Curriculum is a form of respond to social problems. Therefore curriculum is often changed to solve the social problems that vary in every changed time. Especially in Indonesia, curriculum has been changed for eleven times. The latest changed curriculum is from curriculum KTSP to curriculum 2013. It is because national curriculum of KTSP is considered being not able to solve the recent social problems any more, such as those related to globalization and free market, environmental issues, rapid technological advances, etc. To address these challenges, curriculum must then provide young people with a range of competencies i.e. knowledge, creativities and skills related to particular cognitive, affective and psychomotor behaviors, which are needed by global work. Actually, orientation of curriculum KTSP is based oriented-competency yet in practice, it is found some deficiencies which need to be improved through curriculum 2013. The improvement of curriculum can be seen through their differences in each governance implementation. There are four elements of governance implementation of the curriculum KTSP and 2013, which can be compared.
The first element is teacher. In curriculum KTSP, the authority of teachers is almost absolute, especially on making a lesson plan. Teachers are given freedom to make their own syllabus. Their authorities on making syllabus are only limited by SK and KD that are determined by government. However, in curriculum 2013, it is government who makes the entire syllabus. Government absolutely owns the authority to make lesson plan whereas teachers are only supposed to improve the syllabus that has been prepared by government. Consequently, the effectiveness of time for learning activity is high because teachers will not waste their time on preparing their own syllabus instead they can improve their skill on teaching only. However, it means that teachers’ demanded competence is decreased, especially in teachers’ creativity on making their own syllabus. Teachers are demanded to follow the syllabus that have been determined by government. If so, all teachers are supposed to be able to teach even a low-competent teacher. In short, in curriculum 2013, the authority of teachers is more limited, the effectiveness of time for learning activity is higher, and the demanded competencies of teachers are lower than curriculum KTSP.
The second element is book. In curriculum 2013 not like KTSP, books for learning activity are provided by government. It is because of the experience on using KTSP in which teachers are given freedom to make their own syllabus, then automatically choose or create their own textbook that might not appropriately reflect learning objectives that must be achieved and also can make so many varieties on teaching material that consequently make difficulty to test students nationally. By providing certain educational book for national, government can make sure that all students are taught with the same book which reflect the same learning objectives, and expected to result the same outcomes which are then easily tested nationally. Consequently, the role of publishers, the material and process variation and the variance price of book which are large and high in KTSP are now small and low in curriculum 2013.
The third element is students. In curriculum KTSP students must achieve learning outcomes that are entirely determined by teachers in a form of RPP which the teachers make by themselves. Whereas, in curriculum 2013, learning outcomes that students must achieved are not totally dependent on the teacher, but also the books that are provided by government.
The last element is monitoring. In curriculum KTSP, it is difficult to do supervising, even almost impossible. It is because the variety of teaching learning activity that teachers use in curriculum 2013. Therefore, there are many deviation happened in curriculum KTSP. Whereas, in curriculum 2013, all teachers are supposed to follow the entire lesson plan and use textbook that are determined by government. Therefore there is a same guideline of teaching learning activity in curriculum 2013. Consequently, it is easy to supervise classroom activity in curriculum 2013.
In conclusion, curriculum 2013 is a result of improvement of curriculum KTSP. Its improvement can be seen by observing four elements i.e. teacher, book, student and monitoring. Actually, these elements are influenced and improved because of the government decision to control teaching learning activity by providing the same guidelines for teacher i.e. lesson planning, and textbook. In short, in curriculum 2013, teaching learning is not varied like KTSP and more controlled than KTSP.
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