 2006 is higher than the 2004 Curriculum known as competency-based Curriculum.
In the eyes of the respondents, the 2004 Curriculum tends to be uniform curriculum across Indonesia and respect local excellence. The 2006 curriculum, which is a refinement of the previous curriculum, assessed to be of a democratic education implementation guidelines.
However, the satisfaction it is discourse-looking surface. Limited ability of teacher lays out the structure of the curriculum led to the implementation of the Curriculum in a number of lines of the 2006 bolong. There is a gap created between the concept of the ideal of visionary and ability translate into teacher plan instruction.
The 2006 curriculum known as the concept of the curriculum unit level education (KTSP). Legally, KTSP mandated by law No. 20 of 2003 on the national education system and government regulation of the Republic of Indonesia number 19 in 2005 about education standards.
When traced further, there are at least two issues that led to the concept of democratization of education in charge of the curriculum 2006 walked swaying. The first issue related to the readiness of teachers as the spearhead of the educational activities in the school. Over the past seven years of implementing the 2006 Curriculum does not immediately make the teachers understand the concept and content of the curriculum is optimally. Application of pattern on the still stuck to KTSP lack the ability of teachers and schools.
The survey shows, only half the respondents who understand the content of the curriculum. This group mainly from among the principal and teachers of the class. The other half, especially from a group of teachers in the field, tend to just know the outline. There were no significant differences between the understanding of teacher certification and certified, not from your favorite school or accredited school accredited with B and C.
Most teachers are mediocre types with mediocre abilities who tend to be one-way and not "translate" creative curriculum. In fact, the notion of ideal KTSP expects the birth of novelty of thought based on locality. The KTSP, a teacher claimed to be more creative in running education. That is, with limited level of understanding of the teacher, it is difficult to expect the emergence of KTSP creativity education from the classroom.
Evaluation
The second issue related to the damaging charge structure KTSP too dense. Three out of four respondents rate, KTSP too tightness demonstrated by number of subjects and content that is too broad. Kesukarannya also rated beyond the level of development of the age of the child.
For students, there are 10 subjects, including local content and self development, with a share of up to 36 hours per week. JUNIOR HIGH SCHOOL students have 12 subjects, including local content as well as information and communication technology, with a share of 38 hours per week. By comparison, in the United States there are only four subjects as core curriculum in the primary, i.e. language, mathematics, social sciences, and natural science.
Load the curriculum still coupled with the standard evaluation of graduates through the mechanism of the national examination (UN) that measures the quality of graduate students and decide. The UN is seen likely to restrict the students and teachers who want to explore the knowledge outside of the material to be tested. Most respondents rate, UN irrelevant describes the achievement of national education as a whole, which includes mental, spiritual, and intellectual. These complaints mainly voiced teachers from private schools (66,9%), while teachers in public schools tend to be giddy addressing.
Giddy
Plan the transition curriculum from KTSP Curriculum into 2013 could not help publish a question mark for some teacher respondents. This is related to dizziness teachers see their daily reality is still far from ready to say in the running of the practice teaching is the thematic Curriculum in 2013. Two out of five respondents did not believe that a transitional plan curriculum into the proper way improve the quality of education.
Moreover, in practice, "fate" school teachers today are very determined policy education service in each area. The thing in question teachers is, if rated KTSP "good" have not been evaluated pluses and minuses implementation, why so rush to apply the new curriculum?
(Wonderful Surya Wardhani/Anthony Anthony/R & D Compass)
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