Proceedings International Conference on Teaching and Education (ICoTE)
Volume 4: English Language Teaching in Indonesia (March 2024)
Comparison Curriculum Analysis between Indonesian KTSP 2006 and
2013 Curriculums
Alvin Barata1; Lilis Patria2; Shilvani3
Faculty of Teacher Training and Education, Tanjungpura University – INDONESIA1; Faculty of Teacher
Training and Education, Tanjungpura University – INDONESIA2; Faculty of Teacher Training and Education,
Tanjungpura University – INDONESIA3
[email protected],
[email protected],
[email protected]
DOI: http://dx.doi.org/10.26418/icote.v4i1.78270
Abstract
Education has become a part of human life. It is given to individuals differently depending on where
the educational activities take place. In order to maintain the consistency of education in certain areas,
there is a need for a curriculum that defines the materials and learning standards that must be taught and
achieved in educational institutions based on the customs of each area around the world. One method
of curriculum implementation is through textbooks. They are tools in which curriculum materials and
standards are implemented to support teaching and learning activities. Textbooks always have problems
with the content related to the implemented curriculum. There is a need for evaluation to assess the
effectiveness and efficiency of textbooks. This study examines the existing implemented curriculum
with the textbook contents. Two textbooks, "Bahasa Inggris" based on Indonesian Curriculum 2013 and
"Developing English Competences" based on Indonesian KTSP 2006 curriculum, are used for
assessment and evaluation. Qualitative method called document analysis is used by implementing
McGrath's theory to evaluate textbooks. The results are the difference and validity between the
textbooks contents and both the 2013 and 2006 KTSP curriculum. Both are considered suitable, but
with some difficulties in certain degrees in teaching and learning activities.
Keywords: Textbook, curriculum 2013, KTSP 2006, analysis, comparison
1 INTRODUCTION
The textbook is the most common medium for
teaching and learning, and it can be one of the factors
that determine whether or not a teaching-learning
process is successful (Surtikanti, 2020). The
instructor requires materials from various
instructional resources, such as textbooks, the
internet, the mass media, and so on, to meet the
teaching and learning objectives. The textbook is
one of the most typical instructional resources used
by the teacher. One of the things that determines the
success of teaching and learning is a good textbook.
It’s because the textbook serves as a basis for
classroom learning and a guide for teachers to ensure
that teaching-learning activities run smoothly,
effectively, and efficiently, as well as for students to
ensure that they can participate fully in teachinglearning activities. According to Tomlinson (2012),
as mentioned in Mulyaningsih (2019), a good
textbook should provide students with useful
information about the subject and help them practice
what they have learned. This means that the book
should be easy to understand and helpful in learning
the language. A good textbook not only provides
information, but also helps students learn by doing.
The book gives them the opportunity to practice
what they are learning in real situations. It also
encourages students to ask questions and explore
new ideas on their own.
There are several textbook issues from various
publishers, including inappropriate content (Susiati,
S., & Mufidati, 2020). Many textbooks in Indonesia
have recently become debatable. They bring up
themes like pornography, LGBT problems, and
divorce, which have recently received a lot of
attention in the mainstream media. This raises
concern in society, particularly among parents.
Unfortunately, teachers are occasionally aware of
such elements in a textbook while teaching in the
classroom. As a result, a textbook should be
appropriate for the curriculum and address the needs
of the students. The government issued standardized
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textbooks to combat and
distribution (Susanto, 2014).
control
textbook
A curriculum is a set of plans and rules related to the
goals, content, teaching materials, and methods
which are used to implement instructional activities
to achieve specific educational purposes, according
to the Indonesian Institution of National Education
Standards (2006). Its specific goals include national
education based on potential local needs, education
units, and learners. Besides that, there have been
several curricula changes in Indonesia since 1947;
the least was the change of 2006 KTSP into
Curriculum 2013 (Theodora, Berta Dian, Haryanto,
& Marti’ah, 2017). Besides that, curriculum
currently applied in Indonesia is Kurikulum-13,
often known as kurtilas. The K-13 curriculum is an
adaptation of the previous curriculum, the SchoolBased Curriculum (KTSP).
Some criteria in evaluating an EFL textbook include
layout, design, language level, methodological
aspects, and other aspects (Ayu & Indrawati, 2019).
However, some factors linked to the physical
attributes of textbooks, such as layout, design, size,
and visuals, should be included in the evaluation
checklists. Other essential factors to consider are
assessing textbook technique, material availability
based on curriculum, language skills, themes,
language appropriateness, and cultural element.
From this, the textbook assessor should establish
their priorities and create a checklist by applying
some of the criteria above and adding others
depending on personal preferences.
This research aim is to compare the EFL textbooks
evaluation based on KTSP and Curriculum 2013
published by the government. Using document
analysis to attempt to determine the usefulness and
efficiency of the textbooks Developing English
Competencies and Bahasa Inggris, as well as the
differences between them. Document analysis can
provide some hypotheses for further research and
serve as a reference for comparing the two
textbooks.
2 LITERATURE REVIEW
2.1 Evaluating ELT Material
Textbook evaluation is essential to filter and choose
the proper materials for the benefit of learning and
learning objectives (Ponnusamy et al., 2021). Both
predictive and retrospective evaluations aim to make
the teaching and learning environment more
effective, according to the aforementioned
definitions. Both types of evaluation assist teachers
in making appropriate measurement regarding the
effectiveness of their teaching, including the
materials they use (Alsulami, 2021). There are three
basic methods of analysis and evaluation, which are
impressionistic method, the checklist method, and
in-depth method (McGrath, 2005).
2.2 The Use of Textbook
Textbooks are described as tools that are used as
learning media in most educational institutes mainly
in schools, which are provided by the government to
support teaching and learning activities (Ilahi,
2019). In the case of la (...truncated)
