Comparative Analysis of Social Science (IPS) Learning Design on

KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs)

Abdul Bashith

and Saiful Amin

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Comparison, IPS Learning Design, Madrasah Tsanawiyah (MTs), KTSP, K-13 (2013 Curriculum).

Abstract: This study aims to find out: 1) Social Science (IPS) Learning Design in Madrasah Tsanawiyah (MTs)

according to the KTSP Curriculum; 2) IPS Learning Design in MTs according to K-13 Curriculum; 3)

Comparison of IPS Learning Design in MTs on KTSP and K-13 Curriculum. This study uses a qualitative

descriptive approach, especially using library research that focuses on books or information data from

public regulation documents, journal, news, and others. The results of this study indicate that: 1) the IPS in

2006 Curriculum (KTSP) is quite simple, because it only emphasizes the required achievement of the Basic

Competency and Competency Standards; 2) the K-13 curriculum is a further step in the development of the

Competency-Based Curriculum which was pioneered in 2004 and the curriculum Education Unit Level

2006 which includes competency attitudes, knowledge, and skills in an integrated manner; 3) IPS position

on KTSP stands alone, while for K-13 Curriculum is integrated with other subjects. There are basic

competencies in K-13 Curriculum which are developed from the basic competencies contained in the KTSP.

KTSP emphasizes cognitive aspects, while in the K-13 curriculum, the three aspects are cognitive, affective

and psychomotor.

1 INTRODUCTION

One important aspect of the education system is the

curriculum, in relation to the curriculum, Indonesia

has experienced several changes in the curriculum.

With the change of curriculum in Indonesia, it is

expected that there will be a better change than

before for the Indonesian people. Continuous

development and improvement in the education

system including perfecting the curriculum is to

make people able to compete and adapt to the

changing demands of the times. The curriculum in

Indonesia has undergone many changes, ranging

from the traditional curriculum, post-independence

to the modern curriculum. After that comes the

Curriculum Based on Curriculum (KBK), Education

Unit Level Curriculum (KTSP), and the latest is the

2013 Curriculum.

In the competency-based curriculum (KBK),

students have the competencies that result from the

learning process at school (Sapriya, 2009). In the

Education Unit Level Curriculum (KTSP), students

who are active in learning are the results of the

design of each education unit with views from

several aspects. While the K-13 curriculum is an

improvement from the previous curriculum.

Public demand for education will always

experience change from time to time. For Indonesia,

the existence of IPS as a subject in school is

indisputable because there is a need arising from the

community to progress, be civilized, just and

prosperous (Soetopo & Soemanto, 1982). IPS

examines a set of events, facts, concepts, and

generalizations related to social issues. Social

studies subjects are arranged systematically,

comprehensively, and integrated in the learning

process towards maturity and success in life in

society. The formulation of the problem in this study

are: 1). How is IPS Learning Design in MTs

according to the KTSP Curriculum?, 2). How is IPS

Studies Learning Design in MTs according to K-13

Curriculum?, 3). What is the Comparison of IPS

Learning Design in MTs in the KTSP Curriculum

and K-13 Curriculum?

Based on previous research, there are some

differences in the KTSP curriculum and the K-13

curriculum (Wati, 2008). Further, another study

explored some of the factors that contribute to

1276

Bashith, A. and Amin, S.

Comparative Analysis of Social Science (IPS) Learning Design on KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs).

DOI: 10.5220/0009926312761284

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1276-1284

ISBN: 978-989-758-458-9

curriculum change (Ribeiro, 2008; Lammerding-

Koeppel, 2017). Another study determined the ratio

between 1994 basic education curriculum and

competency-based curriculum (Wijaya, 2004). It

employs the study of literature, journals, articles,

and laws relating to the object of research. This

study concludes that the fundamental difference

from the 1994 basic competency-based curriculum

curriculum lies in the dominance of teachers and

schools.

The first curriculum comes from a word that

means "walk". Relationships with a word that means

curier means to connect or intermediate one person

to another. If the curriculum is the bus driver, he

must know to travel to achieve that goal. Because

without a bus driver will not be able to walk and will

not reach its destination (Nurgiantoro, 1988).

In the classical view, the school curriculum of

educational institutions. The purpose of knowing all

the lessons and materials that will be taken. After

further exploration, the curriculum has broad

meaning: as a lesson plan, because students plan, as

students' learning experiences are obtained from

themselves (Hidayat, 2013).

The curriculum is very important in education,

because without an education curriculum it will not

be done well. The function of the curriculum itself

can be seen from various perspectives: 1) The

function of the curriculum in achieving educational

goals, is a tool to help all people in accordance with

the vision, mission and goals of national education;

2) the curriculum function for school principals is to

organize and guide daily activities in schools; 2) the

function of the curriculum for all levels of education,

it shows us the condition of school institutions to

adapt national standards to be able to adapt equally

at every level of education; 3) the curriculum

function for teachers is as a bridge for curriculum

implementation; 4) the curriculum function for

supervisors is as a guide or measure in supervising

teacher activities in schools; and 5) the function as a

graduate user is to determine the quality of labor

(Sanjana, 2010).

Guidance and improvement of school capacity

in the implementation of quality education needs to

be continued, including in the implementation of

KTSP. All elements need to synergize in an

integrated, programmed, and sustainable manner.

The preparation of this MTs (same with Junior High

School level), KTSP Implementation Guidance

document was carried out as an effort to facilitate all

parties involved in conducting technical guidance

and guidance for the implementation of the

Education Unit Level Curriculum (KTSP). The

manuscript that has been prepared is open to be

developed according to needs.

IPS is one of the subjects given starting from

SD/MI/SDLB to SMP/MTs/SMPLB. IPS examines

a set of events, facts, concepts, and generalizations

related to social issues. At the MTs/Junior High

School level, IPS subjects include Geography,

History, Sociology and Economics. Through IPS

subjects, students are directed to be democratic and

responsible citizens of Indonesia, and peaceful

citizens of the world.

The syllabus is prepared based on the Content

Standards, which contain the Subject Identity,

Competency Standards (SK) and Basic

Competencies (KD), Indicators, Main Material,

Learning Activities, Time Allocation, Learning

Resources, and Assessment. The development of the

syllabus can be carried out by teachers

independently or in groups in a school or several

schools, the Subject Teacher Group (MGMP) at the

Teacher Activity Center (PKG), and the Education

Office.

Subject Teacher Meetings (MGMP), Schools

that have not been able to develop syllabi

independently, should join other schools through the

MGMP/PKG forum to jointly develop a syllabus

that will be used by schools within the local

MGMP/PKG. The local Education Office can

facilitate the preparation of the syllabus by forming

a team consisting of experienced teachers in their

respective fields. In developing this syllabus,

schools, teacher working groups, or education

offices can request technical guidance from

universities, LPMPs, or related main units in the

Ministry of National Education.

In order to implement the learning program that

has been stated in the syllabus, the teacher must

prepare an Learning Implementation Plan (RPP).

RPP is a guide for teachers in carrying out learning

in class, laboratory, and / or field for each basic

competency. Therefore, what is contained in the

RPP contains matters that are directly related to

learning activities in an effort to achieve mastery of

a Basic Competency.

In preparing the RPP the teacher must include

the Competency Standards that cover the Basic

Competencies that will be compiled in the RPP. The

detailed lesson plan must include learning

objectives, learning materials, learning methods,

learning activities steps, learning resources, and

assessment.

Assistance is the process of providing assistance

in strengthening the implementation of the K-13

Curriculum provided by facilitators to Target

Comparative Analysis of Social Science (IPS) Learning Design on KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs)

1277

Teachers in the education units that carry out the K-

13 Curriculum. The target of mentoring the

implementation of the K-13 Curriculum at the

MTs/Junior High School level is the teachers of

Class VII SMP in 1,436 Middle Schools in 295

Regencies/Cities. The number of MTs/Junior High

School level assisted in each Regency/City varies

between 2 (two) to 6 (six) schools. Mentoring

activities are carried out at: 1) the location of the

education unit where the Target Teacher is on duty;

and 2) can be enriched through the Subject Teachers'

Consultation Forum (MGMP) independently and

sustainably.

2 METHOD

This study uses a qualitative descriptive approach,

especially using library research that focuses on

books or information

data from public regulation

documents, journal, news, and others. To support this

research, researchers need data consisting of

explanations from several books. Researchers need

some data taken from books relating to the KTSP

curriculum, and the K-13 curriculum. Researchers

can use information to retrieve some data from

problems, media consisting of magazines, journals,

articles or newspapers that are relevant to research.

There are two types of data sources, namely

primary data sources and secondary data sources: 1)

Primary data, is data from all references related to

the curriculum; 2) Secondary data taken from

several books, public regulation document,

magazines, newspapers, articles or journals related

to the discussion in this study (Prastowo, 2011).

The analysis technique at this stage is the

development of critical analysis methods. Technical

analysis includes: 1) determining the name of the

discussion topic to be studied; 2) finding sources

according to relevant curriculum topics from books,

articles, magazines, news, and others; 3) looking at

the contents of each table, and selecting topics

relevant to each variable are investigated; 4) looking

for definitions for each variable will be investigated

in literary sources, also comparing one source to

another, and chosen according to the definition of

the research to be carried out; 5) reading in all the

contents of the book that is in accordance with the

topic of the variable will be investigated, analyzed,

and made an argument as well as opinions about the

curriculum content of the data sources that have

been obtained; 6) describe theories and readings that

have been read from various sources used as a basis

for describing subjects in the curriculum.

3 RESULT & DISCUSSION

3.1 Study and Review of Social

Sciences

The formulation of the notion of IPS has been

widely raised by experts in social studies. In

American schools prominent IPS are known as

social studies. So, the term IPS is a translation of

social studies. Thus IPS can be interpreted as "study

or study of society". In studying the community,

teachers can conduct research from various

perspectives, such as the study of History,

Geography, Economics, Sociology, Political-

Governmental Anthropology, and simplified aspects

of Social Psychology to achieve learning goals

(Nadir, et. al., 2009)

The term IPS is the name of a subject at the

school level or the name of a college in a university

that is identical to the term "social studies" in a

curriculum in other countries, especially in countries

such as Australia and the United States. Names of

IPS are more well-known social studies of other

countries which are the results of experts or experts

in Indonesia. In the 1975 IPS curriculum document

is one of the names of subjects given at the primary

and secondary education levels.

However, the definition of IPS at the school

level itself has a mean meaning between IPS for

elementary schools with IPS for Junior High Schools

(SMP/MTs) and IPS for Senior High Schools

(SMA/MA). Understanding IPS in existing

schooling means a program, which means that the

subjects stand alone, there is a meaningful

combination (from subjects or disciplines). This

difference can also be drawn from the differences

that occur in each level of schooling (Sapriya, et. al.,

2008) with the focus on competence oriented tasks

(Aigul & Nurgul 2018).

The following is the understanding of IPS

expressed by education and social studies experts in

Indonesia.

1. Moeljono Cokrodikardjo stated that IPS is the

realization of interdisciplinary approach from

social science. It is an integration of various

fields of social science, namely sociology,

anthropology, culture, psychology, history,

geography, economics, political science and

human ecology, which are formulated for

instructional purposes with simplified material

and goals so that they are easy to learn.

2. Nu'man Soemantri (2001) stated that IPS is a

simplified IPS lesson for elementary, junior and

senior high school education. Simplifying

ICRI 2018 - International Conference Recent Innovation

1278

discovery of meaning: changing the level of

difficulty of the social sciences that are usually

used in universities is a lesson that is

appropriate to the visibility of thinking of

elementary and secondary school students,

reinforcing and integrating different materials in

the branch of social sciences and community

life into easy lessons digested.

3. S. Nasution diverts IPS as a lesson that is fusion

or mention it by the eyes of a social painter.

Printing that IPS is part of the school curriculum

that deals with human roles in various fields of

history, economics, geography, sociology,

anthropology, and social psychology.

3.2 Development of Social Science

IPS is an educational program and not a separate

sub-discipline, so it will not be found in the

nomenclature of the philosophy of science, social

sciences, and education (Soemantri. 2001). The

Social Scence Education Council (SSEC) and the

National Council for Social Studies (NCSS), refer to

IPS as "Social Science Education" and "Social

Studies". In other words, IPS follows an integrated

perspective from a number of subjects such as:

geography, economics, political science, law,

history, anthropology, psychology, sociology, and so

on (Sapriya, et. al., 2008)

In the field of social knowledge, there are many

terms. These terms include: Social Sciences and

Social Studies.

3.2.1 Social Sciences

Achmad Sanusi gave a restriction on Social Sciences

as follows: "Social Sciences consists of

IPSdisciplines that are academic and are usually

studied at the college level, the more scientific the

further (Nadir, et al., 2009). According to Gross

(Djahiri, 1981), Social Sciences is an intellectual

discipline that studies humans as social beings

scientifically, focusing on humans as members of

society and on the groups or societies that they form.

It is a branch of science that studies human behavior

both individual and group behavior. Therefore,

Social Sciences is the study of human behavior and

studying humans as members of society.

3.2.2 Social Studies

Different from Social Sciences, Social Studies is not

a scientific field or academic discipline, but rather an

area of study of social symptoms and problems.

About this Social Study, Sanusi (1971) gave the

following explanation:

Social Studies is not always

academically-university level, it is even a learning

material for students since primary education.

3.3 Study of the History of Social

Sciences and the Role of Social

Studies in Indonesia

It must be admitted that the idea of IPS comes from

the United States education literature. The real name

of IPS in the United States is "Social Studies". The

term was first used as the name of a committee

namely the "Committee of Social Studies" which

was established in 1913. The purpose of the

establishment of the institution was as a forum for a

group of experts interested in the Social Sciences

curriculum at the school level and experts in Science

Social sciences that have similar interests.

The definition of IPS according to the National

Council for Social Studies (NCSS), defines IPS as

follows: ”social studies is the integrated study of the

science and humanities to promote civic

competence. Within the school program, social

studies provides coordinated, systematic study

drawing upon such disciplines as Anthropology,

Economics, Geography, History, Law, Philosophy,

Political Science, Psychology, Religion, and

Sociology, as well as appropriate content from the

Humanities, Mathematics, and Natural Sciences.

The primary purpose of social studies is to help

young people develop the ability to make informed

and reasoned decisions for the public good as citizen

of a culturally diverse, democratic society in an

interdependent world”.

Basically Mulyono Tj. (1980) limiting IPS is an

Inter-disciplinary Approach from the Social

Sciences lessons. IPS is an integration of various

branches of the IPS, such as Sociology, Cultural

Anthropology, Social Psychology, History,

Geography, Economics, Political Science, and so on.

This is further emphasized that IPS is the result of a

combination or the result of a fusion or a

combination of a number of subjects such as:

Geography, Economics, History, Sociology,

Anthropology, Politics (Saidiharjo & Sumadi, 1996).

The IPS field that enters Indonesia is from the

United States, which in its home country is called

Social Studies. The first time Social Studies were

included in the school curriculum was in Rugby

(England) in 1827, or about half a century after the

Industrial Revolution (18th century), which was

marked by changes in the use of human power into

mechanical power. The background to the inclusion

of social studies in school curricula in the United

States is different from that in England because the

Comparative Analysis of Social Science (IPS) Learning Design on KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs)

1279

circumstances and conditions that cause it are also

different. The population of the United States

consists of various kinds of races, including Indian

races who are indigenous, white races coming from

Europe and Negro races imported from Africa to be

employed in the country's plantations.

Initially the multi-racial population of the

United States did not cause problems. Only after the

civil war between north and south, or what is known

as the Slave War that took place in 1861-1865, at

that time the United States was ready to become a

world power, began to feel difficulties, because the

multi-racial population found it difficult to become a

nation.

In addition, there are also very sharp socio-

economic differences. Community and education

experts strive to make the multi-racial population

feel one nation, the American nation. One of the

methods taken was to include social studies in the

school curriculum in the state of Wisconsin in 1892.

After research, then at the beginning of the 20th

century, a National Commission from the National

Education Association gave recommendations on the

need for social studies incorporated into the

curriculum all United States primary and secondary

schools. The form of social studies at birth is a kind

of concoction of subjects in history, geography and

civics (Sapriya et. al., 2008).

Aside from being a reaction of Social Sciences

experts to the social situation in the United Kingdom

and the United States, the inclusion of Social Studies

into the school curriculum is also motivated by the

desire of education experts. This is because they

want after leaving elementary and secondary school,

students: (1) become good citizens, in the sense of

knowing and exercising their rights and obligations;

(2) can live in a balanced society, in the sense of

paying attention to personal and community

interests. To achieve this goal, students do not have

to wait to study Social Sciences in higher education,

but actually they have received social studies in

elementary and secondary schools. Social Sciences

Education Development.

Another consideration for the inclusion of social

studies in the school curriculum is the ability of

students to be very decisive in the selection and

organization of social studies material. In order for

the social studies subject matter to be more

interesting and more easily digested by elementary

and middle school students, the ingredients are taken

from real life in the community. Material or material

taken from personal experience, peers, and the

natural environment, and the surrounding

community. This will be easier to understand

because it has greater meaning for students than

abstract and complicated teaching materials from the

Social Sciences (Sapriya, et. al., 2008).

The background of the inclusion of the social

studies field into the school curriculum in Indonesia

is very different from that in the United Kingdom

and the United States. The growth of IPS in

Indonesia is inseparable from chaotic situations,

including in the field of education, as a result of the

G30S / PKI rebellion, which was finally crushed by

the New Order Government.

In 2004, the government changed the

curriculum again, which is known as the

Competency Based Curriculum (KBK). In the social

curriculum, the name changed to Social Knowledge.

The development of the Social Knowledge

curriculum responds positively to various

developments in information, science and

technology. This is done to improve the relevance of

the Social Knowledge learning program to local

conditions and needs.

The role of IPS in the provision of material is

given by teachers based on the education

curriculum. Social studies education curriculum in

Indonesia has changed several times, such as the IPS

curriculum in 1964, 1968, 1975, 1984, 1986, 1994,

2004, 2007. From each of these changes experienced

an increase in how a teacher delivered his students.

For example, the 1994 social curriculum material in

the system was more integrated and simpler than the

social studies curriculum material of 1986 and the

social studies curriculum of 1975 which still seemed

to stand alone. In the 1994 social curriculum the

teacher is required to be able to develop the material

to be delivered, whereas in the previous curriculum

one is more referring to the material contained in the

book.

3.4 Position and Design of Social

Studies Learning in KTSP and

K-13

The position of IPS in Entertain Social Sciences in

accordance with its designation as science, IPS is its

emphasis on scholarship related to community life or

social life. Therefore, this IPS is specifically studied

and developed at the level of higher education. With

regard to this social science, Norma Mackenzie (on

Sapriya, 2009) argues that IPS is all fields of science

relating to humans in its social context or in other

words all fields of science that study humans as

members of society. Aspects - aspects of human life

as members of the community include: 1) aspects of

relationships between human in groups; 2) aspect of

ICRI 2018 - International Conference Recent Innovation

1280

psychology; 3) aspects of material needs; 4) aspects

of norms, regulations and law; 5) aspects of

Government and state; 6) aspects of Cultural; 7)

aspects of Welfare; 8) aspects of Communication; 9)

aspects of wisdom and social welfare; 10) aspects of

human relations with the natural environment; 11)

aspects of Management, arrangements and others;

12) aspects of Education; and other aspects.

In the implementation of the 2004 curriculum

there are a number of signs that must be considered,

namely: (1) Standard documents on competency

subjects in Social Sciences are one of the guidelines

for curriculum development in the regions to prepare

syllabi. (2) Organizing the material using an

expanding community approach, starting from the

things closest to students to things that are more

global. (3) Learning in the Social Knowledge Study

subject uses an integrated approach and a contextual

learning approach to develop and improve

intelligence, attitudes, and social skills. This

approach is realized by other means through the use

of inquiry, explorative and problem solving

methods. These learning methods can be carried out

in a variety of ways within or outside the classroom

by taking into account the availability of learning

resources. (4) In Learning Social knowledge needs

to be followed by a practice of learning Social

knowledge. This learning practice is a learning

innovation designed to enable students to understand

facts, events, concepts and generalizations through

empirical learning parables, called environmental

awareness tactics. (5) In learning Social Knowledge

can use a variety of media that has the potential to

add insight into the context of learning and increase

learning motivation. Slides, films, radio, television,

and computers that are equipped with CD-Room and

internet relations can be used to access various

information about local, national and global issues.

(6) Class-based assessment in social knowledge

subjects is directed to measure achievement of

learning outcomes indicators. Besides written

examples (pencil and paper test) can also use a

model of assessment based on actions (performance

based assessment), assignment (project), product or

(portfolio). (7) time allocation of each learning

outcome can be organized by the teacher according

to the allocation (8) The order of indicators in the

2004 curriculum can be adjusted to the needs.

That is the description of IPS in elementary

school, in the last 10 years and has implemented two

types of curriculum, namely the curriculum 1994

and 2004. Based on input from the implementation

field, the 2004 curriculum known as Competency

Based Curriculum (KBK), has not been fully

implemented in all classes, classes II and VI still use

the 1994 curriculum (Sapriya, et. al., 2008).

According to information from several teachers

who have implemented the KBK, there are still

various obstacles, such as the limited source book;

the learning approach that still uses conventional

methods with monotonous methods, so students are

difficult to carry out for inquiry, discover and

explore in the learning process and strong

enthusiasm from the teacher as the spearhead of

learning, in a relatively short period of time will be

able to implement the implementation of this KBK

in accordance with the signs stated above. In the

Education Unit Level Curriculum (KTSP) is an

operational curriculum compiled by and

implemented in each education unit. In the

Education Unit Level Curriculum Structure contains

8 subjects plus local content, of which there are

social studies subjects.

According to Sapriya (2009) the IPS curriculum

in 2006 aims to have students as follows:

1. Knowing concepts related to people's lives and

their environment.

2. Having the basic ability to think logically and

critically, curiosity, inquiry, problem solving, and

skills in social life.

3. Having commitment and awareness of social and

humanitarian values.

4. Having the ability to communicate, cooperate,

and compete in a pluralistic society, at the local,

national and global levels.

The IPS curriculum in 2006 is quite simple,

because it only emphasizes the achievement of the

required Basic Competency and Competency

Standards. This provides opportunities for teachers

as curriculum developers to be creative in social

studies learning that is active, creative, effective, and

fun. Social studies material is an integration between

Geography, History, Sociology and Eeconomics.

Social studies subjects are arranged in a systematic,

comprehensive and integrated manner in the

learning process towards news and success in life in

society.

With this approach it is expected that the child

will gain a broader and deeper understanding of the

related fields of science. In accordance with the

characteristics of children and social studies, the

expository method will cause students to be passive,

and reduce the degree of social studies into boring

rote learning. Teachers who act monopolizing the

role of information sources should improve their

performance with various learning methods, such as

presenting a cooperative learning model; role

playing, jigsaw, reading poems, books, or

Comparative Analysis of Social Science (IPS) Learning Design on KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs)

1281

newspapers/magazines/journals so students are

included in academic activities. Implement active,

creative, effective, and fun learning (PAKEM) that

allows children to work on diverse activities to

develop skills, attitudes, and understanding by

emphasizing learning while working, while teachers

use various learning resources and tools, including

the use of the environment so that learning is more

interesting, fun, and effective. Of course the teacher

must draw on his knowledge and practice his skills,

so that he is able to present social studies learning

interestingly.

While the K-13 curriculum is a further step in

the development of a Competency-Based

Curriculum which was pioneered in 2004 and the

2006 Education Unit Level Curriculum which

includes integrated attitudes, knowledge and skills

competencies. This development is carried out to

answer internal and external challenges that develop

in the community.

The K-13 curriculum aims to prepare

Indonesian people to have the ability to live as

individuals and citizens who are faithful, productive,

creative, innovative, and affective and able to

contribute to the life of society, nation, state and

world civilization. In the National Seminar with the

theme "Social Education and Implementation of the

K-13 Curriculum to Realize the Golden Generation",

Sardiman (on Sapriya, 2009, Rouf & Sugiarti, 2018)

conveyed why it is necessary to renew and what is

the urgency of K-13 curriculum development,

namely that the Indonesian curriculum has never

changed. This means that the ending is still tidy.

This means that the teacher's behavior from the

beginning of the curriculum in 1947 to the 2006

curriculum is the same. That is one reason for

curriculum development.

Sardiman added, the public perception that the

education curriculum is currently too focused on the

cognitive aspects, besides that the burden on

students for subjects is too heavy but lacks character.

Sardiman said that the 2013 curriculum development

theme is a curriculum that can produce productive,

creative, innovative and affective Indonesian people

through strengthening integrated attitudes, skills and

knowledge.

In the K-13 curriculum the position of the

teacher is not only as a teacher and educator as we

know together, but in this curriculum the teacher's

position is also as a facilitator, leader, motivator, and

as a 'servant and diver' of students. On the same

occasion, Hamid Hasan stated that IPS education

content in the 2013 curriculum included:

1. Knowledge of the lives of the surrounding

community, nation and humanity in various

aspects of life and the environment.

2. Skills of logical and critical thinking, reading,

learning (learning skills, inquiry), solving

problems, communicating and cooperating in the

lives of nations.

3. Values of honesty, hard work. Social, culture,

nationality, peace and humanity and personality

based on these values.

4. Attitude: Curiosity, manhood, respect for

achievement, competitive, creative and

innovative and responsible.

But in reality, the implementation of the K-13

curriculum is still a lot of one of the sources of

'confusion' that must be faced by teachers today.

This confusion is due to the unclear how to apply

and apply the K-13 curriculum in the field. In

addition to being confused about the implementation

of the K-13 curriculum, currently the IPS subject

teachers are still not fully able to carry out in

accordance with what is mandated from the IPS

social curriculum (Nindi, 2013).

3.5 IPS Position Analysis on KTSP and

K-13

Table 1: IPS Position Analysis on KTSP.

Competence

standard

Basic competence

1. Understanding the

development of

the Indonesian

region, the

appearance of

nature and the

social conditions

of countries in

Southeast Asia, as

well as continents.

1.1 Describe the

development of

Indonesia's territorial

administration system.

1.2 Comparing natural

features and social

conditions of

neighboring countries.

1.3 Identify continents.

2. Understanding

natural

phenomena that

occur in Indonesia

and beyond.

2.1 Describe natural

phenomena (events) that

occur in Indonesia and

neighboring countries

2.2 Knowing ways to deal

with natural disasters

3. Understanding the

role of the

Indonesian nation

in the global era.

1.1 Explain the role of

Indonesia in the global

era and its positive and

negative impact on the

life of the Indonesian

people

2.3 Knowing the benefits of

exports and imports in

Indonesia as an economic

activity between nations

ICRI 2018 - International Conference Recent Innovation

1282

Table 2: IPS Position Analysis on K-13

Basic Competencies and Apects of

Social Studies Subject

1.1 Describe the development of Indonesia's

territorial administration system (cognitive

domain).

1.2 Comparing natural features and social

conditions of neighboring countries

(cognitive domain).

2.1 Describe natural phenomena (events) that

occur in Indonesia and neighboring countries

(cognitive domain).

2.2 Knowing ways to deal with natural disasters

(cognitive domain).

2.3 Shows the behavior of responsibility, care,

confidence in developing a healthy lifestyle,

the preservation of the physical environment,

culture, and valuable relics in the community

(psychomotor domain).

3.1 Expressing the diversity of spatial aspects

and connectivity between space, time,

change and the sustainability of human life in

the social, economic, educational and

cultural aspects of Indonesian society

(cognitive domain).

3.2 Concern and respect for social, cultural,

economic and political institutions (Affective

domain).

3.3 Reviewing the benefits of political, social,

economic and cultural institutions in the lives

of the Indonesian people and nations

(cognitive domain)

IPS position on KTSP, especially stands alone.

Whereas for k-13 Curriculum integrated with other

subjects. There are basic competencies in KTSP that

are not taught in the k-13 Curriculum. And there are

basic competencies in the k-13 Curriculum that is

developed from the basic competencies contained in

the KTSP. KTSP emphasizes cognitive aspects,

while in the K-13 Curriculum, the three aspects are

cognitive, affective and psychomotor

4 CONCLUSION

The IPS curriculum in 2006 (KTSP) is quite simple,

because it only emphasizes the achievement of the

required Basic Competency and Competency

Standards. This provides opportunities for teachers

as curriculum developers to be creative in IPS

learning that is active, creative, effective, and fun.

IPS material is an integration between Geography,

History, Sociology and Economics.

While the K-13 Curriculum is a further step in

the development of the Competency-Based

Curriculum which was pioneered in 2004 and the

2006 Education Unit Level Curriculum which

includes integrated attitudes, knowledge and skills

competencies. This development is carried out to

answer internal and external challenges that develop

in the community.

IPS position on KTSP, especially stand alone.

Whereas for K-13 Curriculum integrated with other

subjects. There are basic competencies in KTSP that

are not taught in the K-13 Curriculum. And there are

basic competencies in the K-13 Curriculum that are

developed from the basic competencies contained in

the KTSP. KTSP emphasizes cognitive aspects,

while in the K-13 Curriculum, the three aspects are

cognitive, affective and psychomotor.

ACKNOWLEDGMENT

The authors are thankful to all those who have

assisted in this research. Especially to The Faculty of

Tarbiyah and Teacher Training, UIN Maulana Malik

Ibrahim Malang who has provided financial

assistance to research.

REFERENCES

Aigul, Dauletkulova & Nurgul, Kurmanbekkyzy. 2018.

Competence-oriented task as means of quality

improvement of mathematical education International

Journal of System Modeling and Simulation3(2), 7-12

Djahiri, A. Kosasih, 1981. Ilmu-ilmu sosial dalam IPS

persekolahan dan program IKIP (FPIS). Jakarta,

Depdikbud.

Hidayat, Sholeh, 2013. Kesiapan Guru Menyongsong

Kurikulum 2013. (Available:

http://www.untirta.ac.id/berita-501-artikel--kesiapan-

guru-menyonsong- kurikulum-2013.html).

Lammerding-Koeppel, Maria. Giesler, Marianne.

Gornostayeva, Maryna. Narciss, Elisabeth. Wosnik,

Annette et al. 2017. Monitoring and analysis of the

change process in curriculum mapping compared to

the National Competency-based Learning Objective

Catalogue for Undergraduate Medical Education GMS

Journal for Medical Education 34(1)

Mulyono, Tj., 1980. Pengertian dan Karakteristik Ilmu

Pengetahuan Sosial. Jakarta, Depdikbud.

Nadir, et. al.., 2009. Ilmu Pengetahuan Sosial 1. Surabaya,

Amanah Pustaka.

Nindi, Ilahi, 2013. Pembelajaran Ilmu Pengetahuan

Sosial (IPS) di Sekolah. (Available:

http://cintailahirab.blogspot.com).

Nurgiantoro, Burhan, 1988. Dasar-dasar Penggembangan

Kurikulum Sekolah. Yogyakarta, BPFE.

Prastowo, Andi, 2011. Memahami Metode-Metode

Penelitian Suatu Tinjauan Teoretis dan Praktis.

Yogyakarta, Media AR-Ruzz.

Ribeiro, Basilio, 2008. Perbedaan KTSP dengan KBK dan

Esensi daripada Kurikulum yang Selalu Berubah-

Comparative Analysis of Social Science (IPS) Learning Design on KTSP and K-13 Curriculum in Madrasah Tsanawiyah (MTs)

1283

Ubah dengan Membandingan Semua Kurikulum

(Kurikulum 1975, 1984, 1994, 2004, 2006). Thesis,

Fakultas Pendidikan, Universitas Negeri Surabaya.

Rouf, Abdul & Sugiarti Ayu .2018. Kompetensi guru

dalam mengembangkan kurikulum 2013 pada

pembelajaran fiqih di kelas X Madrasah Aliyah

Balongrejo Sumobito Jombang. Sumbula: Jurnal Studi

Keagamaan, Sosial dan Budaya; 3(1), 734-757

Saidihardjo & Sumadi, 1996. Konsep Dasar Ilmu

Pengetahuan Sosial. Yogyakarta, FIP FKIP.

Sanjana, Wina, 2010. Kurikulum dan Pembelajaran: Teori

dan Praktik Penggembangan Kurikulum Tingkat

Satuan Pendidikan (KTSP). Jakarta, Prenada Media

Group.

Sanusi, Achmad. 1971. Studi Sosial di Indonesia.

Bandung. IKIP Bandung.

Sapriya, 2009. Pendidikan IPS Konsep dan Pembelajaran.

Bandung, PT. Remaja Rosdakarya.

Sapriya, et. al., 2008. Pendidikan IPS. Bandung,

Laboratorium PKn UPI Press.

Soemantri, Muhammad Numan, 2001. Menggagas

Pembaharuan Pendidikan IPS. Bandung, PT. Remaja

Rosdakarya.

Soetopo, Hendyat, & Soemanto, Wasty, 1982. Pembinaan

dan Pengembangan Kurikulum. Jakarta, Bina Aksara.

Wati, Indah, 2008. Analisis Perbedaan Kurikulum KTSP

dan Kurikulum 2013. Thesis, Fakultas Pendidikan

Ekonomi, Universitas Islam Negeri Sunan Kali Jaga

Yogyakarta.

Wijaya, Yusuf Tata, 2004. Comparative between 1994

Basic Education Curriculum with competency-based

curriculum. Thesis, Fakultas Keguruan dan Ilmu

Pendidkan, Universitas PGRI Yogyakarta.

ICRI 2018 - International Conference Recent Innovation

1284