Curriculum 1952
Eureka Education . After the lesson plan in 1947 the curriculum in Indonesia experienced improvements in 1952 year. In 1952 was called to a national education system, the most striking feature of the curriculum and at the same time This curriculum lesson plan Unraveling 1952 1952 was that each lesson plan are linked to the lesson content with the daily pay. The curriculum is more detail each subject curriculum in detail each topic.
curriculum more is detailed 1952. called each subject curriculum Unraveling At the end of the era of President Sukarno, curriculum development plan in 1964 or 1964 appears the focus is on the development of Pancawardhana, namely :. a) creativity b) Rasa, c) Karsa, d) work, e) moral
, subjects were classified into five groups of studies.
o morality.
o intelligence.
o Emotional / artistic.
o ability (ability).
o Bodily.
their curriculum is obvious. A teacher teaching a subject. At this time also provided class community, namely in special schools for graduates SR 6 are still not on the junior high school. Shared classes teach basic skills, such as agriculture, carpentry and fishing. The aim is that children can not afford school to junior high school, can begin to work.
The birth of the primary school curriculum in 1952 is inseparable from the story of the birth of Curriculum 1947. It can be said that in 1952 the renewal of the curriculum Curriculum 1947 is said that, because the current 1947 curriculum no laws applicable education is the cornerstone of their activities. Only in 1949 after the 1950 education law known as Act No. can be completed four years the 1950s. Moreover, the legislation in 1954, namely, # 4 1950 # 12 1954 was a law passed # 12 1954. From there, the Education Act as the first known However, the law is not the implementation of Curriculum impose 1947.
is reacted together with the adoption of laws educational No. 4 in 1950 new in 1954, is no longer applicable curriculum 1947 curriculum, but the curriculum in 1952. in other words, the curriculum in 1952 is the first curriculum that has the legal base for operations. Juridical basis of the curriculum in 1952 do not differ significantly from 1947. The foundation curriculum Pancasila idiilnya in the preamble of the Constitution is established in 1945, during the constitutional basis of the 1945 Constitution of the foundation of operational curriculum is Law No. 1952 4 years in 1950 . the law was designed before 1950. the bill, which was first discussed by BPKNIP 1948 can not be performed due to the collision II. It was not until 29 October 1949, the statement of BPKNIP was accepted and ratified by the Indonesian government on April 2, 1950.
Together with the reform of the unitary state from Indonesia to be under the rule of RIS, law No. 4 the 1950 revised and adopted by Parliament on 23 December 1953 approved by the government of Indonesia on March 12, 1954 as law No Sun, 12 1954, one can understand that the law No. 12 1954 is actually a legal basis for the implementation of law No 4, 1950. Then, the operational basis curriculum is law No. 1952 4 1950 and Act No. 12 1954.
curriculum 1952 is a further development of the existing curriculum, the curriculum in 1947, which is detailed syllabus for each subject. Therefore, the curriculum in 1952, better known as the lesson plan Unraveling 1952. Content 1952 curriculum an elaboration of direction and purpose pedidikan middle school and curriculum objectives. As mentioned above, the secondary school educational goals and objectives of the curriculum directed students for higher education and to educate experts. In various special courts, in accordance with their individual abilities and needs of the community in the preparation This was on the awareness of education based patterns of the past. This statement may in the Declaration of Law No 4 1950 Chapter V, Article 7, paragraph 3. In the statement it is found that in the past, secondary education is divided into two, namely the vocational education and secondary school. Public Schools employs to educate yourself with lessons for universities and vocational schools staff in a variety of job knowledge and expertise. The result is that most students chose general secondary education, with the intention of Education can happen to a higher school. Meanwhile lacking vocational schools interested. In response to a low interest of students in vocational schools in the development, the government has some effort. The education system should give priority to the training of people who can work. Both the high school and vocational school, aiming both to educate experts that can fulfill their obligations to the State. The result in 1950 curriculum is divided into six groups of knowledge, namely the language groups Science, a group of natural sciences, social sciences groups, economic groups and group expression. Moreover, as a form of preparation of highly skilled and educated in classes instead of three majors, two majors, A for language and knowledge Social and B for science and natural sciences.
The content of the curriculum in 1952 is much more detailed than the curriculum in 1947, therefore the curriculum in 1952 called Lesson Plan 1952. Unraveling junior year curriculum structure l952 refers to the educational goals and objectives of the curriculum set forth in the law # 4 1950. the purpose of the national curriculum from 1952 is shaping human decency and competent and citizens of a democratic and responsible for the welfare of the people and the homeland. In the process of learning, teachers act as models to apply the ethics, morals, values and rules and regulations. Discipline, diligence, politeness and spirit of nationalism instilled by the behavior of teachers and school strict enforcement of the rules. Unfortunately, the process of learning on the teacher centered (teacher oriented). The students are placed as objects to get as much information from the teacher. The role of the teacher in the classroom is very dominant. Students will receive information passively. It was prioritized as a result of the learning process, the material and the mastery of the material.
The scoring system is based on the curriculum 1952, almost equal to the curriculum in 1942, by the daily tests, general testing is performed quarterly and final exam. Daily tests and general tests serve a quarterly basis for the determination of whether a student rising or falling grades. If a students has not reached a minimum score of 6 in the general tests quarterly, concerned by the replay repair (it). Penghabisan exams, later renamed about 1958 state exam, was used to determine graduation. A junior high school students can be passed if it has a maximum value of 5 to 4 people or equivalennya (class 4 corresponds to two classes 5, the value 3 is equivalent to 3 score of 5).
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