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Mutmainna Selvianti Yanti Tandi Nurul Ekawati Muh. Anshari

Ekawati
   

Yurriculum has two sides that important each other, curriculum

as document and curriculum as implementation
   

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Y APTER 1. INTRODUYTION

A. Background and Basic of developmental

B. Developmental Aim and function of KTSP
Y. Principle of KTSP Developmental

Y APTER 2. EDUYATIONAL AIM

A. Educational Aim
B. School Vision and Mission
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Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

Subject
locally content
Self Develo ental
Organization of Learning Burden
Learning Yo letion
Ascending and assing
S ecialization
Life Ya ability Education
Education in the Locally and Globally
Level
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Y APTER 4. EDUYATIONAL YALENDAR

A. Effective week, day and hour

B. Annual program
Y. Semester program
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Y APTER 1. INTRODUYTION

A. Background
Background consist of the reasons why the KTSP have to formed in the
school. In the background we must be formulated two reasons, like rational
reason and the basic law of KTSP formation. The rational reason answers
why KTSP is necessary from the school vision and mission corner, the
particular of the school and the expectation in the KTSP implementation in
the learning progress.
The reason that connects with the basic law is many definite that attached
in the institution like the institution No. 20 on 2003, the government system
No. 19 on 2005 and etc.
Y APTER 1. INTRODUYTION

B. Developmental Aim and function of KTSP

The developmental aim of KTSP must be formulated to answers what the

role and the function of KTSP for each people that include in the
educational process especially for the teacher

Example:
The KTSP is formed with purpose:
|
, to be become guide for teacher in the learning organization that
suitable with the characteristic of student and the necessary of the region.
 , As a guide to determine the competency standard and basic
competence that have to reached by the student.
Y APTER 1. INTRODUYTION

Y. The Principles of KTSP Developmental

The principle of KTSP developmental is matched with the system and the
capability that have been determined, as following as:
1. Unity in skill, development, necessary and importance of pupil and
their environment.
2. Diversity and solid.
3. React to the development of science, technology, and art.
4. Relevant with the necessary of the life.
5. Totally and continuity.
6. Study whole the life
7. Balance between national and regional importance.
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Y APTER 2. EDUYATIONAL AIM

A. Educational Aim
The educational aim is formulated suitable with the intuitional no. 20 on
the 2003, chapter 3, to make develop the pupil·s potency, so that
become a faithful human and praise to the God, be fine character,
health, creative, capable, and become a democratized society and
responsibility. Beside the educational aim, also formulated the school
aim. In the government system No. 19 on the 2005 about National
Educational Standard part V chapter 26 explained Yompleted
competency Standard in the basic education stage has purpose to take
the smart basic, knowledge, personality, fine characteristic, and skill to do
everything by their self and follow the education.
Y APTER 2. EDUYATIONAL AIM

B. School Vision and Mission

A vision is the last target that measured and realists suitable with the
potency of the school. Vision is formulated to answer ´What will be
reached by the school?µ
Ex: Educates student that can appear attitude suitable with the region.

A mission should illustrated the condition and situation that is built for
reach a vision. School mission is related with the question ´What effort
that can be done to reach the school vision?µ
Ex: Yreates and rises the discipline in learning with responsibility
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Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

A. Subject
1. Group of Subject
The government system no. 19 on the 2005 about the national standard
of education part 6 chapter 3: curriculum for kind of general education,
specification in the basic educational stage and the middle consist of:
 Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

Religion Yivic and Science Sporty

and fine personal and Esthetic and
character subject technology subject healthy
subject group subject group subject
group group matter

The scoop for each subject is prepared in your hand book (page 178-180)
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

2. Group of Subject

Yurriculum structure is a pattern and sequence of subject that have to

done by the pupil in the learning activity.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

a. Yurriculum structure of Elementary school

1) Yurriculum includes 8 subjects, ´locally contentµ, and self development.
2) The substance of subject of natural and social science is ´unity natural
scienceµ and ´unity social scienceµ.
3) The learning in the I and III grade is done through thematic approach, while
in the IV until VI is done through subject matter approach.
4) Learning hour for each subject matter is allocated like in the curriculum
structure.
5) Time allocation for one hour of learning is 35 minutes
6) The effective week in two semester is 34-38 weeks.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

b. Yurriculum structure of Junior igh school

1) Yurriculum includes 10 subjects, ´locally contentµ, and self development.
2) The substance of subject of natural and social science is ´unity natural
scienceµ and ´unity social scienceµ.
3) Learning hour for each subject matter is allocated like in the curriculum
structure.
4) Time allocation for one hour of learning is 40 minutes
5) The effective week in two semester is 34-38 weeks.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

c. Yurriculum structure of Senior igh school

Organization of classes in the senior high school is divided into

two groups. The X grade is general program that followed by
all of the pupils, and the XI and XII is specialization that consist
of 4 programs: 1) Natural Science Program; 2) Social Science
Program; 3) Language Program; 4) Religion Program
(especially for ´Madrasah Aliyahµ.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

1. Yurriculum of X grade of Senior igh school

a) Yurriculum consists of 16 subjects, ´locally contentµ, and self

development.
b) Learning hour for each subject matter is allocated like in the
curriculum structure.
c) Time allocation for one hour of learning is 45 minutes.
d) The effective week in two semesters is 34-38 weeks.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

2. Yurriculum of XI and XII grade of Senior igh school

a) Yurriculum of natural science program, social science program,

language program, and religion program consist of 13 subjects,
locally content, and self development.
b) Learning hour for each subject matter is allocated like in the
curriculum structure.
c) Time allocation for one hour of learning is 45 minutes.
d) The effective week in two semesters is 34-38 weeks.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

d. Yurriculum structure of Specialization Educational

1) The curriculum consist of oblige subject, basic specialization

subject, locally content and self development. The oblige subject
consist of religion subject, civic education, language, mathematic,
natural science, social science, culture and art, sport, and
skill/specialization. The basic subject consists of several subjects
that has function to support the specialization competence and
habitual them selves in their specialization.
2) The curriculum structure consist of learning substance that is done
in a educational stage for three years start from X grade until
XII grade.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

B. locally content

The definite for the developmental of locally content are:

1. locally content is a curricular activity to develop the competence that is
suitable with the particular character, region potency, and prospect of
region developmental include specialty of a region.
2. The matter of locally content is grouped into the subject matter that
have been prepared.
3. The locally content substance is determined by the educational unity.
4. The assessment of locally content is quantitative.
5. Each school can do more than one locally content suitable with the pupil
ability and school characteristic.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

B. locally content

6) Each student can follow more than one locally content activity.
7) The learning can be done by the subject teacher, or the other from out
of school that has relevant ability with the locally content substance.
8) Each teacher of locally content have to develop the syllabus and
instructional design.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

Y. Self Development Activity

Self development gives the opportunity to the pupils to

develop and explore themselves suitable with their
necessary, talent, and ability and also suitable with the
school condition.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

D. The organization of Learning Burden

Several guides of development of organization of learning burden

are:
1. The organization of learning burden consist about amount of
learning burden per subject, per week, and per year of subject
that is done in the school, suitable with the time allocation that
attached in the curriculum structure
2. School can organize the time allocation for each subject in the odd
or even semester in one year of subject suitable with the necessary,
but amount of totally learning burden is permanent.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

D. The organization of Learning Burden

3. Time allocation for practice activity are:

a. 2 subject hours of practice in the school is equal to 1 subject hour face to
face, and 4 subject hours outside of school is equal to 1 subject hour
face to face.
b. School can use extra allocation 4 subject hours and time allocation for
structural tasking and non structural tasking as much as 0%-60% per
subject.
c. The usage of time allocation (structural and non structural tasking) have
to designed systematically and programmatically become integral part
of Learn and Instruction Activity in the subject.
d. Time allocation for structural and non structural tasking do not attached
in the curriculum structure and syllabus.
e. School have to bridle so that the teacher can use time by efficient,
effective and do not burden the student.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

E. Learning completion

1. Yriteria and mechanism of institution completion is minimal of 1 subject that

have been definite by school.
2. The ideal learning completion for each indicator is 0-100% with limited of
minimum ideal criteria is 75%.
3. School have to definite the minimal completion criteria per subject suitable
with the student average ability, complexity, and supporting resource.
4. School can definite minimal completion criteria under the ideal limited
criteria, but it by step by step and must reach ideal completion criteria.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

F. Ascending and Passing

G. Specialization
Yontain about the criteria and mechanism of specialization and also
strategy/activity of talent searching and reward that done by the school that
refer to:
Guide of Specialization that is formed by Directory
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

. Life Yapability Education

1. Not a subject matter, but its substance is integral part off all of subjects
2. Not include to curriculum structure
3. Yan be prepared by integration or like package or module that is planned.
4. Life capability substance have to consist of individual capability, social,
academic and vocationally.
5. For vocational capability, can be gotten from educational unity, such as
through subject of locally content or subject of skill.
6. School can develop standard competence, basic competence, and other skill
syllabus suitable with the necessary of school
7. Skill subject is done by comprehensive through intracurriculer.
8. The development of standard competence, basic competence, syllabus, and
instruction material can be done through the work together with the formal
educational unity/ the non formal.
Y APTER 3. STRUYTURE AND YURRIYULUM YONTAINED

I. Education in the Locally and Globally Level

1. Education program that is developed by use the locally superior and the
globally necessary.
2. It substance scoop several aspects like economic, culture, language, IYT,
ecology and etc. All of them has useful for the developmental of the pupil.
3. Yan become part from all subjects that is integrated.
4. Yan be found by pupil from the other formal education unity or non formal
education unity
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Y APTER 4. EDUYATIONAL YALENDAR

A. Effective week, day and hour

1. Determine on what month the learning activity is begun and on

what month will be finished in the first and second semester.
2. Determine the amount of effective week for each week after we
took the exam weeks or holidays.
3. Determine the effective learning day for each week.
Y APTER 4. EDUYATIONAL YALENDAR

B. Annual Program

1. Look how many time allocation for each subject in a week like as
in the curriculum structure.
2. Analyze how many effective week for each semester.
Y APTER 4. EDUYATIONAL YALENDAR

Y. Semester Program

1. Determine Standard Yompetence (SY) and Basic Yompetence

(BY) that will be reached.
2. Look annual program ta have been made to determine the time
allocation or the amount of subject for each SY and BY.
3. Determine on what month and what week the learning process
for that BY will be done.

  
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SYLLABUS DEVELOPMENTAL

1. Syllabi is design of learning program or group of subjects that

contain standard competence and basic competence that have
to reached by the pupil, the main matter that have to learnt by
the pupil and the way to learn it and also the way to know the
achievement of basic competence that have been determined.
2. For teacher, syllabus has function as a guide to arrange the
instructional design and as a guide in the learning process.
3. For administrator include the headmaster, syllabus become a
guide to determine the school institution like for determine the
scale of infrastructure that should be prepared.
4. For supervisor, syllabus has function to do the school supervision,
such as to give service or help to the teacher that experience
disorder.
 SYLLABUS DEVELOPMENTAL

A. The Principle of Syllabus Developmental

Actual
Scientific Relevant Systematic Yonsistent Fulfill and Flexible Totality
contextual
 SYLLABUS DEVELOPMENTAL

B. Time Unit

1. Syllabus is formed based on the whole time allocations that is

prepared to the subject during the operation of education in the
educational unity.
2. The arrangement of syllabus take attention the time allocation
that is prepared per semester, per year, and time allocation of
the other subject that is in the same group.
3. Subject implementation per semester use piece of syllabus based
on the standard competence and basic competence for subject
with the prepared time allocation in the curriculum structure.
 SYLLABUS DEVELOPMENTAL

Y. Syllabus Developer

Syllabus can be developed by teacher by solitary or grouped in a

school or several schools, conference of subject teacher
´Musyawarah Guru Mata Pelajaranµ or in the Yentral Activity of
Teacher ´Pusat Kegiatan Guruµ and Educational Department.
 SYLLABUS DEVELOPMENTAL

D. Format of Syllabus

1. Determine the Syllabus identity

School Name :
Subject :
Ylass :
Semester :
The giving of identity has function to give information to the teacher
about something that is connected with the syllabus usage such as the
characteristic of student, the beginning ability, and etc.
 SYLLABUS DEVELOPMENTAL

D. Format of Syllabus

2. The formulation of standard competence

In every subject, the standard competence have been determined by
the curriculum developer, we can look it in the content standard.

3. Determine the basic competence

The formulation of competence standard can be found in the content
standard, so the duty of syllabus developer is analyzing that
standard. Basic competence doesn·t always suitable with the
sequence that found in the content standard.
 SYLLABUS DEVELOPMENTAL

D. Format of Syllabus

4. Identify the main matter/subject matter

The main matter is formed to the aim reached, so that the main
matter is chosen based on the basic competence that must be
reached.

5. Formulate the indicator of competence reached

The reached indicator is formed to determine the successfully of
basic competence standard. So the indicator is formulated as a basic
to arrange the assessment tool.
 SYLLABUS DEVELOPMENTAL

D. Format of Syllabus

6. Determine the assessment

The assessment not only done by written and spoken but also done
through non test, such as do interview and observation include
attitude and creation assessment

7. Determine the time allocation

For each basic competence, the time allocation is based on the
amount of effective week and subject allocation time per week by
take attention the amount of basic competence, deepen, widen,
difficult level, and the level of basic competence.
 SYLLABUS DEVELOPMENTAL

D. Format of Syllabus

8. Determine the learning resource

The learning resource is determined based on the standard
competence and basic competence, main matter, learning activity
and indicator of competence reached.

  
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INSTRUYTIONAL DESIGN

Instructional design is planning program that is formed as a guide

of learning for each activity of learning process. It is developed
based on syllabus. There are 5 main components that are found in
the instructional design such as learning aim, subject matter, method,
media, learning resource and evaluation component.
INSTRUYTIONAL DESIGN

1. Learning aim
Through the aim formulation, teacher can identify somewhat that
must be reached by the pupil after the learning process is over.

2. Matter/content
The subject matter is related with the subject that must be mastered
by the pupil suitable with the learning aim. The subject matter must
be dug from many sources suitable with the competence that should
be reached.
INSTRUYTIONAL DESIGN

3. Strategy and learning method

Strategy is a design of many activity to reach certain purpose,
while method is the way that is used to imply the strategy. Strategy
and learning method are designed suitable with the purpose that
will be reached

4. Media and learning resource

e determining of media and learning resource must be suitable
with the characteristic of pupil and region.
INSTRUYTIONAL DESIGN

5. Evaluation
Evaluation in the ´KTSPµ is directed not only to measure the
successfully of pupil but also to collect the information about the
learning process that is done by the student so in the instructional
design, each teacher not only determine test as a evaluation tool
but also use non test such as task, interview and etc.
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