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The new paradigm curriculum, which is planned to be implemented this year, is considered to have a more flexible character so that it can facilitate education units even in remote areas in terms of implementation.
This new paradigm curriculum will also focus more on material lesson which is essential so that the material presented by the educators is not too much or too dense.
That way, educators have more time to carry out character development related to the profession and abilities in the field of education competence especially in terms of the subjects taught by the educators.
The new paradigm curriculum is also the result of the development or refinement of the previous curriculum or better known as the 2013 KTSP. this.
In particular, the implementation of this new paradigm curriculum will also be carried out with a gradual and limited concept. And, as a pioneer, the new curriculum as a result of this refinement will be applied to the driving schools as a model to later become the new curriculum in all schools in Indonesia.
Although it is the result of an improvement from the previous curriculum, in terms of its implementation, the Ministry of Education and Culture submits fully to the education unit that will undergo this curriculum.
The Ministry of Education and Culture is also not coercive, and flexible according to the needs of each education unit in terms of its implementation in the process of teaching and learning activities in education units.
Getting to Know the New Paradigm Curriculum and Differences with the 2013 Curriculum
As a new curriculum which is the result of improvements to the previously applicable curriculum, namely the 2013 curriculum and the emergency curriculum as a consequence of the outbreak of the Covid-19 pandemic, this new paradigm curriculum does have a different character.
The following are some of the differences in the new paradigm curriculum that will be implemented starting in 2022:
Curriculum Structure
The existing curriculum structure in the new paradigm curriculum applies the Pancasila student profile as the focus of development starting from content standards, processes to assessment standards in a curriculum.
Thus, the majority of the curriculum structure in this new curriculum includes intracurricular activities such as face-to-face learning or PTM, scientific activities and projects. And, each educational unit also has the freedom to optimize each learning program that can and is considered capable of developing the skills and competencies of each student so that it is in accordance with the goals and vision and mission of each educational unit.
Learning Outcomes
In the new paradigm curriculum as well, there are changes, especially in terms of basic competencies which are the benchmark for student achievement, which is better known as learning achievement.
Learning outcomes are interpreted as a series of various knowledge and skills as well as attitudes and traits as a mutually sustainable and integrated process in relation to a competency that exists in students.
Thematic Approach
In this new paradigm curriculum too, the thematic approach which was originally only applied to elementary school-level education units, then in this curriculum the thematic approach is very likely to be applied to other levels of education.
Class Hours Set Every Year
This new curriculum also sets lesson hours that are different from the previous curriculum. In this curriculum, lesson hours are set by year so that educational units can easily schedule each learning activity at school.
