School-based Curriculum Implementation at SMA Negeri 1 Telukjambe Karawang

1. Introduction

The changing educational environment, the diverse educational needs of students, the high expectations from the public, and the policy reports demand strongly educational change. In relation to that, The National Education Department has made some curriculum adjustments which consider certain points such as what students should learn, how is the content and learning sequences given to the students, and how will the lesson started (Hartoyo, 2011). This adjustment consequently changed the previous curriculum – Competence Level Based Curriculum (CLBC) – with the new one called Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum (SBC). Here, curriculum is a set of plans and rules about goals, contents, and learning materials as well as the way of using it as guidance for implementation of learning activities that is aimed at a specific goal National Education Standardized Institution (BSNP, 2006).

School-based curriculum, herein KTSP, which is being applied in Indonesia is now perceived by a curriculum that gives place to the variations of the school. The curriculum is built by the school based on consideration of some internal and external significance variables related to the school itself under government’s coordination and supervision. KTSP Emphasis is on developing the ability to do (competence) and tasks with specific performance standards so the results can be felt by students in the form of mastery of a set of specific competencies. This educational program standard device should be able to deliver students to have a competency of knowledge, and values used in various fields of life.
Indeed, KTSP is a curriculum that reflects the knowledge, skills and attitudes which refers to the concept of education as suggested by Bloom, which in turn can improve students’ potentials optimally. Accordingly, the curriculum is prepared to foster the learning process in schools oriented mastery competencies that have been determined by integrative.

However, as autonomous curriculum, it also demands teacher and school to be skilled and trained. This demand then causes different perception of the teachers as the curriculum user on the KTSP. Meanwhile, curriculum as a set of education plan should be prepared and adapted based on the learning situation and future demand, and because of this in implementing KTSP teacher must deal with some problems.

Considering the explanation above, therefore, the writer has investigated one of senior high schools in Karawang, SMA Negeri 1 Telukjambe which is located on Jl. H.S Ronggowaluyo Telukjambe Timur. It is aimed at analyzing the development of KTSP and how it is implemented, particularly in the teaching of English as a foreign language.  In short, the writer wants to obtain the real picture of the school situation on KTSP implementation.

1. Review of Related Literature
   1. Curriculum

A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner, 1995: 158). According to Gatawa (1990: 8), it is “the totality of the experiences of children for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983), who argue that curriculum is “that which a student is supposed to encounter, study, practice and master… what the student learns”. For others such as Beach and Reinhatz (1989: 97), a curriculum outlines a “prescribed series of courses to take”. From the definitions above, it is possible to state that a curriculum has the following characteristics:

• • It comprises the experiences of children for which the school iresponsible.
• • It has content.
• • It is planned.
• • It is a series of courses to be taken by students.

In addition, a curriculum considers the learners and their interaction with each other, the teacher and the materials. The output and outcomes of a curriculum are evaluated. Bringing all these points together, the curriculum is viewed as a composite whole including the learner, the teacher, teaching and learning methodologies, anticipated and unanticipated experiences, outputs and outcomes possible within a learning institution.

Curriculum in Indonesia has been changed from time to time. Hartoyo (2011) points out up to this point, there have been five curriculum adjustments, which were conducted in 1965, 1974, 1984, 1994, and 2004. The last curriculum adjustment, which was conducted in 2004, is known as competence-based curriculum. The competence-based curriculum is then formulated and revised to become school-based curriculum, known as Kurikulum Tingkat Satuan Pendidikan (KTSP).

1. School Based Curriculum

School Based Curriculum (SBC) is an operational curriculum was developed by and implemented at each school. KTSP was developed in accordance with the demands of educational autonomy. KTSP  Development by the school in accordance with the situation and its context. However, schools still have to refer to the scope of existing national education standards, pursuant to Regulation 19 of 2005 on National Education Standards of the output, as it is stated in Hartoyo (2011), which covers: (1) content standard (Standar isi/SI), (2) process standard (Standar Proses), (3) competence standard of the output/students (Standar Kompetensi Lulusan/SKL), (4) competence standard of the teacher (standar tenaga kependidikan), (5) infrastructure standard (standar sarana dan prasarana), (6) management standard (standar pengelolaan), (7) financial standard (standar pembiayaan), and (8) education assessment standard (standar penilaian pendidikan). From these all standards, currently, the development of KTSP emphasizes more on content standard, competence standard of the output/students, process standard, education assessment standard, and management standard.

1. Content standard (SI)

According to Minister of National Education Regulation number 22 year 2006, the content standard for elementary and secondary education consists of materials and competence as follow:

1. Basic framework and curriculum structure as the guidance in formulating School Based Curriculum (KTSP);
2. Education load for students in elementary and secondary education;
3. School Based Curriculum (KTSP) which will be developed by education institution as an inseparable part of content standard;
4. Education calendar for educational coordination in elementary and secondary education level;
5. Competence Standard of output/students

According to Minister of National Education Regulation number 23 year 2006, the competence standard of output/students of elementary and secondary education (SKL), which used as the assessment and passing standard, consist of the following parts.

1. Minimum competence standard for elementary and secondary education;
2. Minimum competence standard for each subject group;
3. Minimum competence standard for each subject
4. Process standard

Process standard refers to the National Education Standard (SNP) related to the administration of learning process in an education institution to reach the competence standard of output/students. According to Government Regulation (PP) number 19 year 2005 concerning National Education Standard (SNP), the learning process in an education institution should be administrated in an interactive, inspiring, fun, challenging and motivating activities that enable students to actively participate in the learning process. Moreover, students should be provided with and exposed to sufficient opportunities to articulate their initiative, creativity and self-reliance according to their talent, interest and physical as well as psychological development.

1. Education assessment standard

Education assessment standard refer to the mechanism, procedure, and assessment instruments of students’ learning outcome. The Government Regulation (PP) number 19 year 2005 concerning National Education Standard (SNP) verse 63 states that the assessment in elementary and secondary education level consist of assessment of learning outcome administrated by teacher, assessment of learning outcome administrated by education institution, and assessment of learning outcome administrated by the Government.

The observation has been done in SMAN I Telukjambe Karawang. The writer observed curriculum coverage  only on: (1) Content Standard, (2) Competence Standard, (3) Process Standard, and (4) Education Assessment Standard.

1. Content Standard
The focus of observation in the content standards are:
a. Basic Competence

Basic competencies is specified in the content standards and described in the syllabus. The scope of the most extensive lesson plan includes a base component consisting of one indicator for one or more meetings. Based on the observations, SMAN I Telukjambe has already developed basic competence, or RPP Syllabus subjects in English. The source is obtained from the English teachers themselves. The headmaster explained that in science class learning process has already meet the standards of competency (developing Syllabus and RPP), but the social studies classroom teachers have few obstacles in developing the syllabus and lesson plans as students’ skills in addressing the subject is still minimum.

The fllowings are the coverage of English:

1. Listening

Understanding meanings in the oral interpersonal and transactional discourses, short functional texts, and spoken monologue in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortator, exposition, spoof, explanation, discussion, and review in the daily-life contexts.

2. Speaking

Expressing meanings orally in the interpersonal, and transactional discourses, short functional texts, and spoken monologue in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory, exposition, spoof, explanation, discussion, and review in the daily-life contexts

3. Reading

Comprehending meanings in the written forms interpersonal, and transactional discourses, short functional texts and essay in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts to access knowledge.

4. Writing

Expressing meanings in the written forms of the interpersonal, and transactional discourses, short functional texts, and many kinds of genres; recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in the daily-life contexts
b. Curriculum Structure

This curriculum structure is the pattern and arrangement of subjects that learners must take in learning activities. The depth of the curriculum in each subject on the curriculum is expressed in the competencies that must be mastered by learners in accordance with the burden of study subjects consisting of:

1) Cluster of religion and good deeds

2) Cluster of civics and personality

3) Cluster of scince and technology

4) Cluster of aesthetics

5) Cluster of sports and physical education

c. Education Load

• • Subjects

Compulsory subjects includes Religious Education, Citizenship Education, Indonesian Language, Mathematics, Science (Physics, Chemistry, Biology) and IPS (History, Geography, Economics, Accounting).

• • Local Content

Local contents are extracrricular activities to develop any competency in accordance with local characteristics and competencies including local excellences whose material contents are beyond the other subjects or so excessive that must be separated as special subjects. The essence of the local contents is determined by each educational institution not only limited to the skills and handicraft subjects. The local content is a lone subject which can be carried out each semester. It means that within a year there might be two subjects of the local contents. To support this each educational institution has to provide with the Standard and Basic Competency of taught subjects. By referring to the local existing essence, SMAN I Telukjambe commences the local contents based on needs and cultural areas, namely the ability of Sundanese as an effort to preserve and better understand the traditions deep-rooted in the noble values of the nation.

• Global-Excellence-Based Education

SMAN I Telukjambe has been utilizing ICT media in classes for several subjects teachers. In addition, Foreign Languages: Japanese is taught as a compulsory subject at all levels and all departments while French is taught as a compulsory sujects at the Language departments. This school offers Japanese languag because there are several industrial estates that we can find in Karawang, and one of the countries that takes part is Japan. Therefore, school tries to facilitate the students to have additional skill that can help them seek some jobs at those companies. Moreover, extra-curricular activities to reach the standards of SBI have been prepared. They cover the English bulletin, the Olympiad team (Chemistry, Physics, Mathematics, Biology, and Computer), compulsary English, arts and culture, sports – not less than 30 kinds of extra activities.

1. Learning Load

The load of learning at SMAN I Telukjambe is set to a Package System. It is a system of establishing educational program in which the stdents are required to follow the entire programs and the load of learning that have been set for each class according to the curriculum structure applied to SMAN I Telukjambe. The load of study subjects in the Package System is expressed in a period of learning.

The load of learning is formulated in the form of the time required by the students to attend classes through a session system, structured assignment, and non-structured independent activities. All of these are intended to achieve the standard of competence by considering the students’ development.

Teaching learning activity is a learning process in the form of interaction between students with educators. The load of learning activities per session at SMAN I Telukjambe spends 45 minutes. The session amount listed in the structure of the school curriculum is as follows:

No.	Grade	The amount of teaching period per week
1	X	44
2	XI	44
3	XII	44

Utilization of allocation of time and structured activities not structured as much as 60% of the maximum amount of time allocation in the face per subject tailored to the needs of their respective subjects. The time allocation referred to is used for remedial and material enrichment.

2. Graduates Competency Standards

1. The minimum mastery learning criteria

The minimum mastery learning criteria in studying SMAN I Telukjambe for English is 75 (Sixty Five). It is seen from the averaging capabilities of each student either science class or social studies class students.

To improve the quality of SMN I Telukjambe graduates, the minimum mastery learning criteria is gradually increased to reach the ideal mastery learning criteria i.e. 100.

o Start in academic year 2009/2010 the minimum mastery learning criteria is 75+x ( x is determined by the teachers’ meeting of each subject.

o And hopefuly, it will be increased in the coming academic years.

· To those who have not reached KKM, maximum two more remidial opportunities are given.

o Remidial teaching is carried out

§ at the extra periods (on Saturday)

§ it is ended by a test.

o Remedial teaching is carried out if :

§ the classical mastery learning has not 75% .

§ the individual mastery learning 􀂔 75%.

· If there is any inadequate grade in the odd semester, it has to be improved before the final test.

· To attend the block test or final test , students are required to attend classes at least 80% of the entire session. If there are students whose attendance is less than 80% they are permitted to join it only after completing additional tasks in compliance with the competence standard (SK) and the basic competence (KD).

b. Promotion, Department Selection, Graduation

Promotion

The promotion is held at the end of each academic year with the following criteria.

1. Students must complete the entire programs of the attended class. (the minimum required meeting)

2. The calculated scores are the even semester scores by considering the odd semester score ( the decrease that is 􀂔 20 is not allowed)

3. Students get at least good minimum scores in the year-end assessment for all subjects in group of noble character subjects and, the civics and personality subject, aesthetics subjects and sports and health.

4. Students are not promoted to the next grade if they do not reach the minimal mastery learning criteria in Religious Education, Civics and Bahasa Indonesia. As vision and mission support.

5. Students are not promoted to grade XI when they do not reach minimal mastery learning more than three (3) subjects.

6. Students are not promoted to grade XII when those students:

a. any of the special majoring subjects does not reach

b. More than 3 subjects do not reach the mastery learning

Department selection

1. Decision and departmen selection

a. The department selection of Sciences and Social Sciences are conducted at the end of Grade X semester 2.

b. The selected department programs start at Grade XI semester

2. Department selection criteria :

a. Academic scores

Students promoted to grade XI and hoping to major a certain department, are allowed to posses at most 3 subjects which do not meet KKM and those subjects do not belong to the main subjects of each department.

For the Language Department, students must posses the total amount of the two core subjects (Bahasa Indonesia, English) at least 156 or the average of 78 and those four subjects must meet the mastery learning.

Graduation

In accordance with the provisions of Regulation 19/2005 Article 72 Paragraph (1), students pass the examinations and graduate from the primary and secondary education after:

a. completing the entire program;

b. possessing minimum scores ”good” at the end of the assessment for all subjects of the subjects groups of religious education and noble attitude, personality and citizenship, aesthetics, and physical, sports, and health;

c. passing the school/madrasah examinations for groups of science an technology;

d. passing the National Examination

1. Process Standard

The process of learning English SMAN I Telukjambe between IPA and Class Class IPS quite different, starting from RPP and the Syllabus applied up to the students’ competences. For science classes, English is taught in accordance with the RPP and the Syllabus, and sometimes it is developed according to the ability of students. While on teaching social studies class, it is not in accordance with the RPP and the Syllabus, but the teacher adjusts more to the students ability.

1. Education Assessment Standard

Standard assessment consists of:

a. Assessment of learning by educators

Mrs. Masyitoh, the English teacher, evaluates the results of their students learning by doing daily tests for class XI in which only the test of the theory, while for class XII is done in two phases, 50% theory and 50% practice. Minimum mastery learning criteria is 75. In addition to daily tests, Mrs. Masyitoh also asses students’ learning outcomes through the semester with the same test method but a different problems.

b. Assessment of learning outcomes by the education unit

Assessment results of this study is conducted at the end of each school year marked by the promoting class. Education units will declare a student to the next grade if s/he has reached a minimum completeness criteria in each lesson.

c. Assessment of learning outcomes by governments

This assessment is in testing with the procurement of national examinations every year for sixth grade (SD), and third grade (high school) students.

1. Simak
2. Baca secara fonetik
3. Discussion

From the analysis above, we can see that it is concerned with: Firstly, How SMA Negeri I Telukjambe have been implementing  the  KTSP in the learning process. (1) the development and implementation of KTSP at the school, (2) The KTSP was  developed and carried out according to the conditions of the school and regency in which the KTSP always refers to the national education standard. Secondly,  the teachers’ attempts in implementing the KTSP for  the teaching process including  they conducted  the planning process in the form of RPP, which means they  do the opening process  of  the initial step in the teaching, they built process of the student competition as the core in the teaching, and carried  out the teaching close at the end of the teaching.

Meanwhile, the writer also obtains information from the school that in the application, development and implementation of curriculum in SMA Negeri I Telukjambe, they face several problems. The headmaster stated that the curriculum teachers have a very hard work. Furthermore, he stated that KTSP ignores the logical relationship in the curriculum. The inconsistency in the KTSP occurs because schools are given authority to elaborate the core curriculum that government has done, but national evaluation done by government which determines students’ succeed. He describes that government should sets the general frame of education goal, competency, content, strategies and evaluation only, and the detailed development is given up to the school. However, government takes over the evaluation development and this is one of the KTSP dysfunctions. Based on the brief elaboration above, it can be assumed that KTSP is still imperfect to improve education quality of schools.

1. Summary and Recommendation
2. Summary

The world is changing and so is educational endeavor to empower individuals to develop their potentials to live responsible and healthy life so as to be able to perform independently and cooperatively and help each other in harmony. Curriculum serves as the substance that gives the soul to learning process. Curriculum should be primarily based on the consideration of promoting learners’ interest in identifying and developing their full potential. Nationally established curriculum in Indonesia has experienced several changes. The new curriculum has been implemented nationally since 2006. The so called competency base school level curriculum is developed based on content and competency standards. It is in line with the implementation of educational policy regarding school base management. The successful implementation of the new policy on curriculum depends on the readiness of all parties involved in learning process at operational level, especially the teachers. Central government (Ministry of National Education) has been conducting various programs to assist schools in developing, implementing, and evaluating their own curriculum by taking advantage of advanced information and communication technology. It is necessary to conduct evaluation research in order to see the effectiveness of the new curriculum related to the learners’ achievement measured through multi-dimensional approach.

From the observation, it can concluded as follows:
Development and implementation of curriculum at SMAN I Telukjambe, so far, has been performing fairly well because they conduct the teaching process based on the syllabus and RPP adjusting with the curriculum. However, in developing the curriculum, SMAN I Telukjambe still faces several obstacles such as their perception toward educational assessment standard.

1. Recommendation

Based on the above findings, some suggestions are proposed: (1) the implementation of  the KTSP needs the involvement of all related stakeholders, therefore, the paradigm development should be understood by all stakeholders that education is not only the school’s responsibility but our own responsibility as well to be proactive to take part in preparing better the nation generation for the future, (2) the  implementation of the KTSP requires the adequate enough equipment and infrastructures which are respectable to be paid much attention by either schools, government, and society in order that the process of the  implementation of the  KTSP is running well and qualifiedly,  (3) the  implementation of  the KTSP in empowering  good human resource  so that improvement of the human resource of all school’s staffs can get pay of attention from their self, government and the school, and (4) the implementation of the KTSP is a large and deep enough case. Therefore, this case still need to be investigated scientifically and needed  by furthermore  researches.

References

Beach, D. M., and Reinhatz, J. (1989). Supervision: Focus on Instruction. New York: Harper and Row.

Gatawa, B. S. M. (1990). The Politics of the School Curriculum: An Introduction. Harare: Jongwe Press.

Hartoyo. (2011). Curriculum and Material Development. Universitas Muhammadiyah Prof. DR. Hamka.

Tanner, D., and Tanner, L. (1995). Curriculum Development:Theory into Practice (3rd ed.). Englewood Cliffs, NJ: Merrill.

The Southern African Development Community. (2000) Curriculum Theory, Design, and Assessment. The Commonwealth of Learning. http://www.col.org/stamp/module13.pdf. Retreived on August 8, 2011.

^^

i am sorry sir, it’s not finished yet, i’m still doing it.

Curriculum and Material Development

In  Basic Principles of Curriculum and Instruction, Ralph Tyler outlines four critical components of curriculum that may serve as a guide to the creation of curriculum as well as a tool for the analysis and interpretation of curriculum. The four basic components consist of educational purposes (or objectives), educational experiences (or learning activities), organization, and evaluation (Tyler, 1949, p. 1). His rationale on curriculum then is simplified without changing the meaning by Judith Howard into: defining goals, establishing corresponding learning experiences, organizing learning experience to have a cumulative effect, and evaluating outcomes. These four basic principles coined either by Tyler or Judith has been widely welcomed, but at the same times it has also been criticized.

In one hand, as stated above Tyler’s rationale is widely welcomed; to begin with it may be set as the ideal foundation. It arguably covers everything a school should first and foremost have. For example in defining the objectives, it is surely true we have to set the objectives or goals prior to establishing the school. As cited in business dictionary, objective is:

An end that can be reasonably achieved within an expected timeframe and with available resources. In general, an objective is broader in scope than a goal, and may consist of several individual goals. Objectives are a basic tools that underlying all planning and strategic activities. They serve as the basis for policy and performance appraisals.

Therefore, by defining the goals or objective, the school will get more ready because as the statement shows, setting goals and objectives builds on the previous steps of visioning and taking stock, and also helps the school for keeping track the idea/plan that is designated previously. In addition, Daniel asserts that their functionality was well received and teachers generally appreciated the ease with which they could be applied to the daily work curriculum planning. It would be nearly thirty years, in fact, before any significant criticism were waged against Tyler’s work. And by that time, his approaches were so entrenched in classroom practice that radical critiques of his approaches left few marked changes in the implementation of curriculum in the public schools.

In another hand, however, these four basic principles is also criticized for being overtly managerial and linear in its position on the school curriculum. As it is stated in education encyclopedia  that some critics have characterized it as outdated and atheoretical, suitable only to administrators keen on controlling the school curriculum in ways that are unresponsive to teachers and learners. It means, differ from Hilda Taba, Tyler did not include teachers to be primary curriculum developers. Tyler should believe that teachers who teach or implement the curriculum should participate in developing it.

In conclusion, Tyler’s rationale gets not only support but also criticism. It is regarded as the good basic principles of curriculum as it could be implemented in school daily work planning easily, but at the same time Tyler put out of his mind to involve teacher in it.

References

Education Encyclopedia. Ralph W. Tyler (1902–1994) – Contribution to Testing and Curriculum Development, Advisory Role – School, Educational, Education, University, Rationale, and Study. http://education.stateuniversity.com. Retrieved on 25 April 2011.

Tyler, Ralph W. 1949. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.