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This topic will mainly explain the implementation education curriculum in Indonesia at primary level. Firstly, I will mainly explain about the history of education curriculum in Indonesia, for example, how the 300 years of Dutch colonialism impacted Indonesian education system. I will also mentioned some previous Indonesian education curriculum since its independence and the last curriculum (before the pandemic), which is ‘Kurikulum 2013 (K-13)’, and how the education curriculum changes overtime, what drove the ministry of education to change the curriculum. Then, I will elaborate the basic competencies per subjects that primary students need to achieve in order to graduate from primary schools based on ‘Kurikulum 2013 (K-13)’.

Final Article-

= Primary Education Curriculum in Indonesia = In the world of education, there are several factors which synergize with each other to achieve the purpose of education itself and one of them is curriculum. Primary School in Indonesia, also known as Sekolah Dasar (SD), is the basic level of formal education in Indonesia. Primary school is taken in 6 years, starting from grade 1 to grade 6. Officially, children at the age of 7 are allowed to start receiving primary education in Indonesia. Primary Education curriculum in Indonesia has gone through a lot of changes since its independence. The main reason of its change was to keep up with the development, as the political system, economic, and human developments evolve.

History of Indonesian Curriculum
The first curriculum ever created in Indonesia after its independence was called 'Rentjana Pelajaran 1947'. It was still influenced by the Dutch education system and adopt the term 'leer plan' which mean education plan rather than the English term 'curriculum'. The change in the content of the curriculum from the Dutch 'leer plan' to 'Rentjana Pelajaran 1947' was not much in terms of education subject, however there was a change of political purpose in the curriculum, from Dutch oriented colonial education system to supporting national interests. Furthermore, since Indonesia just gained their independence at that time, the curriculum emphasized more on building Indonesian people' character and nationalism more than education itself.

After the 'Rentjana Pelajaran 1947', in 1952 the curriculum in Indonesia was refined. This curriculum details each subject in more detail then given the name 'Rentjana Pelajaran Terurai 1952'. This curriculum had lead to a national education system. The most prominent and at the same time the hallmark of the 1952 curriculum is that every lesson plan must pay attention to the content lessons related to everyday life.

The 1964 curriculum or 'Rencana Pendidikan 1964' was designed at the end of President Soekarno's rule. The issue that was developing at that time was that learning would be conceptualized in such a way as to be active, creative and productive learning. So that teachers are required to guide their students in order to be able to solve problems / problem solving. Therefore, primary education places more emphasis on knowledge and practical functional activities.

The 1968 Curriculum was more political than other previous curriculum, replacing the 'Rencana Pendidikan 1964' and seen as a product of the Old Order as President Soeharto's regime began along side with the 1975, 1984, and 1994 curriculum. After Soeharto's regime ended in 1998, the era of the New Order began and the last Old Order curriculum which was the 1994 curriculum was revised and led to the birth of the 1999 supplementary curriculum or 'Suplemen Kurikulum 1999'. The next curriculum was the 2004 Curriculum, Competency-based curriculum, and followed by the 2006 Curriculum. After the 2006 curriculum, the 2013 Curriculum was implemented.

= Kurikulum 2013 (K-13) = Curriculum 2013 is the last curriculum that was used before the pandemics. As a reference for teachers a competency mapping is made which includes mapping of core competencies (CC) and basic competencies (BC).

Core Competencies (CC)
Core Competencies (CC) are qualities that must be possessed by students who are declared to have completed education in certain educational units. Core Competencies encompass four dimensions that reflect: (1) spiritual attitude; (2) social attitude; (3) knowledge; (4) skill.

The four core competency for primary school consists of :


 * 1) Accept and practice the teachings of  religion that one believes in;
 * 2) Demonstrate honest, disciplined behaviour, responsibility, polite, caring, and confidence in interacting with family, friends, and teachers;
 * 3) Understanding factual knowledge by observing (listening, seeing, reading) and questioning based on curiosity about oneself, God's creations and their activities, and the objects one encounters at home and at school;
 * 4) Presenting factual knowledge with clear and logical language in aesthetically pleasing manners, in gestures that reflect healthy youth, and in actions that reflect faithed behaviour and noble character.

Basic Competencies (BC)
Basic competencies contain a number of abilities that must be mastered by students in certain subjects, as a reference for the preparation of competency indicators in a lesson. In the first until third grade of primary school, Natural Science and Social Science are not yet to be taught.

Below are the more detailed competencies description for primary education from grade 1 until 6 per subject. Subject from grade 1 until 3 are Bahasa Indonesia and Mathematics, subjects from grade 4 until 6 are Bahasa Indonesia, Mathematics, Natural Science, and Social Science.

Indonesian Language (Bahasa)
The competencies in terms of knowledge are to be able to explain preparatory activities of reading and writing for beginners, decipher vowel and consonants sound symbol using Indonesian or local dialect, determine and able to deliver explanations about body parts and sensory with their care using Indonesian vocabulary or local language vocabulary, elaborate vocabulary in expressing gratitude, apology, help, giving praise, and do introductions of self and family members. In terms of skill, students would have to be able to do the physical activities of reading, writing, expressing or introducing themselves, and pronouncing vowels and consonant words in a correct manner.

Mathematics
As for mathematics, student would have to be competent in explaining the meaning of whole numbers up to 50 which includes comparing two whole numbers, explain and perform addition and subtraction up to 20, recognize spatial and flat shapes of various concrete objects, able to explain patterns of numbers and rows, and recognize length, weight, time, and temperature with non-standard units using concrete objects/concrete situations for their knowledge competencies. Students also have to be able to present, predict, create patterns, and solve problems related to points in knowledge competencies.

Indonesian Language (Bahasa)
The basic competencies in terms of knowledge are to be able to understand expression, invitation, command, refusal contained in a text story or song, concepts about healthy or unhealthy environment and ways to maintain them, understand children’s poetry or animal fables, understand upright writing in stories by paying attention to the use of capital letters (the beginning of sentences, names of months and days, names of people) and recognize full stops in news sentences and question marks in question sentences. As for the skill competencies, students have to be competent in applying the knowledge competencies directly.

Mathematics
In terms of knowledge competencies, students have to be able to explain the meaning of whole numbers up to 100 which includes comparing two whole numbers, perform addition, subtraction, multiplication and division in everyday life by grouping it based on its value, explain the value and equivalence of currency fractions, explaining fractions using concrete objects in daily life, describe flat and spatial shapes based on their characteristics, and explain and determine length (including distance), weight, and time in standard units. Meanwhile, in terms of skill, students have to be able to solve problems related to knowledge competencies.

Indonesian Language (Bahasa)
In third grade, students would focus more on examining vocabulary in text related to environmental issues which include finding information about ways to care for plants and animals through interviews or exploration and understanding the concept of characteristics, needs (food and living space), growth, and development of living things in the local environment. They would also have the ability to decipher fairy tale’s messages, identify traffic signs, and observe expressions or sentences of advice, feedback, and problem solving (simple) in written texts. In skill, they would have to be able to present and identify points in knowledge competencies.

Mathematics
For mathematics, knowledge competencies needed to be mastered are ability to explain whole numbers up to 1000 and simple fractions, the bending and rotary symmetry of flat shapes using concrete objects, types of angles, data related to a person (height, weight, etc.). Students also have to perfectly describe and determine the relationship between standard units for length, weight, and time commonly used in daily life in picture diagrams and analyse various flat shapes based on their properties. As in skill competencies, students would have to be able to identify, solve problems, and classify the points in knowledge competencies.

Indonesian Language (Bahasa)
The knowledge competencies include looking for the main idea in text, extracting information from a person through an interview, finding out the meaning of a poem presented orally and in writing with purpose for pleasure, gaining trivial knowledge through non-fiction text, and analysing fictional characters. The skill competencies on the other hand are more about performing knowledge competencies through actions.

Mathematics
The knowledge competencies for the students are to explain equivalent fractions with pictures or concrete models which include various forms of fractions and the relationship between them, determine the greatest common divisor and least common multiple of two numbers, rounding off numbers, determine the perimeter and area of squares, rectangles, and triangles with the relationship between powers of two and cube roots. Students would also have to explain the size angle measurements on flat shapes in standard units. Skill competencies include ability to identify, solve problems, and do measurement of points in knowledge competencies.

Natural Science
The competencies in terms of knowledge are being able to explain the importance of effort balance and resource conservation natural resources in the environment, understand the body parts of animals and plants and its function, compare the life cycle of some living creatures, identify various energy source (water, wind, et cetera), apply the characteristics of sound and light and its connection with human senses. In terms of skill, students must show the ability  to apply their knowledge in their daily life. For instance, presenting the experimental results report on the properties of light and sound.

Social Science
The knowledge competencies consists of identifying natural resources utilisation for better living, the diversity of society in Indonesia, and the Hindu, Buddhist, and Islamic historical kingdoms with their impact to now. Later students must be able to present the previous points stated for skill.

Indonesian Language (Bahasa)
Knowledge competencies includes classifying information gained from book with 5W1H, summarise and analyse explanatory texts, finding out the core and message from rhymes, observing the use of effective sentences and spelling in invitation letters. As for the skill, students must be able to present the points in knowledge competencies.

Mathematics
For knowledge competencies students have to explain subtraction, addition, multiplication, and division of fractions and decimals, defining scales, find the framework of simple 3D shapes, explain and compare data about self and others using table, bar chart, or line chart. As for the skill, they will have to solve problems related to previous points.

Natural Science
Knowledge competencies include explaining respiratory, digestion, blood circulation systems of human and their functions, analyse the relation between ecosystem and food chain, apply the concepts of heat transfer and effect of heat in everyday life, and analyse water cycle and its effect towards living beings. For the skill, student would have to be able to present and report points in knowledge competencies with creativity.

Social Science
The competencies in terms of knowledge are being able to identify geographical characteristics of Indonesia as an archipelago country as well as its influence on life economic, social, cultural, communication, and transportation, analyse human interactions, and identify reasons Indonesia was colonised. For skill, students would have to present the previous points.

Indonesian Language (Bahasa)
For knowledge competencies, students have to summarise information based on observation report text, find information from explanatory text and speech, observe a form, and relate the events experienced by characters in fictional stories with personal experience. As for skill, students have to present their results regarding the previous points.

Mathematics
The knowledge competencies for the students are to explain negative integers using a number line with various operations, explain operation of mixed arithmetic, explaining the elements of a circle,  describing 3D shapes, and compare mode, median, and mean of data data to determine which value best represents the data. Skill competencies include ability to solve problems and do measurement of points in knowledge competencies.

Natural Science
For natural science, the knowledge competencies are to compare plant and animal reproduction systems, analyse animalistic adaptation, relate the characteristics of puberty in

males and females with reproductive health, identify magnets, electricity components and its functions, explain the solar systems, and explain the events of rotation and revolution of the earth and the occurrence of lunar and solar eclipses. As for skill, students have to present their results regarding the previous points.

Social Science
The knowledge competencies consist of identifying ASEAN geographical characteristics and the socio-cultural, economic, politics, analyse the socio-cultural changes in the context of modernization of the nation Indonesia, analysing Indonesia's position and role of cooperation in ASEAN region, and understanding the meaning of the proclamation of independence, efforts to defend independence, and efforts to develop a prosperous national life. For skill, students would have to be able to present the previous points.

= Kurikulum Darurat (Emergency Curriculum) = As a response to the Covid-19 pandemic situation, the Ministry of Education in Indonesia made an emergency curriculum which can be implemented during an unexpected situation that affects learning activities which hinder students from going to school or study effectively. In order to recover the 'learning loss' which occurs during the special circumstances such as the coronavirus pandemic, the ministry of education implements the 'Kurikulum Darurat' or Emergency Curriculum for Early education (Pre-school), primary education, and secondary education. The idea of this curriculum is to simplify the core and basic competencies of the 2013 Curriculum and adjust it with the students' learning necessities. The implementation of this curriculum for primary education must take into account the competencies that needs to be achieved and the purpose of education itself for primary students. During this exceptional circumstances, education institution does not have to complete all of the competencies in the 2013 curriculum to pass the students to another year or to graduate them. Furthermore, education institutions can still use the textbooks which contained the 2013 curriculum learning competencies by selecting the learning material based on the simplified competencies. It is not mandatory for education institutions to implement this curriculum, they are allowed to choose whether or not they want to use this curriculum, or keep using the 2013 curriculum, based on the students capability.

At the elementary school level, the government provides literacy and numeracy learning modules that can be used by students, parents and teachers at the elementary level to facilitate student learning during the COVID-19 pandemic or other special conditions. This module is also expected to be an inspiration for teachers to develop other teaching tools in an effort to facilitate students to learn in special conditions. Moreover, this module was developed with reference to basic competencies in the simplified curriculum but learning activities are optimized to achieve literacy and numeracy competencies in all subjects.

= Kurikulum Merdeka = As part of the effort to restore learning, the Merdeka Curriculum (Kurikulum Merdeka), previously referred to as the prototype curriculum (Kurikulum Prototipe), was developed from the emergency curriculum in a more flexible curriculum framework, while focusing on essential materials and the development of students' character and competencies. The main characteristics of this curriculum that support learning recovery are:


 * Project-based learning for soft skills and character development according to the profile of Pancasila students
 * Focus on essential material so that there is sufficient time for in-depth study of basic competencies such as literacy and numeracy.
 * Flexibility for teachers to carry out differentiated learning according to the abilities of students and make adjustments to local contexts and content.

The Merdeka Curriculum is open to be used by all education level, from early education until secondary education (pre-school until high school); however, according the Indonesian National Curriculum Information System, primary schools have the most significant number of enrollment to this curriculum compared to other education level.

= Differences between Kurikulum Merdeka and K-13 = There are a few differences between the 2013 Curriculum and Merdeka Curriculum. Firstly, the basic competencies of the 2013 curriculum in the form of scope and sequence are grouped into four Core Competencies 1, namely: Spiritual Attitudes, Social Attitudes, Knowledge, and Skills. Basic competencies is expressed in the form of points and sorted to achieve core competencies which is organized annually. Meanwhile, the basic competencies in the Merdeka curriculum are arranged per phase that combined knowledge, attitudes, and skills to achieve, strengthen, and improve competence. The phases for Primary education consists of:


 * Phase A (generally equivalent to grade I and II )
 * Phase B (generally equivalent to grade III and IV ), and
 * Phase C (generally equivalent to grade V and VI )

Secondly, in terms of the curriculum structure, learning hours based on the 2013 curriculum are arranged per week. Education institutions regulates the allocation of learning time regularly every week in every semester, so that in each semester students will get the value of learning outcomes for each subject. Furthermore, education institutions are directed to use an integrative thematic-based learning organization approach. Meanwhile the structure of the Merdeka curriculum is divided into 2 (two) main learning activities, namely:


 * 1) regular or routine learning which is an intracurricular activity; and
 * 2) Pancasila student profile strengthening project.

Learning hours are set per year. The education institutions can arrange the allocation of learning time flexibly to achieve the set learning hours. Education institutions can use a subject-based, thematic, or integrated learning organization approach. Science subjects (Natural and Social Sciences) are a combination of Science and Social Sciences. Furthermore, English is not a mandatory subject anymore. Education institutions or students can choose at least one of four Arts and Culture subjects: Music, Fine Arts, Theater Arts, or Dance Arts.

The learning approach in the 2013 curriculum is a scientific approach for all subjects In general, learning is focused only on intra-curricular (face to face), and for co-curricular, a maximum learning load of 50% is allocated outside of face-to-face hours, but it does not have to be in the form of specially planned activities, so that in general it depends on the creativity of the supporting teacher. The learning system in the Merdeka curriculum is a combination of intra-curricular learning (approximately 70-80% of lesson hours) and co-curricular activities through the Pancasila student profile strengthening project (approximately 20-30% of lesson hours).

The assessment based on the 2013 curriculum is formative and summative. The purpose was to monitor learning progress, monitor learning outcomes, and detect the need for continuous improvement of student learning outcomes. The 2013 curriculum emphasized on strengthening the implementation of authentic assessment in each subject. Furthermore, assessment is divided into attitude, knowledge, and skills assessment. The assessment based on the Merdeka curriculum is formative and the assessment results is used to design learning according to the stage of student achievement. The Merdeka curriculum also emphasize on strengthening the implementation of authentic assessments, especially in the Pancasila student profile strengthening project. Moreover, there is no separation between the assessment of attitudes, knowledge, and skills.

= References =