POSNER’S ANALYSIS ON INDONESIAN CURRICULUM 2013

Nyak Mutia Ismail, Ika Apriani Fata

Abstract


This research is aimed at analyzing the Indonesian curriculum 2013 (K13) using Posner's Curriculum Analysis Framework: Curriculum origin, curriculum proper, curriculum in use, and curriculum critique. The analysis process was carried out by employing qualitative method, mainly document analyses and interviews with teachers and parents. This study is expectedly considered as a bridge to a more trustworthy effort in K13's implementation, especially for teachers and parents in providing more supportive actions and behaviors pertaining to the youths’ pedagogical provisions. The result depicts that the curriculum origin has been derived from the goal of better citizenship characters which are needed in imprinting the students' intellectual and psychological growth. K13 consists of Core competence and Basic competence for elementary, junior, senior high-school, and higher education in attempt to reach students' higher-order thinking skill enhancement. Concerning on its implementation as well as limitation, K13 emphasizes on technology use, knowledge, and skill from various stakeholders, such as from parents, schools, and policy-makers. In conclusion, the K-13 curriculum is a well-designed curriculum but in its implementation it needs further review.


Keywords


Posner’s analysis framework; Indonesian curriculum 2013; curriculum analysis

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References


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