Curriculum 2013 Rationales and Frameworks.

Curriculum 2013
Rationales and
Frameworks

o Some competences
which needed for
development did not
accommodate yet in
the curriculum (in
character education,
active learning method,
balance between soft
and hard skills and
entrepreneurship.
o The assessment standard did not
head to competence based
assessment (attitude, skills and
knowledge.
o The standards of learning process
did not describe enough the detail
learning structure what leaded to
misunderstanding of its principles
(teacher-based).
o The curriculum contents
were still too compact
which was shown through
so many too board subjects
and and materials, in
addition, the difficulty level
is beyond the students limit.
o The competence did not
holistically fulfill the
domain of attitude, skills,
and knowledge.
o The curriculum was not
thoroughly based on the
competence which fitted the
functional demand and the
goal of national education
Some Reasons
Behind the
Curriculum
Change from
SBC to K13
(Ilma & Pratama, 2015)

What is Curriculum 2013:
 Curriculum 2013 is the revised version of CBC and KTSP, with greater
emphasis on building students' characters, developing relevant skills
based on students' interests and needs, and developing a thematic
learning approach that benefits students' cognitive abilities
(Kemendiknas, 2013) as cited in (Putra, 2014).
Basically, the rationale behind the launch of K13 was the two
presidential decrees namely No.5/2010 about the Nationale Midterm
Growth Planing (RPJMN 2010-2014) and No 32/2013 (as revision series
of No. 19/2005) about National standard of education.
(Widyastono,2014)

K-13 Characteristics:
 K-13 is so designed that reflects a scientific approach to
learning. Theoretically, K-13 is supposedly meant to minimize
the SBC’s drawbacks by (1) refining it with relevant
competency, (2) organizing it with essential learning materials,
(3) implementing students’ active learning, (4) providing
contextual learning paradigm, (5) designing textbooks which
contain content and process of learning, (6) administering
authentic assessment to learning process and outcome.

K-2013 is designed in anticipation to modern learning
in the twientieth century. The learning paradigm has
shifted from ‘peserta didik diberi tahu’(students have
knowledge because they are taught by a teacher) to
‘peserta didik mencari tahu’ (students have curiosity to
get knowledge by themselves). It reflects that the
students are actively engaged in learning from different
sources exceeding the teachers and the educational
units or institutions (Kemdikbud, 2013)

Internal Challenges
It refers to the rapid growth of
the human population in the
future, it is imperative to equip
students of the day with skills
and competences through a
holistic education that means that
the curriculum should equip
students with knowledge, skills,
attitude and social competences
necessary for their future.
?
External Challenges
It refers to the advance of
knowledge and technology,
culture and education globally.
In terms of these chllenges the
development of K13 aims to
persist in global changes.
Therefre, the materials
delivered to the students should
be as the same level as what
have been learned globally.
K-13 Rationales:
(Widyastono,2014)

The philosophical Rationale
• It is declared that in the curriculum document that
the Indonesian education system is absolutely
rooted from the Indonesian culture. The culture
itself requires all the Indonesian youth to
intellectually and philosophically grow in the
domain of religious beings, noble morality, healthy,
smart, competent, independent, democratic and
responsible citizens (Kemendikud, 2012)

Key Competences:
• K13 includes key competences (Kompetensi inti),
namely KI-1 (attitude), KI-2(social), KI-
3(knowledge), and KI-4(skill) (kementerian
pendidikan dan kebuadayaan, 2014).
• The use of these competences intends to balance
between the use of soft and hard skills. The soft
skills refers to the knowledge gained in the class,
while the hard skill refers to attitude and social
competences in reality.

Integrated Thematic Approach:
• The books employed in K13 are devoted to activity
based and integrated thematic, activity based means
that the materials are compiled based on the nature
of learning a language starting from receptive to
productive skills. While integrated thematic means
that the topic has meaningful theme to teach.

The scientific Approach:
• According to ministry of culture and education
(2014) as cited in Tantra (2014), the K13 applies the
scientific approach as its way of teaching and
learning activity. This approach has five ways of
thinking to arrive to arrive at the truth (knowledge)
namely observing, questioning, experimenting,
associating, and networking (ibid).
• Observing: is the first phase in the teaching and
learning activity as an introduction of the activity
such as greeting and motivating students.

• Questioning is the second phase that intends to gain
additional information from asking about what still unclear
from the previous phase.
• thirdly., experimenting means that students are encouraged
to gain more information outside the class through reading
another source other than the textbook. This phase aims to
develop the students’ positive attitude and gain information
as well as their learning habit.
• Associating mainly falls into twofold: inductive and
deductive. In this phase, the students are motivated to
conclude about what they gained
• Networking is the last phase in scientific approach, in this
phase the teacher is the manager promoting collaborative
learning. This phase is devoted to actualizing the knowledge
to the present.

Source: Widodo, M (2015). Newest Issues for Curriculum Reform in
Indonesia (2013) ] Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#

Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:

Refrences:
• Ilma, N., Pratama, M. (2015). Transformation in Indonesian language curriculum pros and cons between
KTSP 2006 and curriculum 2013 in Indonesia. International conference on trends in economics, humanities
and management. Singapore: 5(21). 134-145
• Kementerian Pendidikan dan kebuayaan. (2012). Bahan Uji Publik Kurikulum 2013.
• Konsep dan Implimentasi Kurikulum 2013: Paparan Wakil Menteri Pendidikan dan Kedudayaan RI bidang
Pendidikan. 2014. Jakarta: Kementerian Pendidikan dan Kebuayaan.
• Tantara, K., D. (2014). Teaching English as a foreign language in Indonesia: A case study. Modern
Languages journal. 4(22), 89-99
• Widyastono, H.2014. Pengembangan Kurikulum di Era Otonomi Daerah: dari kurikulum 2004, 2006, ke
kurikulum 2013. Jakarta: Bumi Aksara.
• Tantra
• Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ] Power Point Slides.
Retrieved from:

Curriculum 2013 Rationales and Frameworks.

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