By:
Dr.Marsigit, M.A
Reviewed
by: Dyah Sartika Putri
The government set a Regulation of the Minister of National Education No.
23 of 2006 on Graduate Competency Standards Unit
For Elementary And
Secondary Education. In Permendiknas is mentioned
that the Standards Competency Graduates for
basic education units and medium used as guidance in the assessment
determine the graduation of students. Competency standards Graduates as referred to in paragraph (1) include minimum competency
standards of basic education units and medium,
minimum competency standards of a group of subjects, and minimum competency
standards of the subjects.
SBC was developed based on the
following principles:
• centered on the potential, development, needs and interests of learners and their environment.
• diverse and integrated
• responsive to the development of science,
technology and art
• relevant to the needs of life
• comprehensive and sustainable
• lifelong learning
• balance between national
interests and regional interests
Component
of
SBC
1. Educational Objectives Education Unit Level
2. Operational Reference Education Unit Level Curriculum
The structure and curriculum content:
1. Educational Objectives Education Unit Level
2. Operational Reference Education Unit Level Curriculum
The structure and curriculum content:
SBC structure on elementary
and secondary education levels contained
in the Content Standards, which
developed from a group of subjects
as follows:
(1) The subjects of religion and noble character
(2) The subject of citizenship and personality
(3) The subjects of Science and Technology
(4) The aesthetic subjects
(5) The physical subjects, sports and health
(1) The subjects of religion and noble character
(2) The subject of citizenship and personality
(3) The subjects of Science and Technology
(4) The aesthetic subjects
(5) The physical subjects, sports and health
In
addition,
the substance of local and self-development activities
included in the curriculum content,
among others:
1. Subject
Subjects and time allocation for
each level of educational units are listed on the
curriculum structure listed in
the Content Standards.
2. Local
Content
Local content is curricular activities to develop competencies that are tailored to regional characteristics and potential, including areas of excellence, in that the material can not be grouped into existing subjects.
Local content is curricular activities to develop competencies that are tailored to regional characteristics and potential, including areas of excellence, in that the material can not be grouped into existing subjects.
3. Development Activities
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for learners to develop and express themselves in accordance with the needs, talents, interests, individual learners in accordance with the conditions of the school.
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for learners to develop and express themselves in accordance with the needs, talents, interests, individual learners in accordance with the conditions of the school.
4. Load
Settings Learning
5. Increase in
Class, majors, and Graduation
Increase in class, penjurusan, and passing reference to the assessment standards developed by BSNP
Increase in class, penjurusan, and passing reference to the assessment standards developed by BSNP
6. Life Skills
Education
7. Based
Education Local and Global Excellence
In
the various needs of the
division of teaching required
level of the education system that collected in
a syllabus. Syllabus
is an elaboration of standards of competence and basic competence in
subject matter, learning activities, and
indicators of achievement of competency for assessment.
1. Syllabus of subjects based on the
entire allocation of time
provided to subjects during the
administration of education at the unit level of education.
2. Implementation of learning per semester using a fragment of the
syllabus in accordance with the
Standards and Competency Basic Competency for
the subjects with the allocation of
time available on the structure
of the curriculum. Especially for
SMK / MAK using a fragment of the
syllabus based on units of
competency.
Syllabus
Development Steps:
1.
Assessing
the Competence Standard
and Basic Competence
a.Sequence
based on the concept of hierarchy and discipline
or level of difficulty of material;
b.
Linkages between standards of competence
and basic competence
in the subject;
c.
Standard linkage between
competence and basic
competences of subjects.
2. Identifying
Main Content
3. Developing
Learning Experience
4. Indicators of
Success Learning formulate
5. Determination of
Types of Assessment
6. Determining the
Time Allocation
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