1. The curriculum in the Dutch Colonial period Dutch education curriculum was created to preserve colonialism in Indonesia.

The curriculum introduces Dutch culture, as well as emphasizedly, writing with a neat, reading, and numeracy, which are very useful skills to conjunct the Dutch Government with a very low salary. Indonesian children were not introduced with its own culture and potential of their nation at that time. 2. Curriculum 1947 (Learning Plan) after Dutch era The first curriculum was named independence Lesson Plan in 1947. However, the term Leer plan (lesson plan) was more popularly used than lesson plan. This is caused by political reason. In 1974 Indonesia made the principle of education, Pancasila. Because the Situation and politics was in war of revolution at that time, the Lesson Plan 1947 was conducted in 1950. Therefore Lesson Plan 1947 is often called curriculum 1950. Early curriculum formed in 1947, named Learning Plan 1947. The curriculum is at that moment forward a curriculum that has been used by the Dutch because at that time still in process struggle for independence. The main feature of this curriculum is more emphasis on the formation of human character of a sovereign and equal with other nations. Curriculum 1952 (Lesson Plan decomposed) In 1952 Indonesia has experienced improvement curriculum. By changing its name to unravel Lesson Plan 1952 that was the hallmark of this curriculum is that each lesson should pay attention to the content associated with everyday life. Curriculum 1964 (Education Plan) Before the year 1964 the government perfected the system of education curriculum in Indonesia. This time it was named by the education Plan 1964. That was the hallmark of this curriculum learning program focused on the development pancawardhana moral, intellectual, emotional, physical and kerigelan. Curriculum 1964 is a separate subject curriculum, which separated the courses based on (Pancawardhana). Curriculum 1968 Curriculum 1968 changes curriculum 1964. In other words, curriculum 1968 changed curriculum learning program, named Pancawardhana into Pancasila building program, knowledge based, and special skills. The learning focused on the skills and the intelligence enhancement and physical development of health and strength. This was aimed to create a socialist society of Indonesians. The education in this period focused on forming a true human of Pancasila. Curriculum 1968 was named correlated subject curriculum. It means that the subject at the lower level (the previous level) has a correlation with the next level (the higher level). The aim of education in this curriculum has three major groups: building Pancasila, basic knowledge, and special skills. 3. Curriculum 1975 Curriculum 1975 emphasizes the purpose, aimed for more efficient and effective education. Methods materials procedures specified in Instruction Systems Development (PPSI). According Mudjito (in Dwitagama: 2008) this era is known assatuan pelajran that each unit is specified again: general instructions, special purpose instructional (ICT), subject matter, learning tools, teaching and learning activities, and evaluation. Curriculum 1975 is based on the concept of SAS (Structural, Analysis, and Synthesis). Children become smart because they understand and be able to analyze something that is associated with subjects at school.

In this part of our explanation we are going to describe curriculum in 1984 and 1994. 4. Curriculum In 1984 the curriculum copes with the skill approach process. The students considered as the subject who observes and establishes learning activities. This is called CBSA [Cara Belajar Siswa Aktif] and we try to translate it into English [Active Student Learning Way]. Although, the process is the core of learning but the goal of learning is necessary. 5. Curriculum 1994 The soul of this curriculum is to combine the curriculum in 1975 and 1984: the goal and the process. The characteristics are: The system of learning allocation time is caturwulan. This aims to give wide chances for students to receive enough more lessons. Learning process emphasizes the content of the course. The curriculum is populis, conducting one system of curriculum for all students in Indonesia. This curriculum is the main curriculum, but the school in particular region may develop the learning based on its environment and societies need. Suggestions to the teachers, applying this curriculum The teachers should adjust a course to a particular concept of learning and student s mind development. The teachers should begin the material of learning from the concrete one to the abstract one; the easy one to the difficult one; the simple one to the complicated one. Problems have occurred in curriculum of 1994 for its tendency to content oriented. The student s learn load is too heavy because there are many courses and their included materials. The materials in the courses seem too difficult for their irrelevances with the student mind development. The government handles these problems by launching supplement of curriculum in 1994. 1. The action of perfection has been conducting as the adjustment of the curriculum with the science, technology, and society s need. 2. The action of perfecting is conducted to obtain the precise proportion between the goal, the learning load, the students aptitude, the environment and infrastructure condition. 3. The action of perfecting is to get the truth of the course substantive and student s mind appropriateness. 4. The action of perfecting curriculum in 1994 is conducted step by step, that is the short and the long period of time. 6. Competence-Based Curriculum CBC is a set of plans and arrangements concerning the competence and learning outcomes to be achieved students, assessment, teaching and learning activities, and empowerment of educational resources in the development of school curriculum (Ministry of Education, 2002). This curriculum focuses on developing the ability to do tasks with specific performance standards,

so the results can be felt by students as a mastery of certain competencies. CBC is aimed to develop knowledge, understanding, abilities, values, attitudes and interests of learners, in order to do something in the form of proficiency, accuracy and success with full responsibility. The contents of the CBC to put forward the competence of learners for after graduating from basic education, learners have the life skills to proceed to its next level of education or jump into the world of work. 1. Thecharacteristics of the CBC by Ministry of Education (2002) are as follows: a) Emphasis on student competency achievement both individually and classical. b) Results-oriented learning (learning outcomes) and diversity. c) Submission of learning using various approaches and methods. d) Source learned not only teachers, but also other learning resources that meet the educational element. 2. The Excess of CBC Based on theoretical studies and field experience, in fact CBC is one of the curriculums which contribute greatly to the development of an optimal potential learner based on the principles of constructivism true origin of its implementation. Some of the advantages CBC, among others: 1. To develop students' competencies in every aspect of the subject and content mastery rather than on pressing subjects itself. 2. Develop student-centered learning (student oriented). Students can move physically active while learning to use the senses as optimal as possible and make the whole body and mind are involved in the learning process. Thus, students can learn to move and do, learn to speak and listen, learn by observing and describing, and learn by solving problems and thinking. Those experiences can be obtained through the activities perceive, remember, think, feel, imagine, concluded, and describe something. These activities are translated through listening, speaking, reading and writing. 3. Teachers were given the authority to formulate syllabus tailored to the situation and conditions in schools and their respective regions. 4. Forms of reporting learning outcomes that describe every aspect of a subject allow the evaluation and improvement of the shortage of students. 5. The assessment emphasizes the process allows students to explore their ability in an optimal, compared with the assessment that focused on content. 3. The Weakness of CBC Besides excess, there are also competency-based curriculum weaknesses. That there is more weakness in the implementation of CBC at every level of education, this is due to several problems, among others: 1. Teachers in learning paradigms such as curriculum-CBC is still the previous curriculum that is more on teacher-oriented 2. The quality of teachers, this is based on the statistics, 60% of primary school teachers, 40% secondary teachers, 43% of high school, 34% of vocational school is considered not feasible to teach at their respective levels. In addition, 17.2%, equivalent to 69,477 teachers teaching teachers rather than the field of study. The quality of our human resources is the order of 109 of 179 countries based on the Human Development Index.

3. Services and pre-supporting means of learning that have not been evenly distributed in every school, so the CBC can not be implemented comprehensively. 4. Government policy is half-heartedly, because the CBC conducted by testing at several schools began the school year 2001/2002 but there is no law to protect such implementation. In addition CBC also have weaknesses in terms of curriculum content, among others: 1. In the curriculum and learning outcomes indicators are constructed, but the indicator should be drawn up by teachers, for teachers who are most knowledgeable about learners and the environmental conditions. 2. CBC concept often experience changes included in the default order of competence and basic competence of teachers made it difficult to design a sustainable learning. 7. Education Unit Level Curriculum The assessment of KTSP focuses on process and learning outcomes in an effort to achieve a mastery or competence. The curriculum is said to be the improvement of the CBC who was named Education Unit Level Curriculum (KTSP). KTSP is a form of implementation of Law no. 20 of 2003 concerning the national education system which translated into a number of regulations including: Government Regulation No. 19 of 2005 on national education standards. Regulation of this Government to give directions about the need for organized and carried out eight national education standards, namely: (1) Content standards, (2) Standard process, (3) Competency standards, (4) Standards of educators and education personnel, (5) Standard facilities and infrastructure, (6) Management standards, (7) Financial standards, and (8) Assessment standards of education. The curriculum is understood as a set of plans and arrangements regarding the objectives, content and teaching materials and methods used to guide the implementation of learning activities to achieve certain educational goals. Then by the issuance of Government Regulation Number 19 of 2005, the government has led actors to implement the education curriculum in the form curriculum unit level of education, namely the operational curriculum developed by and implemented in each educational unit. Substantially, enforcement (read: naming) Education Unit Level Curriculum (KTSP) is to implement existing regulations, namely PP. 19/2005. 1. Characteristics of KTSP However, the essence of the content and direction of development is still characterized by the achievement of permanent learning packages competence (and not on whether or not a subject matter thoroughly), namely: a) Emphasis on student competency achievement both individually and classical. b) Results-oriented learning (learning outcomes) and diversity. c) Submission of learning using various approaches and methods. d) Source learned not only teachers, but also other learning resources that meet the educational

element. 2. The Excess of KTSP 1. Promote the establishment of school autonomy in education. It is inevitable that one form of failure of implementation of the curriculum in the past is the presence of the uniform curriculum throughout Indonesia, not seeing the real situation on the ground, and undervalues the potential of local excellence. 2. Encourage teachers, principals, and school management to further enhance creativity in the administration of educational programs. 3. KTSP is very possible for every school to focus and develop specific subjects that acceptable for the needs of students. Schools can focus on certain subjects that are considered most needed students. As an example of the tourism areas to develop tourism and English, as life skills. 4. KTSP will reduce the burden of student learning is very solid. Because according to experts studying the heavy burden can affect the mental development of children. 5. KTSP provides a wider opportunity to schools to develop curriculum plus as needed. 6. Teachers as teacher, mentor, trainer and curriculum developer. 7. The curriculum is very humanist, which provides the opportunity for teachers to develop content in accordance with each school's curriculum, students' abilities and conditions of their respective regions. 8. Using a competency approach that emphasizes the understanding, ability or competence, especially in school-related community work. 9. Competency standard that takes into account an individual's ability, good skills, learning skills, as well as socio-cultural context. 10. Competency-based so that learners are in the process of sustainable development of all aspects of personality, as the expansion of the potentials inherent in accordance with learning opportunities that exist and are given by the environment. 11. Curriculum development is implemented in a decentralized (at the unit level of education) so that governments and communities jointly determine education standards as outlined in the curriculum. 12. Education units are given the flexibility to arrange and develop the syllabus of subjects so that schools can accommodate the potential needs and abilities of learners, as well as the needs of the community around the school. 13. Teachers as facilitators in charge of conditioning the environment to facilitate student learning. 14. Develop domain of knowledge, attitudes, and skills based on understanding that will form individual competence. 15. Learning is done to encourage cooperation among schools, communities, and the world of work that make up the competence of learners. 16. Classroom-based evaluation that emphasizes the process and learning outcomes. 17. Student-centered. 18. Using a variety of learning resources. 19. Learning activities more varied, dynamic and gratify. 3. The Weakness of KTSP 1. Weak ofhuman resources are expected to describe the curriculum in most existing educational unit. The lack of quality teachers and schools. 2. Lack ofavailability of supporting facilities and infrastructure as the completeness of the

implementation of the KTSP. 3. There are still many teachers who are not yet well understood in a comprehensive concept curriculum, preparation, and practice in the field 4. Application of KTSP which recommended a reduction of hours of study would affect teachers' loss of income. It is difficult to fulfill the obligation to teach 24 hours, as a condition of teacher certification to get professional allowance. COMPARE BETWEEN CBC AND KTSP: There are fundamental differences compared with the CBC in 2004 with the CBC in 2006 (version of the KTSP), that the schools were given full authority in his education plan by reference to established standards, ranging from the purpose, vision, mission, structure and curriculum content, study load , a calendar of education to development of syllabus. ASPECTS CURRICULUM 2004 CURRICULUM 2006 1. Legal Foundation MPR / GBHN Year 1999-2004 Lawno. 20/1999-LocalGovernment's National Education Law No. 2 / 1989 and replaced by Act no. 20/2003 PP. 25 of 2000 concerning the division of authority Lawno. 20/2003-Education System PP. 19/2005 SPN Permendiknas No. 22/2006 - Content StandardSimak Baca secara fonetikPermendiknas No. 23/2006 Competency Standards Graduates 2. Implementation Decision ofthe Director General of Basic and Secondary Education No.399a/C.C2/Kep/DS/2004 of 2004. Decision of the Director-num Dikme No. 766a/C4/MN/2003 of 2003, and No. 1247a / C4/MN/2003 of 2003. Regulation of theMinister Decree no. 24/2006 on the Implementation of Ministerial Regulation No. And No. 22 on SI. 23 on SKL 3.Ideologyof Education adopted Liberal Education: the creation of an intelligent human resources, competent, professional and competitive SimakBaca secara fonetik Liberalism Education: the creation of an intelligent human resources, competent, professional and competitive 4. Characteristics Tend to centralism Education: Curriculum prepared by the Central Team in detail; Region / School only implement The curriculum is prepared detailed by the Central Team (Directorate of Secondary Education / Dikmenjur and Puskur) Tend Decentralism Education: Curriculum Framework prepared by the Central Team, Regional and School to develop further. The curriculum is the basic framework by Tim BSNP 6. Approach Based competence Consists of: SK, KD, MP and Achievement Indicators Best competence Only consists of: SK and KD. Other components are developed by teachers 7. Structure There is a change of name subjects There are additional subjects (TI) or merging of subjects (KN and PS in SD)

Additionalsubjects to Mulok The development of self and to all levels of schooling There is a reduction of subjects (eg TI in primary schools) There is a change of name subjects KN and social studies in elementary split again There is a change in the number of hours of study each subject 8. Further Curriculum Development Onlyschools that are able and qualified to develop the curriculum. Teachersmake a syllabus on the basis of National Curriculum and RP / Scenario Learning Allschools/education unitshallmakeKTSP Syllabusis anintegralpartof theKTSP Teachersshould make Learning Implementation Plan (RPP) 9. The Principle of curriculum development Faith, noble character, and Cultural Values Strengthening National Integrity Balancing Ethics, Logic, Aesthetics, and Kinesthetic Getting a chance similarity Development of Knowledge and InformationTechnology Life Skills Development Learning Throughout Life Child-centered Comprehensive Approaches and Partnerships Centered onthe potential, progress, needs, and interests of learners and their environment Diverse andintegrated Responsive to thedevelopment of science, technology, and art Relevant to theneeds of life Comprehensiveand continuous-relationship Lifelong learning Balancebetween national interests and regional interests 10. The Principles of Curriculum Implementation There is no principle of curriculum implementation Top of Form Based on the potential, progress and condition learners to master the competencies that are useful for him. Enforcing the five pillars of learning: 1. learn to have faith and pious to God Almighty, 2. learn to understand and appreciate, 3. learn to be able to perform and act effectively, 4. learn to live together and be useful for others, 5. learn to build and find the identity, through the process of defense-lesson of effective, active, creative & fun. Enable learners to get the service Repair's, enrichment, and / or acceleration in accordance with the potential, stage of development, and conditions with respect to the integration of personal

development dimension into learner-deity, keindividuan, kesosialan, and moral. Conducted in an atmosphere of learners and educators relationship to each other and appreciate receiving, intimate, open and warm, with the principle tut wuri handayani, Mangun MADIA ing intention, sung ngarsa ing tulada Multistrategi approach and multimedia learning resources and appropriate technology, and utilize the environment as a learning resource. Utilize natural conditions, social and cultural as well as regional assets to the success of education to the charge of all study materials optimally. Maintained in balance, relevance, and sustainability of a suitable and adequate antarkelas and the type and level of education. 11.Curriculum Implementation Guidelines 1. Intermediate language 2. Intrakurikuler 3. Extracurricular 4. Remedial, enrichment, acceleration 5. Guidance & Counselling 6. The values ofPancasila 7. BudiPekerti 8. Education Personnell 9. Learning Resources and Facilities 10. Implementation Phase 11. Syllabus Development Curriculum Management There are no guidelines for the implementation of such curriculum on Curriculum 2004.

Summary From our discussion, we know that there are nine curriculums that have been exist. The seven ones are the old ones: 1947, 1952, 1964, 1968, 1975 1984, and 1994, but it is hoped that they are never forgotten. Secondly, it is hoped that the two recent curriculums: KBK and KTSP will give the best solution to our education today. Many of us will wonder why the curriculums of Indonesia always change. We believe that every designed curriculum from time to time is caused by some factors, generally: Politic Society condition

The development of human and the world However, they have the same voice of agreement that try to give the best for Indonesia. We say try, because Indonesia has some adventures of nation: the colonialism era, independence era, and the globalization era, today. Therefore, we believe that the government in the past and present will adjust the curriculum to nation s need and conditions that occurs, and the world where Indonesian human must compete with other nations. In other words, we will never use the curriculum in 1994 for the 21st century s condition where every nation competes to establish their nation and to prosper its people; we offer something by looking at demand and condition. In addition, we must keep Pancasila as our nation s base to make the decision for Indonesian people: education, law, and policy s government. It is imperative we never forget the history of ours, in order to balance the rapid development of the world and the self of nation which can protect the bad impacts of globalization era. Thus, teachers, don t you know where the real war happens? It occurs in your class. We teachers will make the soldier {the students] our army {Indonesians} who will build this nation in the future. It is necessary that teachers extend their abilities and knowledge to build the bridge of the dream of nation: prosperity for whole Indonesians by creating people who can compete in their era and never forget their culture.