Organization of Competencies, Objectives
of the Units of Education, and Curriculum Structure of SMA
A. Organization of Competencies
Subjects are
the smallest organization unit of the Basic Competencies. For SMA curriculum,
Basic Competencies organization is done by considering the continuity and
harmony between classes and lessons tied with the Core Competencies.
Basic
Competencies SMA / MA is organized on the basis of the grouping of subjects
which is mandatory for all students and subjects according to their talents,
interests, and abilities of learners (specialization).
Substance
local content including local language integrated into subjects Culture Art.
Substance local content related to sports and games areas are integrated into
the subjects of Physical Education, Sport, and Health. While the craft and
Entrepreneurship is a stand-alone subject.
B. Purpose of Education Unit
Implementation
of primary and secondary education as stated in Government Regulation No. 17
Year 2010 on the Management and Operation of Education aims to build a
foundation for the development of potential students to become human:
a. faith and fear of God Almighty,
noble, and sublime personality;
b. knowledgeable, skilled, critical,
creative, and innovative;
c. healthy, independent, and confident;
and
d. tolerant, sensitive social,
democratic, and accountable.
C. Load Structure of Curriculum and
Learning
1. Curriculum Structure
The
curriculum structure illustrates the conceptualization of curriculum content in
the form of subjects, positioning content / subjects in the curriculum, content
distribution / subjects in a semester or year, learned loads and loads for
subjects of study per week for each learner. The structure of the curriculum is
also an application of the concept of organizing content in learning the system
and organizing the burden of learning in the learning system. Organizing
content in the learning system used is the semester system while the burden of organizing
learning in a learning system based on hours of instruction per semester.
The
structure of the curriculum is also an overview of the application of the
principles of curriculum regarding the position of a student in completing the
learning in a unit or level of education. Furthermore, the structure of the
curriculum describes the position of a student's learning that if they have to
finish all subjects listed in the structure of the curriculum or provide an
opportunity for participants to specify various options.
The
structure of the curriculum SMA / MA consists of:
- Group of
compulsory subjects followed by all learners
- Group of
specialization subjects followed by learners according to their talents,
interests, and abilities.
- For the MA
can add the specialization subjects of religious groups.
a. Compulsory Subject Group
Group structure compulsory subject in
the curriculum of SMA / MA is as follows:
High School Curriculum Structure for
Compulsory Subjects by Curriculum 2013
High School Curriculum Structure for
Compulsory Subjects by Curriculum 2013
b. Specialisation Subject Group
Groups of subjects specialization aims
(1) to provide opportunities for learners to develop an interest in a group of
subjects in accordance with the scientific interest in universities, and (2) to
develop an interest in a particular discipline or skill.
The structure of specialization in
curriculum subjects SMA / MA is as follows:
High School Curriculum Structure for
Specialisation Subjects by Curriculum 2013
High School Curriculum Structure for
Specialisation Subjects by Curriculum 2013
2. Expense Study
In the
structure of the high school curriculum / MA no additional hours of study per
week for 4-6 hours so for class X increased from 38 hours to 42 hours of study,
and for class XI and XII increased from 38 hours to 44 hours of study. While
studying for each hour long study was 45 minutes.
With the
additional hours of study and the reduction of the number of Basic
Competencies, teachers have the flexibility of time to develop a
process-oriented learning active student learning. Active student learning
process takes longer than the delivery of the learning process because students
need information to perform exercises observe, ask, associate, and communicate.
Teacher-developed learning process requires patience in waiting for the
response of the students because they are not familiar. Besides increasing
hours of study allows teachers to assess learning processes and outcomes.
Core Competencies and Basic Competencies
A. Core Competencies
The core Competency is the implementation of the
passing requirements in form of a quality standard those who have completed
their education at a particular educational unit or level, an overview of the main
competencies which are grouped into aspects of attitudes, knowledge, and skills
(affective, cognitive, and psychomotor) for learners to be learned in a school
level, class and subject. Core competencies should describe the balance quality
of the achievement of hard skills and soft skills.
Core competencies serve as elements organizers
(organizing element) basic Competencies. As an organizer element, a core Competencies
for organizations binder vertical and horizontal organization of basic
competency. Basic Competencies vertical organization is the relationship
between the content of the basic competencies or education class to class /
level on it so it meets the principles of learning that there is a continuous
accumulation between learners learn content. Horizontal organization is the
relationship between the content of the subjects Basic Competencies Basic Competencies
with the content of different subjects in the weekly meetings and the same
class so that a process of mutually reinforcing.
Core competencies are designed in four inter-related groups, namely
with regard to religious attitudes (competency 1), social attitudes (competency
2), knowledge (competency 3), and application of knowledge (competency 4). The
fourth group was the reference of basic competencies and should be developed in
any event integrative learning. Competencies with regard to religious and
social attitudes developed indirectly (indirect teaching), ie at the time the
students learn about the knowledge (Competencies group 3) and application of
knowledge (core competency group 4).
B. Basic Competencies
Basic Competencies are the Competencies of each
subject for each class derived from the Core Competencies. Basic Competencies is
the content or the Competencies consisting of attitudes, knowledge, and skills rooted
in core competencies that must be mastered by learners. The competencies are developed
by considering the characteristics of learners, the initial
capability, as well as the characteristics of a subject. Subjects as a source to master the competencies
are open and not always organized and oriented only according to the philosophy
of essentialism and perennialism. Subjects can be organization of content that
is developed from different disciplines or non-disciplines allowed under the
philosophy of social reconstruction, progressivism or humanism. Since the
philosophy which adopted in the curriculum is eclectic as stated in philosophical
foundation section, hence the name of the subject and content of the subjects
to the curriculum that will be developed is not necessarily tied to the
philosophy of essentialism and perennialism.
Core Competencies and Basic Competencies at High
School which is a unity of ideas from each subject including: (1) Core Competencies
and Basic Competencies of Mandatory Subject Group, (2) Core Competencies and
Basic Competencies of Specialization Group in Mathematics and natural sciences,
(3) Basic Competencies and Core Competencies of Specialization Group in Social
Sciences, (4) Basic Competencies and Core
Competencies of Specialization Group in Language and Culture.
Core Competencies and Basic Competencies
included in this document are:
1. Basic Competencies of Compulsory Subject
Group
1.1
Religious and Moral education
a. Core Competencies and Basic Competencies
of Islamic education and moral
b. Core Competencies and Basic Competencies
of Christianity Education and moral
c. Core Competencies and Basic Competencies
of Catholic Education and moral
d. Core Competencies and Basic Competencies
of Hinduism Education and moral
e. Core Competencies and Basic Competencies
of Buddhism Education and moral
f. Core Competencies and Basic Competencies
of Education Confucianism and moral
1.2 Core Competencies and Basic Competencies of Pancasila and
Citizenship Education
1.3 Core Competencies and Basic Competencies of Indonesian Language
1.4 Core Competencies and Basic Competencies of Mathematics
1.5 Core Competencies and Basic Competencies of Indonesian History
1.6 Core Competencies and Basic Competencies of English
1.7 Core Competencies and Basic Competencies of Cultural Arts
1.8 Core Competencies and Basic Competencies of Physical Education,
Sport, and Health
1.9 Core Competencies and Basic Competencies of craft and
Entrepreneurship
2. Basic Competencies of specialization Group
2.1 Specialization in Mathematics and Natural Sciences
a. Core Competencies and Basic Competencies of Mathematics
b. Core Competencies and Basic Competencies of Biology
c. Core Competencies and Basic Competencies of Physics
d. Core Competencies and Basic Competencies of Chemistry
2.2 Specialization in Social Sciences
a. Core Competencies and Basic Competencies of Geography
b. Core Competencies and Basic Competencies of History
c. Core Competencies and Basic Competencies of Sociology
d. Core Competencies and Basic Competencies of Economics
2.3 Specialization Sciences Languages and Cultures
a. Core Competencies and Basic Competencies of Indonesian Language and
Literature
b. Core Competencies and Basic Competencies of English Language and
Literature
c. Core Competencies and Basic Competencies of Other Foreign Language and
Literature
c.1. Core Competencies
and Basic Competencies of Arabic Language and Literature
c.2. Core Competencies
and Basic Competencies of Japanese Language and Literature
c.3. Core Competencies
and Basic Competencies of Chinese Language and Literature
C.4. Core Competencies
and Basic Competencies of German Language and Literature
C.5. Core Competencies
and Basic Competencies of French Language and Literature
d. Core Competencies and Basic Competencies of Anthropology
