•  
  •  
 

Keywords

evaluation; the philosophical foundation of 2013 Curriculum

Document Type

Article

Abstract

The study was to: (1) identify the interpretation toward the philosophical foundation of 2013 Curriculum; and (2) evaluate the philosophical foundation of 2013 Curriculum. In order to achieve these objectives, the researchers implemented the method of philosophy interpretation, namely a method that might discover an individual's paradigm through the texts or the articles that he or she composed. Furthermore, in order to evaluate the philosophical foundation of 2013 Curriculum the researchers implemented certain criteria and this effort was supported by the expert interview. The data were analyzed by means of hermeneutic method, namely the presence of a relationship among the three elements namely text, interpreter and reader. The conclusions of the study then were as follows: (1) the interpretation toward the philosophical foundation of 2013 Curriculum contained six points namely: (a) establishing and developing the nation's attitude and civilization or the nation's character, (b) developing the curriculum based on the nation's culture, (c) referring to the fact that education had been a process of developing the learning participants' potentials, (d) referring to the fact that education had been based on the nation's culture and experience in the past, (e) referring to the fact that education had been basis of the nation's life continuity and (f) Referring to the fact that education had been adjusted to the life of the learning participants as an individual, a society member and a citizen; (2) the six philosophical reasons namely: (a) perennialism, (b) essentialism, (c) progressivism, (d) pragmatism, (e) existentialism and (f) reconstructionism; (3) the following evaluation results: (a) the philosophical foundation of 2013 Curriculum based on the interpretation results had provided clear educational objectives and functions, (b) the philosophical foundation of 2013 Curriculum had been in accordance to facts, (c) the philosophical foundation of 2013 Curriculum had been in accordance to experiences, (d) the philosophical foundation of 2013 Curriculum had been in accordance to other religions, (e) the Graduates Competence Standards for the Senior High School students in the 2013 Curriculum had been too high and the learning method of 2013 Curriculum for the Elementary School students had been too high and (f) 2013 Curriculum had simple paradigm and it might be attended by the learning participants easily but such paradigm still demanded teachers' creativity within the learning process implementation.

First Page

175

Last Page

188

Issue

2

Volume

21

Digital Object Identifier (DOI)

10.21831/pep.v21i2.13336

References

Alkaf, A. (2013). Landasan filosofis Kurikulum 2013. Wawancara pada tanggal 20 November 2013, di Jakarta.

Al Faris, F. (2015). Kurikulum 2013 dalam perspektif filsafat pendidikan progressivisme, Jurnal Filsafat, 25(2), 316-338.

Badan Pengembangan Sumber Daya Manusia Pendidik dan Tenaga Kependidikan. (2003). In Workshop penyusunan teknis Kurikulum 2013, (Desember 2013). LPMP Yogyakarta.

Depdiknas. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional (2003). Jakarta.

Kemendikbud. (2012, Desember). Pengembangan kurikulum 2013. Bahan uji publik kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Kusuma, D.C. (2013). Analisis komponen-komponen pengembangan kurikulum 2013 pada bahan uji publik kurikulum 2013. Jurnal Analisis Pengembangan Kurikulum 2013. 1-21.

Dewey, J. (2004). Democracy and education, an introduction to the philosophy of education. Delhi: Aakar Books.

Faridah, A. (2014). Kesiapan guru dalam implementasi Kurikulum 2013. Jurnal Kajian Singkat terhadap Isu-Isu Terkini, VI(15).

Ghasemi, A., Taghinejad, M., Kabiri, A., & Imani, M. (2011). Ricoeur's theory of interpretation: A method for understanding text (course text). World Applied Sciences Journal, 15(11), 1623-1629.

Hasan, H. (2013). Landasan filosofi kurikulum 2013. Retrieved June 21, 2013 from www.upi.edu/.../Informasi%20Kurikulum%202013%...

Hasan, H. (2014). Landasan filosofis Kurikulum 2013. Wawancara pada tanggal 2 Juni 2014, di UPI Bandung.

Hanif, M. (2014). Tinjauan filosofis Kurikulum 2013. Insania, 19(1), 87-114.

Kemeterian Pendidikan dan Kebudayaan. Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 23 Tahun 2015 tentang Penumbuhan Budi Pekerti (2015). Jakarta.

Knight, G. R. (1982). Issues and alternatives in educational philosophy. Michigan: Andrews University Press.

Monks, F. J., Knoers, A. M. P., & Haditono, S. R. (1982). Psikologi perkembangan, pengantar dalam berbagai bagiannya. Yogyakarta: UGM Press.

Ornstein, A. C., & Hunkins, F. P. (2004).Curriculum foundation, principles and issues. Boston: Pearson.

Subandi. (2013). Pengembangan Kurikulum 2013 (Studi analitis dan substantif kebijakan kurikulum Nasional). Jurnal Terampil, 1(1).

Sumaryono, E. (1999). Hermeneutik sebuah metode filsafat. Yogyakarta: PT. Kanisius.

Winataputera, U. (2014a). Landasan Filosofis Kurikulum 2013. Wawancara pada tanggal 27 April 2014, di Universitas Negeri Yogyakarta.

Winataputera, U. (2014b). Sistem kurikulum dalam konteks sistem pendidikan nasional. Diakses tanggal 6 Januari 2015 dariwww. file.upi.edu/Direktori/FPIPS/JUR.../Drs.../HANDOUT_KONTEKS..ppt...

Wright, C. R., Judith, T., & Johnson (Ed.). (2000). Module 13 curriculumtheory, design and assessment. Canada: The Commonwealth of Learning.

Share

COinS