Due to changes and remodeling of SK and KD on Curriculum 2006, it will have an impact on curriculum and learning management. For example, how to schedule a lesson in class I sd III SD / MI in accordance with thematic learning model. While all this time and Religious Education teachers are teachers Orchestra Penjas field of study? How to fill out student report cards? What about valuations? Similarly, social studies and science subjects in junior high school. Because it no longer uses the pattern of sub-fields of study, then the settings of certain KD who teaches science in accordance with its constituent clusters have been prepared properly.
Take for example, in KD IPA first semester of junior high school in seventh grade associated with the Physics and Chemistry. While there for Biology in Semester 2. Now, whether this biology teacher would be left unemployed for one semester to wait his turn at the second semester? Or Physics teachers will then be unemployed after one semester of teaching? What about teachers in private schools are paid according to hours of real teaching? In social studies lessons, this case will also occur.
Management issues of curriculum and learning is very different between the curriculum in 2004 with Curriculum 2006. Both these issues will be strongly felt by teachers teaching as they are the planners, implementers and assessors of learning. But they will be confused every day in performing their duties.
So, once again, if the difference between the two is very sugnifikan curriculum. And teachers are "victims" of the first of this curriculum change. The detailed changes in the curriculum at each school level will be peeled in my next writings. Enjoy the changes!
Jumat, 14 Mei 2010
DIFFERENCES IN ESSENCE KD n' SK
It is often said by the Ministry of Education and Education Department officials, that the curriculum in 2004 and 2006 is on aspects of Competence and Competency Standards Association. At first glance yes indeed, when in fact it is not all true.
In Curriculum primary school in 2004 there was only one SK class of each level for almost all subjects. But in 2006 there are two SK curriculum for each grade for all subjects and grade plus details on a particular lesson. Each of which SK has been plotted for first and second semesters. Meanwhile, there is no such restriction on the Curriculum 2004.
KD KD-existing in the Curriculum 2004 there are still used with the same or a similar formulation with the formulation of KD in the Curriculum 2006. There are some KD Curriculum 2004 is discarded. There are several new KD in Curriculum 2006. So that if the scope of content (scope) was used as standard, it's not too much difference with the Curriculum 2006 Curriculum 2004. However, KD-KD was in Curriculum 2004 was reconstructed again, rearranged in such a way that is very different in the order (sequence).
While the scope of the same material between the two curricula, but because the order of the presentation of each class to be different, hence the two different curriculum. For example, there is a KD in class III subjects IPS elementary to transferred to class II. Some of KD subjects at the elementary school social studies was transferred from Class VII to Class VIII, or vice versa. KD for PKN in junior high school was moved to class VIII and IX of the class VII. Instead there is KD-derived class VIII to class VII.
Removal of KD as a realignment of Curriculum 2004 KD occurred in all subjects and all levels of schooling on Curriculum 2006. This will be very influential in the process of learning in the classroom, especially if the school intends to implement Curriculum 2006 in full in the year 2006/2007 this learning.
Another change is that the learning in class I, II and III primary schools need to be carried out thematically, while for grade IV, V and VI with the learning field of study. Especially for science and social studies in elementary school used an integrated approach to learning.
While science and social studies at junior high school that originally was SK and KD are prepared using the approach of sub-fields of study, the Curriculum 2006 will no longer use that approach. This had an impact on the management of curriculum and classroom learning.
Meanwhile, in the SMA / SMK no changes such as those in elementary school and some junior high. But that does not mean there is no change in curriculum or arrangement KD SMA / SMK. The number of SK in the curriculum in 2004 which was originally one or several on each subject, the curriculum in 2006 developed into a number of SK. SK-SK was largely taken the contents of the decree in the Curriculum 2004.
But when examined, turns out SK-2006 SK in the high school curriculum is identical, very similar to KD-2004 KD in the high school curriculum. Similarly, KD-2006 KD in the curriculum is identical to the indicators of achievement on the Curriculum 2004. In other words, there is "increasing the status of KD and Indicators" in the curriculum in 2004, thereby becoming SK and KD at the high school curriculum in 2006.
In Curriculum primary school in 2004 there was only one SK class of each level for almost all subjects. But in 2006 there are two SK curriculum for each grade for all subjects and grade plus details on a particular lesson. Each of which SK has been plotted for first and second semesters. Meanwhile, there is no such restriction on the Curriculum 2004.
KD KD-existing in the Curriculum 2004 there are still used with the same or a similar formulation with the formulation of KD in the Curriculum 2006. There are some KD Curriculum 2004 is discarded. There are several new KD in Curriculum 2006. So that if the scope of content (scope) was used as standard, it's not too much difference with the Curriculum 2006 Curriculum 2004. However, KD-KD was in Curriculum 2004 was reconstructed again, rearranged in such a way that is very different in the order (sequence).
While the scope of the same material between the two curricula, but because the order of the presentation of each class to be different, hence the two different curriculum. For example, there is a KD in class III subjects IPS elementary to transferred to class II. Some of KD subjects at the elementary school social studies was transferred from Class VII to Class VIII, or vice versa. KD for PKN in junior high school was moved to class VIII and IX of the class VII. Instead there is KD-derived class VIII to class VII.
Removal of KD as a realignment of Curriculum 2004 KD occurred in all subjects and all levels of schooling on Curriculum 2006. This will be very influential in the process of learning in the classroom, especially if the school intends to implement Curriculum 2006 in full in the year 2006/2007 this learning.
Another change is that the learning in class I, II and III primary schools need to be carried out thematically, while for grade IV, V and VI with the learning field of study. Especially for science and social studies in elementary school used an integrated approach to learning.
While science and social studies at junior high school that originally was SK and KD are prepared using the approach of sub-fields of study, the Curriculum 2006 will no longer use that approach. This had an impact on the management of curriculum and classroom learning.
Meanwhile, in the SMA / SMK no changes such as those in elementary school and some junior high. But that does not mean there is no change in curriculum or arrangement KD SMA / SMK. The number of SK in the curriculum in 2004 which was originally one or several on each subject, the curriculum in 2006 developed into a number of SK. SK-SK was largely taken the contents of the decree in the Curriculum 2004.
But when examined, turns out SK-2006 SK in the high school curriculum is identical, very similar to KD-2004 KD in the high school curriculum. Similarly, KD-2006 KD in the curriculum is identical to the indicators of achievement on the Curriculum 2004. In other words, there is "increasing the status of KD and Indicators" in the curriculum in 2004, thereby becoming SK and KD at the high school curriculum in 2006.
What do people say about these 2 curriculum? (?.?)
Curriculum 2004 (CBC) & Curriculum 2006 (SBC) It Significantly Different from February 28, 2008
Posted by rijono in Education Opinion.
Many groups, including Ministry officials and the Department of Education District to make the statement that the curriculum in 2004 (or CBC) is not too much different from the curriculum in 2006 which were prepared by the National Education Standards Agency (BSNP) and a new set is implemented, by the Minister through the Minister of National Education Regulation No.. 24 In 2006 dated June 2, 2006. I do not know whether their revelation was intended to "entertain the teachers" so do not fret facing changes in this curriculum. Given the curriculum in 2004 is still in its early stages a broader test of learning since 2004/2005 and have not all schools have implemented the full curriculum in 2004. But alas, has now raised a new curriculum, Curriculum 2006. Thus came the statement that "entertaining" them.
This is ironic, because it shows a very superficial understanding of them against the Curriculum 2006. I suspect they are only "repeating" a statement from BSNP, officials Curriculum Centre, Ministry of Education officials who intend to reduce to Curriculum 2006 does not receive opposition from the spearhead of education: teachers and schools, or the disturbing turmoil of the world community and education. If only they had done in-depth comparison of both the curriculum, they will say that the Curriculum 2006 Curriculum 2004 with significantly different, significantly. It must be recognized in some respects there is similarity or resemblance between them.
Posted by rijono in Education Opinion.
Many groups, including Ministry officials and the Department of Education District to make the statement that the curriculum in 2004 (or CBC) is not too much different from the curriculum in 2006 which were prepared by the National Education Standards Agency (BSNP) and a new set is implemented, by the Minister through the Minister of National Education Regulation No.. 24 In 2006 dated June 2, 2006. I do not know whether their revelation was intended to "entertain the teachers" so do not fret facing changes in this curriculum. Given the curriculum in 2004 is still in its early stages a broader test of learning since 2004/2005 and have not all schools have implemented the full curriculum in 2004. But alas, has now raised a new curriculum, Curriculum 2006. Thus came the statement that "entertaining" them.
This is ironic, because it shows a very superficial understanding of them against the Curriculum 2006. I suspect they are only "repeating" a statement from BSNP, officials Curriculum Centre, Ministry of Education officials who intend to reduce to Curriculum 2006 does not receive opposition from the spearhead of education: teachers and schools, or the disturbing turmoil of the world community and education. If only they had done in-depth comparison of both the curriculum, they will say that the Curriculum 2006 Curriculum 2004 with significantly different, significantly. It must be recognized in some respects there is similarity or resemblance between them.
All About SBC
Education Unit Level Curriculum (SBC) is an educational curriculum developed by the operational and implemented in each educational unit in Indonesia. SBC legally mandated by Law Number 20 Year 2003 on National Education System and the Indonesian Government Regulation Number 19 Year 2005 on National Education Standards. Preparation of the SBC by the school started the school year 2007/2008 with reference to the Content Standard (SI) and Graduates Competency Standards (SKL) for primary and secondary education as published by the Minister of National Education No. 22 respectively in 2006 and No. 23 Year 2006 , as well as SBC Development Guide issued by BSNP.
In principle, the SBC is an integral part of the SI, but its development submitted to the school to fit the needs of the school itself. SBC consists of the educational unit level educational objectives, curriculum structure and unit level of education, educational calendar, and syllabus. SBC implementation refers to Permendiknas Number 24 Year 2006 on Implementation of SI and SKL.
Content standards is the scope of material and level of competency as outlined in the requirements for the competence of graduates, competency assessment materials subject competencies, and learning syllabus that must be met learners at certain levels and types of education. Content standards are guidelines for curriculum development unit level education that includes:
* The basic framework and curriculum structure,
* Loads of learning,
* Unit level education curriculum that was developed at the unit level of education, and
* Education calendar.
SKL is used as a guide in determining the assessment of students' graduation from the educational unit. SKL including competency for all subjects or groups of subjects. Competency is the ability of graduate qualifications which include attitudes, knowledge, and skills in accordance with the agreed national standards.
Application of SBC, as defined in the regulations of the Ministry of National Education no. 24 Year 2006 on Implementation of SI and SKL, determined by the school principal after considering the recommendations of the school committee. In other words, the application of SBC is fully furnished to the school, in the sense that no intervention from the Department of Education, or Ministry of National Education. Preparation of entangled SBC also involves teachers and employees of school committees, and where necessary by experts from local universities. With the involvement of school committees in the preparation of the SBC, the SBC will be drawn up in accordance with the aspirations of the people, situations and environmental conditions and community needs.
In principle, the SBC is an integral part of the SI, but its development submitted to the school to fit the needs of the school itself. SBC consists of the educational unit level educational objectives, curriculum structure and unit level of education, educational calendar, and syllabus. SBC implementation refers to Permendiknas Number 24 Year 2006 on Implementation of SI and SKL.
Content standards is the scope of material and level of competency as outlined in the requirements for the competence of graduates, competency assessment materials subject competencies, and learning syllabus that must be met learners at certain levels and types of education. Content standards are guidelines for curriculum development unit level education that includes:
* The basic framework and curriculum structure,
* Loads of learning,
* Unit level education curriculum that was developed at the unit level of education, and
* Education calendar.
SKL is used as a guide in determining the assessment of students' graduation from the educational unit. SKL including competency for all subjects or groups of subjects. Competency is the ability of graduate qualifications which include attitudes, knowledge, and skills in accordance with the agreed national standards.
Application of SBC, as defined in the regulations of the Ministry of National Education no. 24 Year 2006 on Implementation of SI and SKL, determined by the school principal after considering the recommendations of the school committee. In other words, the application of SBC is fully furnished to the school, in the sense that no intervention from the Department of Education, or Ministry of National Education. Preparation of entangled SBC also involves teachers and employees of school committees, and where necessary by experts from local universities. With the involvement of school committees in the preparation of the SBC, the SBC will be drawn up in accordance with the aspirations of the people, situations and environmental conditions and community needs.
Kamis, 13 Mei 2010
All About CBC(Competency-Based Curriculum)
Competency-Based Curriculum (CBC) or the curriculum in 2004, is the curriculum in the educational sector in Indonesia, which were adopted since 2004, although existing schools that began using this curriculum since before the implementation. Materially, this curriculum actually no different from the Curriculum 1994, the difference is only in the way students learn in class.
In the previous curriculum, students are conditioned to the quarter system. While in this new curriculum, students are conditioned in a semester system. In the past too, the students only learn the content of a mere subject matter, ie, receive material from the teacher alone. In 2004 this curriculum, students are actively developing the skills to apply without leaving the Science and Technology cooperation and solidarity, even among students actually compete with each other. So here, teachers only act as facilitators, but even so there is education education for all. In the activities in the classroom, students are no longer objects, but subjects. And every student activity value.
Since the 2006/2007 school year, implemented a new curriculum called Curriculum Level Education Unit, which is a revised curriculum in 2004.
In the previous curriculum, students are conditioned to the quarter system. While in this new curriculum, students are conditioned in a semester system. In the past too, the students only learn the content of a mere subject matter, ie, receive material from the teacher alone. In 2004 this curriculum, students are actively developing the skills to apply without leaving the Science and Technology cooperation and solidarity, even among students actually compete with each other. So here, teachers only act as facilitators, but even so there is education education for all. In the activities in the classroom, students are no longer objects, but subjects. And every student activity value.
Since the 2006/2007 school year, implemented a new curriculum called Curriculum Level Education Unit, which is a revised curriculum in 2004.
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