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EDUCATION CURRICULUM
COMPARISON IN FINLAND AND
INDONESIA
By: Arini Hasanah Setiati
Questions to be Asked
1.What is the purpose of curriculum?
2. What are the criteria of a good curriculum?
3.Why does Finnish curriculum become the best one in the world?
4.What happened to Indonesian curriculum?
5.What should we do concerning with education curriculum?
Curriculum
Teacher
Student
Studies, Daily Life,
Career
Personal
Developmen
t
Knowledge
Acquisition
Developmen
t of Thinking
Skill
UNESCO:
Good curriculum plays an important role in forging life-long learning competencies, social attitudes and skills. The main principles associated with good school curriculum:
• To enable students to use foundational knowledge to develop new skills
Coherent & Sequential
• To guard students to gain in-depth understanding & competency
Focus on Essential Topic
• To meet the needs of students’ specific interest
Include Core & Specific Knowledge
• Criteria as students’ learning measurement & high expectation to push students’ to achieve set goals
Include Rigid Criteria & High Expectation
• To create interactive learning environmentAdopt Inquiry-Based Pedagogical Methods & Hands-on Activities
Finnish Curriculum as the Best
Education Curriculum in the
World 20 years ago, Finland was a poor
country which only depends on
agriculture.
The country’s top ranking in the PISA’s
(Program for International Student
Assessment) hall of fame.
The Finnish model of schooling
offers a humanistic
approach to educating
children
Children are
accustomed to
reading since
their early age
Strict selection
of teacher
Teachers are
well-paid
Early
childhood
education
becomes the
emphasis of
education
Curriculum
applied
consistently
Minimized test
No students’
rank
Education
costs certified
by the state
Students
spend less
time in the
classroom
Teaching
methods,
curriculum &
course books
freely
determined by
teachers
Small class
with
competent
teachers
Less
homework to
do
Slow learners
get more
intensive
support
Indonesian Curriculum
Development• Dutch education orientation
• Character and love the nation
Kurikulum RencanaPembelajaran (1947)-
”Leer Plan”
• Daily life content of subject
• One teacher for one subjectKurikulum Rencana
Pelajaran Terurai (1952)
• Active, creative, productive, skillful & problem solving learning concept
• Focus on “Pancawardhana” program
Kurikulum RencanaPendidikan (1964)
• Integrated & theoretical approaches
• Genuine humanKurikulum 1968
• Effective & efficient curriculum
• Aims to build national development in various fields
Kurikulum 1975
Cont.• Contextual teaching &
learning
• “CBSA (Cara Belajar SiswaAktif)” teaching approach
Kurikulum1984
• Competency based curriculum/ “KBK”
• Focus on life skill
Kurikulum1994
• “KTSP (Kurikulum Tingkat Satuan Pendidikan)”
Kurikulum2004
• Integrated thematic learning approach
• prepare students who have qualified competence, meet the challenges of the age, encourage creativity, improve math literacy, familiarizing students with the data, to teach moral values
Kurikulum2013
What Should be Done? For Education & Culture Minister, education
agents as well as education stakeholders:
should focus on teacher’s quality, no money
oriented, evaluate the previous curriculum
before designing the new one, and emphasize
on humanism in curriculum issue to produce
students that can build in themselves discipline
and mental qualities that preempt cheating, or
fraudulently acquiring academic achievements.
They have also acquired integrated life skills
and become lifelong learners, creative thinkers
and motivated, capable individuals.