Differences in Learning Indonesian Literature in the 2013 Curriculum and the Independence Curriculum in Junior High Schools in Indonesia
Abstract
Before the Covid-19 pandemic, Indonesia had been implementing the 2013 curriculum for primary and secondary schools. However, in response to the pandemic’s impact, Indonesia later shifted to an independent curriculum for primary and secondary schools. This study aims to elucidate the differences in learning Indonesian literature between the 2013 curriculum and the independent curriculum in Indonesian Junior High Schools. The research adopts a qualitative descriptive approach, employing data collection techniques such as document analysis and interviews with informants. Method triangulation is used to ensure data validity. Data analysis comprises data reduction, data analysis, and data presentation. The findings of the study reveal that under the 2013 curriculum, learning Indonesian literature was structured through a learning implementation plan (RPP). This plan encompassed core competencies, basic competencies, competency achievement indicators, learning objectives, approaches, models, and learning methods, as well as learning media, resources, steps, and assessment methods. On the other hand, the independent curriculum utilized a learning module, incorporating learning outcomes, learning objectives, approaches, models, and learning methods, as well as learning media, resources, student profiles of Pancasila (Indonesia’s national ideology), learning steps, and assessment methods. Notably, in the context of the independent curriculum, teachers are required to conduct diagnostic assessments and employ differentiated learning strategies to cater to individual student needs.
Keywords: differences in learning Indonesian literature, 2013 curriculum, independence curriculum
References
[1] Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, UU No 20 Tahun 2003 Tentang Sistem Pendidikan Nasional Lembar Negara RI Tahun 2003 No 78, Tambahan Lembar Negara RI No. 4301.
[2] Hamalik O. Proses Belajar Mengajar. Jakarta: Bumi Aksara; 2001.
[3] Ritonga M. Politik dan Dinamika Kebijakan Perubahan Kurikulum Pendidikan di Indonesia Hingga Masa Reformasi. Jurnal Binagogik. 2018;5(2):2579.
[4] Prastowo A. Transformasi Kurikulum Pendidikan Dasar dan Menengah di Indonesia (KTSP Menuju Kurikulum 2013 Hingga Kurikulum Ganda). Jurnal Ilmiah PGMI. 2018;4(2):25.
[5] Nuryana, ‘Pelatihan Kurikulum 2013 Edisi Revisi 2018 bagi Guru di Yayasan Pendidikan Islam Al-Maunah.’ Jurnal Pengabdian Masyarakat. 2020;5(1):32.
[6] Safitri H. Peningkatan Kemampuan Guru dalam Menyusun RPP Kurikulum 2013 Melalui Supervisi Akademik di SMP Negeri Tanjungpinang Tahun 2018. TANJAK : Journal of Education and Teaching. 2021;2(1):24.
[7] Marisa M. ‘Curriculum Innovation “Independent Learning” in The Era of Society 5.0.’ Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora 2021;5(1):30.
[8] Priantini A Suarn. ‘Analisis Kurikulum Merdeka dan Platform Merdeka Belajar untuk Mewujudkan Pendidikan Berkualitas’ Jurnal Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. 2022;8(2):29.
[9] Jojor AH. ‘Analisis Kurikulum Merdeka dalam Mengatasi Learning Loss di Masa Pandemi Covid-19’. Edukatif. 2022;4(4):150.
[10] Creswell JW. Qualitative Inquiry and Research Design. New York: Sage; 2013.
[11] Miles M. M.B. dan Hubermann, Qualitative Data Analysis. New York: Sage; 2014.
[12] Hidayat M, Hidayat A. The Handbook of Education Manajemen: Teori dan Praktik Pengelolaan Sekolah di Indonesia. Jakarta: Prenada Media Grup; 2016.
[13] Mulyasa. Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya; 2016.
[14] Ariyana Y, Pujiastuti A. Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2018.
[15] dan T. Kementerian Pendidikan, Kebudayaan, Riset, Dimensi, Elemen, dan Suplemen Profil Pelajar Pancasila pada Kurikulum Merdeka. 2022.
[16] Suderman L. ‘Pendidikan di Era Revolusi Indonesia 4.0.’ Jurnal ilmu sosial dan pendidikan. 2022;5(1):52.