Definition Content Standards and Curriculum competence standards in 2013.
content standards
Eureka Education . Permendikbud No. 64 years to 2013, the content standards are within the scope of criteria of material and level of competence in terms of competence at the graduate level and type of education. The scope of the formulated material based on the criteria set out mandatory fee in accordance with the laws and regulations, the scientific concept and the characteristics of the education units and training programs. Moreover, the level of competence, defined by the criteria of the development of the learner, skills and qualifications Indonesia, and mastery of skills levels.
Generally include the content standards the goal (target) which covers all something that consists of various aspects, which will be achieved and be a learning experience of students. This is consistent with Urdan in Ku and Soulier (09: 651) that "targets are generally defined as performance goals, or what want to achieve learning". That is, the goal is often portrayed to be achieved as goals or things of students. Besides the goal Kriedl (2010: 227) adds that "curriculum purposes generally contain the objectives, goals and targets an educational program". That is the purpose of the curriculum consists essentially of objectives and educational program that target. poured objectives of the curriculum in 2013 in SKL, set out in the content standards goals that SKL comes from KI and KD and educational programs, outlining objectively in the processing standards and evaluation standards.
core competency
After Permendikbud No. 64 of 2013 on the content standards, core competence (KI) is a generic competence, which is then used as a reference in the development of specific skills and scope of the material for each curriculum. A generic competency includes three (3) in the area of attitudes, knowledge and skills. Attitude kingdom divided in mental attitudes and social settings. The Order is necessary to emphasize the importance of balancing the function of the whole person, which includes aspects of mental and social aspects, as mandated in the national education goals. Thus, there are general skills of four (4) dimensions, which represent: (1) attitude, (2) social attitudes, (3) skills, and (4) knowledge. Competence at the elementary level, ie.
- Receiving, running and appreciate the teachings of their religion.
- Displays honest behavior, discipline, responsibility, manners, caring and trust in the interaction with family, friends, teachers and neighbors and the love for the homeland.
- understanding of factual knowledge by watching and trying to ask about him based on curiosity, in homes, schools and playgrounds God meets creatures and activities and objects.
- Presenting factual knowledge in a language that is clear, systematic and logical, and critical in the aesthetic work, the movement reflects a healthy child, and the actions of the child reflect the behavior of the faithful and noble.
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