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.