BASIC CONCEPT SBC

In the national education standard (SNP article 1, paragraph 15) stated that the education unit level curriculum (SBC) is the operational curriculum developed and implemented by each educational unit. SBC drafting done by the unit pendidkkan with attention and beradasarkan with the standards of competence and basic competences developed by different national education standards (BSNP).

SBC conceived and developed beradasarkan Law No. 20 of 2003 on the national education system Article 36 paragraph 1), and 2) as follows.

Development of curriculum based on national standards of education to achieve national education goals The curriculum at all levels and types of education developed in accordance with the principle of diversification pandidikan unit, the potential of the area, and learnersSome things that need to be understood in relation to the education unit level curriculum (SBC) is as follows:SBC developed in accordance with the conditions of the educational unit, the potential and characteristics of the area, as well as the social culture of local communities and learners.School and school committee to develop education unit level curriculum and syllabus based on the basic framework of curriculum and competency standards, under the supervision of district education department / town, and religion departments responsible in the field of education.Educational unit level curriculum for each course in the universities developed and established by each college with mangacu on national education standards.SBC is a curriculum development strategies to achieve effective school, productive, and achievement. SBC is a new paradigm of curriculum development, which gives broad autonomy in each educational unit, and changes in society in order to streamline the learning process in schools. Autonomy is given so that each unit of education and schools have flexibility in managing resources, hoarse funds, learning resources and allocate appropriate priority needs, as well as more responsive to local needs.SBC is an idea of curriculum development peling placed in a position close to learning, ie school education unit to provide greater autonomy, in addition to show the government's responsiveness to the demands of society is also a means of improving the quality, efficiency, and pemarataan pendidiakan. SBC is one form of education revormasi memebrikan autonomy to schools and education unit to develop a curriculum in accordance with the potential, the demands and needs of each. Autonomy in developing a curriculum and learning is the potential for schools to meingkatakan performance of teachers and school staff, offering direct participation kolompok-related groups, and meningkatakn people's understanding, especially curriculum. In the SBC system, the school has a "full autority and responsibility" in establishing the curriculum and learning in accordance with the vision and mission and goals pandidikan unit. To realize the vision and mission, and that goal, schools are required to develop standards and basic competencies into indicator of competence, develop strategies, determine prioriotas, controlling the empowerment of a variety of potential schools and neighborhoods, as well as community and government memeprtanggungjawabkannya head.

n the SBC, curriculum development is done by teachers, principals, and school committee and education council. It is an institution established by consensus of the local authorities, the education commission on regional folk peerwakilan council (DPRD), local education officials, principals, education personnel, per representation of parents of students, and community leaders. These institutions were established all school policies based on the provisions of the regulations. Furthermore, the school committee needs to formulate and set the vision and mission and goals of the school with various implications for the programs operational activities to achieve the objectives of the schoolCharacteristics SBC

SBC is the operational form of curriculum development in the context of education decentralization and regional autonomy, which will provide new insight to the running system during this time. It is expected to have an impact on improving the efficiency and effectiveness of school performance, particularly in enhancing learners come from different tribal backgrounds and social level, one of the school's attention should be indicated on the principles of equity, either in social, economic, and political. On the other hand, schools should also increase efficiency, participation, and quality of, and accountable to the public and the government.

SBC characteristics can be known, among others, of how schools and education units can optimize performance, learning, learning resources management, profosionalsme education personnel, as well as the assessment system. Based on the description above, it can be argued some characteristic of the SBC as follows: granting broad autonomy to schools and educational units, community and parent participation is high, and froposional demokaratis leadership, team-work as well as a compact and transparent.

SBC destination

SBC goal is divided into two, general and specific.

In general, the purpose of the implementation of the curriculum is to empower education unit's independence and through the granting of authority (autonomy) to educational institutions and encouraging schools to conduct a participatory decision-making in curriculum development.

Specifically purpose the implementation of the curriculum is to:

Meningkatakn the quality of education through self-reliance and initiative in developing school curricula, manage and empower suberdaya available. Meningkatakn caring school community and the community in curriculum development through shared decision-making. Increase healthy kompterisi between education units about the quality of education to be achieved.

Understanding the above objectives, the SBC is seen as a new pattern in pengebangan pendikatan curriculum in the context of regional autonomy that is being rolled out today. Therefore, the curriculum needs to be implemented by seven of the following:Specifically purpose the implementation of the curriculum is to:

Meningkatakn the quality of education through self-reliance and initiative in developing school curricula, manage and empower suberdaya available. Meningkatakn caring school community and the community in curriculum development through shared decision-making. Increase healthy kompterisi between education units about the quality of education to be achieved.

Understanding the above objectives, the SBC is seen as a new pattern in pengebangan pendikatan curriculum in the context of regional autonomy that is being rolled out today. Therefore, the curriculum needs to be implemented by seven of the following:

More schools know the strengths, kelemhan, opportunities, and threats like himself so that he can optimize the utilization of available suberdaya to advance lebaganya. School is knowing the needs of the institution, in particular educational input will be developed and utilized in the educational process in accordance with tungkat development and needs of learners. Decision-making is done by the school better suited to meet the needs of school because of the sekolahlah who knows what is best peling like school. Keterblibatan all school community and the community in curriculum development create transparency and a healthy democracy, as well as more efficient and effective when controlled by local communities. Schools can be responsible about the quality of education respectively to pemrintah, parents of students, and the community in general, so that he would do everything possible to implement and achieve the objectives of SBC. Schools can do a fair competition with other schools to improve the quality of education through innovative efforts to support parents of learners, communities and local government. Schools can rapidly respond to the aspirations of society and rapidly changing environment, as well as accommodate the SBC.Landasan KTSP

Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang sistem pendidikan nasional ketentuan dalam UU 20/2003 yang mengatur KTSP, adalah pasal 1 ayat (19); pasal 18 ayat (1), (2), (3), (4); pasal 32 ayat (1), (2), (3); pasal 35 ayat (2); pasal 36 ayat (1), (2), (3), (4); pasal 37 ayat (1), (2), (3); pasal 38 ayat (1), (2). Perarturan Pemerintah Republik Indonesia Nomor 19 yahun 2005 tentang standar Nasional Pendidikan

ketentuan dalam PP 19/2005 yang mangatur KTSP, adalah pasal 1 ayat (5), (13), (!4), (15); pasal 5 ayat (1), (2); pasal 6 ayat (6); pasal 7 ayat (1), (2), (3), (4), (5), (6), (7), (8); pasal 8 ayat (1), (2), (3); pasal 10 ayat (1), (2), (3); pasal 11 ayat (1), (2), (3), (4); pasal 13 ayat (1), (2), (3), (4); pasal 14 ayat (1), (2), (3); PASAL 16 AYAT (1), (2), (3), (4), (5); PASAL 17 AYAT (1), (2); pasal 18 ayat (1), (2), (3); pasal 20

SBC developmenteducational unit level curriculum based on the laws and regulations as follows:Law Number 20 Year 2003 on National Education System.In the National Education Act stated that the national education standard (SNP) consisting of content standards, processes, competence of graduates, staff, facilities and infrastructure, management, financing, and assessment of education must be improved in a planned and periodic. SNP is used as a reference for curriculum development, staff, facilities and infrastructure, management, and financing.

The curriculum is prepared in the framework of education of the Republic of Indonesia with respect to: the increase of faith and piety, an increase of noble character, increasing the potential, intelligence, and interests of learners, the potential for regional and national diversity, the demands of the working world, the development of science, technology and art , religion, the dynamics of global development, national unity and national values.Basic framework and structure of the curriculum of primary and secondary education set by the government. While the higher education curriculum developed by high perguruna concerned that refers to the national standards for each subject.The regulation stated that the SBC is operational curriculum developed based on competency standards (SKL), and this standard. SKL is the scope of material and level of competence as outlined in the criteria concerning the competence of graduates, study materials competence, competence subjects and syllabus that must be met by learners at the level and type of education. Standard content includes basic framework and structure of the curriculum, the burden of learning, the education unit level curriculum, and calendar pendidikan.akademik.

School and school committee to develop the curriculum and syllabus based on the basic framework of curriculum and competency standards, under the supervision of district education offices / city, and religion departments responsible in the field of education.

Mentari regulations National Education No. 22 of 2006

Regulation No. national education minister 22 of 2006 regulating the content standards include minimum material scope and the level of competence of graduates of at least at the level and type of education.

Regulation of the Minister of Education nasioanl No. 23 of 2006

Regulation No. national education minister 23 of 2006 set competency standards for assessment units are used as a guideline in determining the graduation of students. Competency standards include minimum competency standards unit primary and secondary education, competency standards subjects kolompok minimal, and minimal competency standards subjects, which will lead to the basic competence.National Education Minister Regulation No. 24 of 2006Regulation No. national education minister 23 of 2006 set competency standards for assessment units are used as a guideline in determining the graduation of students. Competency standards include minimum competency standards unit primary and secondary education, competency standards subjects kolompok minimal, and minimal competency standards subjects, which will lead to the basic competence.National Education Minister Regulation No. 24 of 2006Regulation No. national education minister 24 of 2006 regulates the implementation of SKL and content standards. In this rule stated that primary and secondary education unit to develop and establish level curriculum for primary and secondary education according to the needs pdndidikan units are concerned, in the Permendiknas also argued that primary and secondary education units can develop a curriculum with a higher standard than the predetermined , to draw attention to the preparation of the curriculum guides in primary and secondary education unit composed of national standards bodies of education (BSNP).

How SBC Conceived and Developed

SBC At Arrange By Schools And School Committee

SBC is the school curriculum, the schools that make up is, that the SBC is more open to the needs, the user, then the situation of the student school committee involved, the minimum in the final drafts meilihat SBC is in stacking

Referring to Fill In The Competency Standards Graduates And BSNPSBC is prepared should refer to the content standards and graduation standards issued by the education minister's decision (candy 22, 23 and 24 of 2006), to the two above standard created by the National Education Standards. Therefore, from the center more simply determined stadar content and passing standard. Then it is quite obvious that the school is now more freedom in setting their own curriculum which is coinciding with the school situation, needs and also advantages and more in line with the vision and mission. Schools can also enter values into the school of excellence sehimngga can attract prospective students and parents. Conversely, schools that have not advanced, minimal wear their curriculum with content standards and graduation are outlined by dipdiknas.

Did you mean: Prinsip Pengembangan (perATURAN MENTERI 22, 2006) Prinsip-prinsip dalam menyusun KTSP anatara lain: Berpusat pada potensi, perkembangan, kebutuhan dan kepentingan peserta didik dan lingkungannya. Posisi peserta didik adalah senteral dalam pendidikan, peserta didik adalah subjek pendidikan yang harus mengembangkan kompetensinuya. Perkembangan kompetensi perlu disesuaikan dengan potensi, perkembangan, kebutuhan dan kepentingan peserta didik serta tuntutan lingkungan. Beragam dan terpadu Keragaman karakteritik peserta didik, kondisi daerah dan jenjang serta jenis pendidikan diperhatikan tanpa membedakan agama, suku, budaya, dan adat istiadat, serta status sosial ekonomi dan gender. Kurikulum meliputi substansi komponen muatan wajib kurikulum, muatan lokal, dan pengembangan diri secara terpadu, serta disusun dalam keterkaitan dan kesinambungan yang bermakna dan tepat antar substansi. Tanggap terhadap ilmu pengetahuanm teknologi dan seni Isi kurikulum mendorong peserta didik untuk mengikuti dan memanfaatkan secara tepat perkembangan ilmu pengetahuan teknologi dan seni Relevan dengan kebutuhan kehidupan Perlu melibatkan pemangku kepentingan untuk menjamin relevansi pendidikan dengan kebutuhan kehidupan termasuk didalamnya khidupan kemasyarakatan, dunia usaha dan dunia kerja. Maka perlu pengembangan pribadi, keterampilan berpikir, keterampilan sosial, keterampilan akademik dan keterampilan vokasional. Penyeluruh dan berkesinambungan Substansi kurikulum mencakup kesuluruhan dimensi kompetensi bidang kejian keilmuan dan mata pelajaran yang direncanakan dan disajikan secara berkesinambungan antar semua jenjang pendidikan. Belajar sepanjang hayat. Kurikulum diarahkan pada proses pengembangan pembudayaan dan pemberdayaan peserta didik yang dberlangsung sepanjang hayat Kurikulum mencerminkan keterkaitan antara unsur-unsur pendidikan formal, nonformal, dan informal dengan memperhatikan kondisi dan tuntutan lingkungan yang selalu berkembang serta arah perkembangan manusia seutuhnyaDevelopment principles (Regulation of the Minister 22, 2006)

The principles in formulating the curriculum among other things:

Centered on the needs, the needs and interests of learners and the environment. The position is senteral learners in education, learners are subject education should develop kompetensinuya.

The development of competencies need to be adjusted to the needs, the needs and interests of learners and the demands of the environment.

Diverse and integrated

Characteristic diversity of learners, local conditions and levels and types of education considered without distinction of religion, ethnicity, culture, and customs, as well as socio-economic status and gender.

The curriculum includes the substance of the charge components required curriculum, local content, and self-development in an integrated manner, as well as linkages and arranged in a meaningful and appropriate continuity between the substance.

Responsive to the science and art of technology pengetahuanm

Curriculum content to encourage learners to follow and make the proper development of science technology and art

Relevant to the needs of life

The need to involve stakeholders to ensure the relevance of education to the needs of life including khidupan community, business world and the world of work.

It is necessary to personal development, thinking skills, social skills, academic skills and vocational skills.

Penyeluruh and sustainable

The substance of the curriculum include the dimensions of competence kesuluruhan kejian field of science and subjects that are planned and presented on an ongoing basis across all levels of education.Lifelong learning.

The curriculum is directed at the development process of acculturation and empowering learners lifelong dberlangsung

The curriculum reflects the linkages between elements of formal education, non-formal, informal and subject to the conditions and demands of the ever-evolving environment and the direction of development of the whole person1. Balance between national interests and regional interests

The curriculum was developed by taking into account national interests and the interests of the region to build a society, nation, and stateNational and regional interests keperntingan must alternately filling and empowering.

Important Elements You Should Look For In preparation SBC Other Anatara: Pay attention to the students The curriculum can vary The curriculum also prepared an integrated Curriculum thorough and continuous SBC attention to the development of science, technology and art Education in accordance with the necessities of life Noting the regional and national interest

5. Operations Reference Preparation of SBC

An increase of faith and piety and good character Increased potency, intelligence, and interest in accordance with the level of development and the ability of learners The diversity of the potential and characteristics of the area and the environment The demands of regional and national development The demands of the working world The development of science, technology and art Religion The dynamics of global development National unity and national values Social and cultural conditions of local communities Gender equality Characteristics

Excess SBC

Each curriculum applied in Indonesia has the advantages of each depends on the situation and the current conditions in which the curriculum is implemented. According to the author, the planned SBC can be applied thoroughly in all schools in Indonesia in 2009, it also has several advantages when compared with the previous curriculum, especially curriculum 2004, or CBC. Advantages of SBC Among others:

Encourage the establishment of school autonomy in education. It is inevitable that one form of the failure of the implementation of the curriculum in the past is that there is uniformity in curriculum throughout Indonesia, did not see the real situation in the field, and less to appreciate the potential of local excellence. With the uniformity, the school in the same town with schools in the suburbs and in rural areas. Unification of this curriculum also has implications on the fact that some schools in agricultural areas with schools that coastal areas, schools in the same industry with tourism in the region. Therefore, the curriculum becomes less operational, so it does not give sufficient competence for learners to develop themselves and keunggulankhas that exist in the region. As the implications of this uniformity as a result of the graduates do not have the competitive power in the world of work and implies also against rising unemployment. For that reason the presence of the SBC is expected to give a concrete answer to the quality of education in Indonesia.With the spirit of autonomy, the schools along with the school committee may jointly formulate a curriculum that fits the needs, circumstances, and conditions of the school environment. As something new, the school may have difficulty in the preparation of the SBC. Therefore, if necessary, schools can consult either vertically or horizontally. Vertically, the school can consult with the Department of Education District or the City, Provincial Education Office, Institute for Education Quality Assurance (LPMP) Province, and the Ministry of National Education. Whereas horizontally, schools can partner with education stakeholders in formulating the SBC. For example, industry, handicrafts, tourism, farmers, fishermen, professional organizations, and so forth so that the curriculum created by the school really able to answer the needs in the area where the school is located.

2. Encourage teachers, principals, and school management to increase the creativity in the implementation of educational programs.Relying on manual level curriculum primary and secondary education made by BNSP, schools are given the freedom to design, develop, and implement school curriculum in accordance with the situation, and the potential benefits that could be raised by the local school. Schools can develop a higher standard of content standards and competency standards.As known, the principle of developing SBC is (1) Based on the needs of development, needs, and interests of learners and the environment; (2) Various and integrated; (3) Be responsive to the development of science, technology, and art; (4) Relevant to the needs of life; (5) Comprehensive and continuous; (6) Learning throughout life; (7) And the balance between national interests and regional interests. Based on these principles, the SBC is very relevant to the concept of decentralization of education in line with the implementation of regional autonomy and the concept of school-based management (SBM), which includes the autonomy of schools in it. Local governments can more freely improvise in improving the quality of education. In addition, the school with the school committee were given autonomy draw up their own curriculum in accordance with the needs on the ground.SBC is very possible for every school to focus and develop specific subjects are acceptable for the needs of students.In accordance with the policy of the Ministry of Education as stipulated in the Ministerial Regulation No. 22 of 2006 on the Content Standards (SI) and Ministerial Regulation No. 23 of 2006 on Graduates Competency Standards (SKL), the school is obligated to prepare its own curriculum. Education Unit Level Curriculum (SBC) that allows schools focus on certain subjects deemed most needed students. For instance, schools that are in the area of tourism can be more focused on English subjects or subjects in the field of tourism the other.These schools not only makes matter and tourism English as a subject, but more than that to make these subjects as a skill. So later if the learners in this environment have finished their studies if they do not wish to continue his studies to pursue higher education they can work directly apply the knowledge and skills that have been acquired in school.SBC is actually easier, because teachers are given the freedom to develop students' competence in accordance with the environment and culture of the region. SBC also does not regulate in detail the teaching and learning activities (KBM) in the class, but teachers and schools are given the freedom to develop its own in accordance with the conditions of the students and the region. In addition, the bottom line is that which will be issued by BNSP is not a curriculum, but rather Guidelines for Curriculum Development, 2006.

SBC will reduce the burden of student learning is very dense and less burdensome lebih20%. With the enactment of the SBC will be able to reduce the burden of learning as much as 20% because the SBC simpler. In addition to the teaching hours will be reduced by between 100-200 hours per year, which is considered burdensome teaching materials students would be reduced. Despite the reduction of hours of lessons and teaching materials, the SBC still put pressure on the development of student competence. Reduction of student learning hours is a recommendation of BNSP. This recommendation can be quite unique, because for many years the burden of student learning has not changed, and that change is usually teaching methods and textbooks alone. Regular school hours sebelunya applied to students ranging from 1,000-1,200 hours of lessons in a year. If the usual one hour lessons for elementary, middle and high school is 45 minutes, then this BNSP recommendation proposes a reduction to elementary to 35 minutes each jm lesson, for SMP to 40 minutes, and for the high school has not changed, namely fixed 45 minutes every hour lesson , A total of 1,000 hours of lessons in one year, assuming there are 36-4mengajar.dan week include 36-38 hours of lessons.0 weeks a year effective learning.Did you mean: Dapat dikatakan bahwa pemberlakuan KTSP ini sebagai upaya perbaikan secara kontinuitif. Sebagai contoh, kurikulum 1994 dapat dinilai sebagai kurikulum yang berat dalam penerapannya. Ketika diberlakukan Kurikulum 1994 banyak sekolah yang terlalu bersemangat ingin meningkatkan kompetensi iptek siswa, sehingga muatan iptek pun dibesarkan. Tetapi yang patut disayangkan adalah SDM yang tersedia belum siap, sehingga hasilnya hanya sekitar 30% siswa yang mampu menerapkan kurikulum tersebut. KTSP memberikan peluang yang lebih luas kepada sekolah-sekolah plus untuk mengembangkan kurikulum yang sesuai dengan kebutuhan. Pola kurikulum baru (KTSP) akan memberi angin segar pada sekolah-sekolah yang menyebut dirinya nasional plus. Sekolah-sekolah swasta yang kini marak bermunculan itu sejak beberapa tahun terakhir telah mengembangkan variasi atas kurikulum yang ditetapkan pemerintah. Sehingga ketika pemerintah kemudian justru mewajibkan adanya pengayaan dari masing-masing sekolah, sekolah-sekolah plus itu jelas akan menyambut gembira. Kehadiran KTSP ini bisa jadi merupakan kabar baik bagi sekolah-sekolah plus. Sebagian sekolah-sekolah plus tersebut ada yang khawatir ditegur karena memakai bilingual atau memakai istilah kurikulum yang bermacam-macam seperti yang ada sekarang. Sekarang semua bentuk improvisasi dibebaskan asal tidak keluar panduan yang telah ditetapkan dalam KTSP. Sebagai contoh, Sekolah High Scope Indonesia, sebelumnya sejak awal berdiri pada 1990 telah menggunakan kombinasi kurikulum Indonesia dengan Amerika Serikat (AS). Kendati mendapat lisensi dari AS, namun pihaknya tetap mematuhi kurikulum pemerintah. Caranya dengan mematuhi batas minimal, namun secara optimal memberikan penekanan pada aspek-aspek tertentu yang tidak diatur oleh kurikulum. Misalnya tetap memberikan materi Bahasa Indonesia, namun menggunakan bahasa Inggris sebagai bahasa pengantar utama.It can be said that this SBC perberlakuan as improvement in kontinuitif. For example, the 1994 curriculum can be assessed as a curriculum heavy in its application. When enacted in 1994 many school curriculum is too eager to improve students' competence in science and technology, so the charge of science and technology was raised. But what is unfortunate is the human resources available are not yet ready, so the results are only about 30% of students were able to implement the curriculum.

SBC provides broader opportunities to schools plus to develop a curriculum that suits your needs.

The new curriculum pattern (SBC) will give fresh air to the schools that calls itself a national plus. Private schools are now a proliferation that since recent years have developed a variation on the curriculum set by the government. So that when the government then it obliges the enrichment of each school, schools plus it obviously would welcome.SBC's presence could be a good news for schools plus. Most schools plus is nothing to worry reprimanded for wearing or using the term bilingual curriculum diverse as they are today. Now all forms of improvisation freed origin is not out guidelines that have been established in the SBC.

For example, the School of High Scope Indonesia, since its establishment in 1990 has used a combination of Indonesian curriculum with the United States (US). Despite gets a license from the US, but it remains to comply with the government curriculum. How to comply with the minimum limit, but the optimal emphasis on certain aspects that are not regulated by the curriculum. For example, still provide Indonesian material, but use English as the main language of instruction.SUMBER : https://dirkameiokprina.wordpress.com/inovasi-pendidikan/analisis-kurikulum-tingkat-satuan-pendidikan-ktsp/