Download The National Curriculum for Mathematics in Primary and Secondary

MINISTRY OF EDUCATION AND CULTURE
REPUBLIC OF INDONESIA
The National Curriculum for Mathematics in
Primary and Secondary Education
Presented on SEAMEO RECSAM-University of Tsukuba Joint Seminar:
Searching for Quality Mathematics Curriculum Framework on
the Era of Globalization
Center for Curriculum and Literature
Agencies of Research and Development
STANDARD FOR NATIONAL EDUCATION
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Standard of graduate competence (SKL)
Standard of contents (SI)
Standard of education process
Standard of education assessment
Standard of education facilities and infrastructure
Standard of education budgeting
Standard of teachers and education personnel
Standard of education management
POLICY IN DEVELOPING THE CURRICULUM
Graduate
Competence
• Attitude
• Knowledge
• Skill
Curriculum
Standard of
Contents
NATIONAL
• Core
Competence
• Basic
Competence
Syllabus
Lesson plan
SCHOOL
THE CURRICULUM STRUCTURE
The national contents:
• Religious and moral education (legally: islamic, christian, catholic, hindu, buddha, confucianism)
• Pancasila (the five principles of Indonesian Republic) and civic education
• Indonesian language
• Mathematics
• Natural sciences
• Social sciences
• English (junior and senior high school)
• Indonesian history (senior high school)
The regional content in accordance with the national reference
• Cultural arts and crafts
• Physical education, sports and health
Group of subjects for specialization: senior high school
• a group of subjects of math, chemical, physics, biology
• a group of subjects of geography, economy, sociology, history
• a group of subjects specialization in language and anthropology
Group of subjects for specialization: vocational high school
• Areas of expertise in vocational schools consists of: technology and engineering; information
and communication technology; health; agribusiness and agro-technology; fisheries and
maritime affairs; business and management; tourism; arts and crafts; and performing arts
CURRICULUM DEVELOMENT POLICY
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Law No. 20 of 2003 on the national education system (article 3): National education serves to
develop the ability and character development and civilization in order to achieve a dignified
life nation
Providing education aimed at developing students' potentials in order to become a man of faith
and fear of God, noble, healthy, knowledgeable, capable, creative, independent, and become
citizens of a democratic and responsible.
Math education at school are expected to contribute in supporting the achievement of the
competence of graduates of primary and secondary education through experiential learning, in
order to be able to:
⁻ understand the concepts and apply mathematical procedures in everyday life,
⁻ make generalizations based on patterns, facts, phenomena or existing data,
⁻ perform mathematical operations for simplification, and analysis of existing components,
⁻ solve problems and communicate ideas through symbols, tables, diagrams, or other media
to clarify the situation or problem,
⁻ Have a positive attitude like the attitude of the logical thinking, critical, careful, meticulous
work, and not easily give up in solving problems.
The future development of the mathematics curriculum directed to improve life skills,
particularly in developing creativity, critical thinking, collaboration or cooperation and
communication skills. In addition, the development of mathematics curriculum also
emphasizes the skills to use technology tools to perform technical calculations (computational)
and a presentation in the form of pictures and graphics (visualization), which is important to
support other skills are skills across disciplines and skills that are noncognitive and the
development of values, norms and ethics (soft skills).
Strand
Numbers
Competencies
Up to Y3
Using natural/whole
numbers, simple
fractions in problem
solving everyday life
Algebra
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Geometry and
Measurement
Using simple plane
geometry and the
geometry of space,
the concept of units
(weight, length, and
time), in solving the
problems of
everyday life
Statistics and
probability
Presents a simple
data in the form of
diagram
Up to Y6
Using integers, prime,
fractions, multiples and
factors, powers and simple
roots in problem solving
everyday life
forming sentences in
mathematical symbol
of a situation or everyday
problems
Up to Y9
Using integers, fractions, powers and
roots, patterns of numbers, sequence
and series in problem solving everyday
life
Using the set, algebraic expressions,
relations and functions, comparison,
social arithmetic, linear equations and
inequalities of one variable, systems of
linear equations of two variables,
equation of a straight line, quadratic
equations and functions in problem
solving everyday life
Using plane geometry and
Using lines and angles, plane
the geometry of space, the
geometry and the geometry of
relationship between lines, space, similarity and congruence,
measurements (weight,
and the Pythagorean theorem,
length, area, volume, angles, geometric transformation in
time, speed, and debit), the problem solving everyday life
coordinates of an object in
problem solving everyday
life
Collect, present and
Processing, presenting and
interpret data in problem
interpreting data, and using
solving everyday life
empirical and theoretical
probabilities in problem solving
everyday life
Strand
Algebra
Geometry
and
Measurement
Statistics
and
probability
Trigonometry
Calculus
Competencies (up to Y12)
Using absolute value equations and inequalities in the
form of a linear form with one variable, systems of
linear equations of three variables, functions,
mathematical logic, mathematical induction, linear
program two variables, matrices, sequence and series in
problem solving everyday life
Using a matrix for transformation geometry, plane
geometry and geometry of space in solving problems
Using descriptive statistics of the data groups, the rules
of enumeration, and probabilities for problem solving
everyday life
Using trigonometric ratio in right-angled triangles and
angles related and trigonometric identity, law of sines
and cosines, trigonometric function in problem solving
everyday life
Using limit, derivative and indefinite integral of
algebraic function in problem solving
Text-book development
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Based activity (especially for primary school)
Using the contextual approach
An integrated thematic approach in primary school
An integrated approach for natural and social sciences in junior high school
Each discussion covers three areas of competence: knowledge, skills, attitudes
Using a scientific approach (observation based learning)
Invites students to figure out based on the context of the discussion
Each chapter / theme contain one or more projects to be done and presented by a group of students
Approach to learning mathematics
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Starting from the observation of real/concrete problems, and then to the semi-concrete, and finally
abstraction problems
The formula derived by the students and the problems posed should be done only students with
formulas and basic understanding (not only use but also to understand its origin)
Balance between mathematics with numbers and symbols and not the numbers [pictures, graphics,
patterns, etc.]
Is designed so that students must think critically to solve the problems posed
Familiarize students in reasoning and thinking algorithmic
Extending material includes opportunities, data processing, and statistics from class VII and other
materials in accordance with international standards
Introduce the concept of approximations and estimates
reference
• Law No. 20 of 2003 on the national education
system
• Government Regulation No. 19 of 2005 on
standards for national education (in
conjunction with No 15 of 2013 and no 13 of
2015)
• Regulation of the Minister of Education and
Culture on the curriculum in 2013 until 2015