Kompas, page 6
By: Luki Aulia
It has been decided starting next year, for the moment, Curriculum 2013 would only be implemented in 6,221 schools that have since July 2013 run trials. The rest revert to Curriculum 2006 until really ready.
The decision at the end of the school year was not an easy one because it would change the entire learning process in school. However, according to the Curriculum 2013 (K-13) evaluation team, the decision was a compromise choice accomodating the pros and cons views concerning K-13, although it was subsequently corrected by Minister of Education and Culture (Mendikbud) Anies Baswedan, that it was not a matter of compromise, however, it was in the interest of the nation’s children.
As long as it is being evaluated, it would be good for the government to simultaneously enhance K-13, from the beginning. It should starts with the idea or expectation ideals of nation building and the “form/manifestation” of the generation to be born in order to achieve such expectations. If the fundamental matters are clear and short, medium, and long term development plans are also clear, it would also be clear the type of curriculum necessary.
Basically, the curriculum is made in accordance with the times. This was at least done in K-13. In theory, K-13 emphasizes active learning with integrative thematic materials and scientific approach. In the last two years, some teachers, especially in the cities, acknowledged children prefer learning in this way because it is not boring. The class atmosphere is more alive. However, some teachers still have difficulty because they are not accustomed.
Related to teacher training, teacher trainer Itje Chodijah deems the form of training is too simple and “uniform” without regard to the differences in quality of teachers, students, schools, and traditions or local wealth/ resources. Teachers are not trained how to manage the classroom in accordance to the type of schools. The ideal teacher training should be contextual in accordance with the regional characteristics despite the same materials.
Proper training with materials assistance and routine way of teaching would gradually change teacher mindset. It is no longer the times for rigid teachers. The problem according to Rector of Indonesian Education University Sunaryo Kartadinata, so far there has been no training model capable of changing teacher mindset. It could be corrected as we go along and at the same time (address) the long term solution such as improving the “teacher factory,” i.e. the education personnel education institution.
Curriculum 2013 Dilemma