Name : Endhita
Nim :15020119
Class :VI/A
Material Development
The Differences And Similarities Between Material In K13 Curriculum And KTSP
Curriculum
1. Similarities Material Curriculum KTSP and K13 Curriculum
KTSP is an education operational curriculum developed and
implemented in each educational unit in Indonesia. Government Regulation No.
19/2005 on National education standar . The government regulation provides
guidance on the need for eight national education standars to be developed and
implemented: content education personal, equipment and infrastructure
standards, educator standards, management standard, financing standards and
education assessments standards.
Below there are some similarities between the Curriculum of 2013 and
KTSP curriculum:
a.) The 2006 curriculum (KTSP)in the development of the 2004 curriculum so
that when viewed with the curriculum of 2013 both display the text as KD
points
b.) For curriculum structure either on, KTSP or on the curriculum 2013 are
equally created or designed by the government precisely Depdiknas
c.) Some subjects still exits the same as KTSP
d.) There is similarity of the essence of the curriculum , for example in a
scientific approach that is essentially student-centered, in which students
seeking knowledge are not receiving knowledge.
2. Differences Material curriculum KTSP and K13 Curriculum
KTSP
After I analyzed the book grade 1 high school, I was able to summarize the
materials presented at the Curriculum 2006 (KTSP) :
1. Here more emphasis on listening skills and reading the other speaking
writing is not too emphasized,
2. Direct at the core of learning without doing warming up first,
3. The student is not very active due to more teacher explanation.
4. The material also uneven every chapter, sometimes in one chapter there is
only listening, reading and speaking
5. Learning materials are also not relevant to the required competence, the
burden of learning is too heavy, too wide so that students are difficult to
understand.
6. The taught material is emphasized on the grammar and structure of the
Language,
7. Students are not accustomed to read and understand the text presented
8. Students are not accustomed to compose text, which is systematic, logical
and effective,
9. Less emphasis on the importance of expression and spontaneity in Language.
Learning process and subject structure at Curriculum 2006 (KTSP)
1. Teacher centered (teacher center learning)
2. The nature of learning is oriented to textbooks
3. Material is prepared to provide knowledge to student
4. the learning approach is the students are informed of the material that must be
memorized (students are told)
5. textbooks only contain the subject matter
Curriculum 2013
This 2013 curriculum can trigger the development of student competence in the
direction of more analysis and demands of teachers to be more creative and innovative
in learning because teachers are considered capable of all things that can help students
grow. the curriculum 2013 is a curriculum that continues the curriculum of KTSP which
wishes to complete eight national education standards (the eight standards are: Content
Standard, Process Standards, Graduate Competency Standards, Standards of Educators
and Education Personnel, Standard of Facilities and Infrastructure, Management
Standards, Financing Standards and Assessment Standards education). Furthermore,
from these eight standards, there are four standards of change in the curriculum of 2013,
and here is the possibility of differences and similarities between Education Unit Level
Curriculum (SBC) and the 2013 curriculum.
After I analyze book the grade 1 high school, I can summarize the materials
presented at Curriculum 2013:
1. Before entering at the core of learning, first give warming up,
2. Clear division between speaking, reading, listening and writing,
3. Students in demand to be more active in teaching and learning process, so
the teacher only explains the parts that are not understood,
4. Lots of exercises to train students' skills and to know the limits of abilities
students have,
5. Students are accustomed to be able to express themselves and their
knowledge with a spontaneously persuasive language,
6. Students are introduced with appropriate text rules so as not to be confused
in the process of preparing the text,
7. Students are encouraged to read and understand the meaning of texts and to
summarize and present them with their own Language.
8. Every chapter has 4 skill (speaking, listening, writing, and reading) as well
as chapter 2.3 and so on,
9. the teacher is only a facilitator
10. balanced material includes attitude, knowledge and skill competencies,
11. Learning approach based on observations, questions, results through the use
of various sources of student learning (students find out).
According to Ali Modofir, the 2013 curriculum uses a scientific concept with the
following characteristics:
1. Learning materials based on facts and phenomena that can be explained
logically or certain reasoning; not limited to roughly, imaginary, legend or
fairy tales.
2. Teacher's explanation, teacher's and teacher's interactive responses are free
from the preconceived prejudices, subjective thinking and reasoning deviate
from the logical thinking flow.
3. Encourage and inspire students to think critically, analytically in identifying,
understanding, solving problems and applying learning theories
4. Encourage and inspire students to be able to think hypothetically in seeing
the differences and similarities,
5. Encourage and inspire students able to understand and apply and develop a
rational and objective thinking patterns in responding to the eyes of learning,
6. Based on the concept of theory and fact
7. Learning objectives are formulated simply and clearly
8. Learning process unites three domains: attitude, knowledge, and skills
9. Emphasis on the pedagogic dimension
