Analysis Of The 1984 Curriculum and The 1976 Curriculum

Abstract

Curriculum in the context of education in Indonesia. The 1974 curriculum emphasized a very structured Specific Instructional Objectives (ICT) approach, with an emphasis on the efficiency of the teaching and learning process and detailed mastery of the material. In contrast, the 1984 Curriculum introduced the concept of Active Student Learning (CBSA) which focuses on students' active involvement in the learning process, as well as shifting the teacher's role from just being an instructor to being a facilitator.

This research uses qualitative methods descriptive through document analysis, literature review, and interviews with teachers and educational practitioners. This research compares the two curricula in terms of objectives, structure, learning approaches, and implementation challenges in the field. The results show that the 1976 Curriculum provides clarity in structure and learning objectives, but often limits student creativity and participation. On the other hand, the 1984 Curriculum, although more innovative in encouraging student involvement, faced obstacles in implementation, especially related to teacher readiness and limited educational resources.

In conclusion, both curricula have their respective strengths and weaknesses. The future curriculum needs to consider combining the best elements of the structured 1976 Curriculum and the interactive 1984 Curriculum, to create an education system that is more flexible and responsive to student needs.