Perceptions of Teachers and Students About Changes in the KTSP
2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects
Irdhan Epria Darma Putra
a
, Alwen Bentri
b
, Nurhizrah Gistituati
c
, Robby Ferdian
d
and
Rudi Nofindra
e
Universitas Negeri Padang, Road. Prof. Dr. Hamka, Air Tawar Barat Subdistrict. North Padang,
Padang City, West Sumatera 25171, Indonesia
Keywords: Perceptions, Curriculum Changes, KTSP 2006 Curriculum, 2013 Curriculum, Arts and Culture Learning
Subjects.
Abstract: Cultural arts learning can shape students' character to increase competence in expressing beauty and harmony,
including appreciation and expression, both in personal and social life, so that they can enjoy life and realize
a harmonious life. The change in the 2006 KTSP curriculum to the 2013 curriculum in the arts and culture
learning subjects caused various perceptions from teachers and students. The research purpose is to describe
the perceptions of teachers and students about the change from the KTSP curriculum to the 2013 curriculum.
The method used in this study is a literature study to examine the perceptions of teachers and students based
on goals, philosophical foundations, theoretical foundations, juridical foundations, and characteristics. This
study's assessment of indicators produced a positive and negative perception of the change from the 2006
KSTP curriculum to the 2013 curriculum. Positive perceptions from teachers and students dominate these two
perceptions because teachers and students can accept curriculum changes because they can shape student
character. Still, negative perceptions come from the teacher's unpreparedness in obtaining curriculum changes
from KTSP 2006 to 2013 and inadequate cultural arts learning media in each academic unit.
1 INTRODUCTION
Based on the conceptual foundation of the cultural
arts curriculum, it is a learning that can develop
sensitivity and competence in expressing and
competence in defining beauty and harmony.
Competence in revealing beauty and harmony
includes appreciation and expression, both in
personal and social life, so they can enjoy life and
realize a harmonious life (Peraturan Pemerintah
Republik Indonesia Nomor 19 Tahun 2015 Tentang
Standar Nasional Pendidikan, 2005).
When traced following the conceptual foundation
of the curriculum above, cultural arts is learning that
functions in structuring the nation's character
(Kementerian Pendidikan Nasional, 2010). Learning
a
https://orcid.org/0000-0003-1156-2925
b
https://orcid.org/0000-0002-8358-3867
c
https://orcid.org/0000-0003-0454-7612
d
https://orcid.org/0000-0003-2776-9373
e
https://orcid.org/0000-0002-5158-4240
artistic skills can increase knowledge of social
livelihoods. In addition, students can increase cultural
elements that impact respecting others, such as
respecting themselves. Students are part of humans
who have complex life needs. This cultural element is
done for the sustainability of human life to increase
cultural aspects and impact other humans living
(Suriasumantri, 1994).
The implementation of learning is adjusted to
each education unit's education unit. The comparison
between learning materials with the availability of
time and learning achievement is not comparable to
material based on the curriculum because music and
dance focus on practice. Coupled with the curriculum
changes from each change of government leadership,
it creates new problems, especially for teachers and
students, after the evolution of the education unit-
52
Putra, I., Bentri, A., Gistituati, N., Ferdian, R. and Nofindra, R.
Perceptions of Teachers and Students About Changes in the KTSP 2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects.
DOI: 10.5220/0012196500003738
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 52-60
ISBN: 978-989-758-669-9; ISSN: 2975-9676
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.

level curriculum (KTSP) to the 2013 Curriculum. It
was officially carried out by the Minister of
Education and Culture of the Republic of Indonesia
in 2013 (Sopandi & Prabowo, 2014).
The KTSP curriculum is an operational
curriculum developed and disseminated to regions
and academic units. This curriculum is a curriculum
that maximizes students in the classroom (Mulyasa
2014). It can be explained that the teacher functions
in acting out the application of KTSP in improving
learning materials in the school. Learning activities
are based on the level of knowledge of the teacher.
Therefore, teacher competence is needed to determine
the quality of education to impact the quality of the
next generation of education(Hamalik 2015). Thus,
the role of teachers in applying KTSP in learning
cultural arts is complementary and can increase the
competence of thinking and feeling the power that
can develop the soul and gain experience. Meanwhile,
the role of cultural arts education is education that
functions as a creation of student character following
the needs of intellectual improvement
interpersonally, visual, musical, linguistic, numerical,
creativity, spiritual, moral, and emotional (Khumaeni
& Susanto, 2021). Furthermore, the application of the
curriculum is a process of the implication of
principles, ideas, programs, or structuring of the
curriculum into learning practice to change the
expected group of people—the interpretation of
curriculum results from the educators as the plan that
gains influence from several factors.
 Curriculum characteristics include a context
space for the expression of ideas and ideas in a
curriculum and provisions for curriculum users
 The insertion strategy is a way that is carried out
in the application, such as discussions, seminars,
workshops, the availability of curriculum books,
and other activities that can support the
implementation of the curriculum
 3)Characteristics of curriculum users include
knowledge, skills, evaluation, and educator
behaviour towards the curriculum and
competencies in realizing it in the learning
process
2 METHOD
The use method in this study is a literature study by
identifying the perceptions of teachers and students
about the changes in the 2006 KTSP curriculum with
the 2013 Curriculum in the Arts and Culture subject.
Several indicators are used to study the KTSP 2006
curriculum with the 2013 Curriculum, including basic
concepts, objectives, philosophical foundations,
theoretical foundations, juridical foundations, and
characteristics. The data collection method is related
to changes in the KTSP 2006 and 2013 curricula,
namely educating teachers' and students' perceptions
of changes in the KTSP 2006 and 2013 curricula. The
data were obtained from reviewing several journals
about the perceptions of teachers and students about
changes in the 2006 KTSP curriculum and the 2013
curriculum. The literature study in question is to
analyze the perceptions of teachers and students about
changes in the KTSP 2006 curriculum with the 2013
Curriculum in the Arts and Culture subject based on
the reviewed journals. This literature study is needed
to examine the identification of teachers' and students'
perceptions of changes in the 2006 KTSP curriculum
with the 2013 Curriculum in the Arts and Culture
subject (Sugiyono, 2017).
3 RESULT AND DISCUSSION
The following are some explanations about the use of
theories in this paper. Perception is supplied as an
activity that can stimulate brain consciousness.
Perception is acquiring knowledge in recognizing
objects and places assisted by the five senses. Another
opinion states that perception is an activity that can
interpret from stimulants received by the person so
that it can be meaningful and resonate with the
individual in question. Slate's opinion states that
perception is a process related to the messages and
information of the five human senses. A person's
perception influences three factors; (a) the subject, (b)
the object or target, and (c) the situation, as depicted
below.
The subject is a characteristic of a person related
to perception. This characteristic is managed by
perceiving distinctive features in personality,
behavior, goals, interests, experiences, and
expectations. If there is no one element of
interrelationship, there will be a negative perception
because one might not be interested in something.
 The perception of an individual influence the
object or target. A thing or target presents the
central element in the discussion. Its distinctive
features include sound, movement, size,
equality, and background.
 The situation is where perception is created for
the aspects categorized into perception, namely
time and place. If the subject or object is not
changed, then the case will be different and
influenced by a person.
Perceptions of Teachers and Students About Changes in the KTSP 2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects
53

The education curriculum has been known for
more than a century. In Indonesia, the curriculum
became familiar in the fifties, which the Americans
widely used. A curriculum can be interpreted as a
learning design for achieving educational goals
(Nasution, 2017). Another opinion states that the
curriculum is categorized into learning methods,
evaluating students, changing learning personnel,
guidance and exclusion, supervision, administration,
and learning structure. Following the sound of Law
no. 20 of 2003 concerning the National Education
System, Article 1 (19), which states a set of planning
and arrangements regarding learning objectives,
contents, and materials and how to use them are used
as a guide in the application of the learning process in
achieving educational purposes(Mulyasa, 2014).
Next, the application of the curriculum includes
three points: program development, learning
implementation, and evaluation.
 Program development includes the development
of annual, semester, module programs, weekly
and daily programs, enrichment and remedial
programs, and guidance and counseling
programs
 Implementation of learning. Learning is
communication between students and the state
of the learning situation that impacts changing
attitudes. Internal factors and external factors
influence the transmission in question. Internal
factors come from within the learners
themselves, and external factors come from the
state of the learning situation. Application in the
learning process is the task of the teacher to
change the behavior of learners in a better
direction (Anggreni, 2020)
 Evaluation of learning is carried out through in-
class assessments, basic ability tests, final
assessments of educational and certification
units, benchmarking, and program assessments
Based on Law No. 20 of 2003, article I is proposed
by the educational unit in the academic service group
organized by formal, informal, and other types of
education channels, including
 Formal education is an educational path that is
compiled and tiered, including primary
education, secondary education, and higher
education (Makris et al., 2022)
 Non-formal education is an educational path
outside of formal education that is carried out in
a structured and tiered manner
 Informal education is an educational path
derived from the family and environment
Based on the Minister of National Education
Regulation No.22 of 2006 concerning Content
Standards for Primary and Secondary Education
Units. The educational task of each educational
region is to develop competency standards and
essential competencies into the operational
curriculum at the Saruan education level (Suriani,
2021). Therefore, the curriculum of KTSP can be
designed, developed, and applied by each academic
unit and improve by taking into account the National
Education System article 36, which is
 Curriculum development carried out is based on
National Education Standards to realize national
education goals
 Curriculum at all levels and types of education
developed through a foundation based on
educational units, the environment, and students
 The unit-level curriculum of primary and
secondary education is developed by schools
and school committees referring to graduate
competency standards and standards
The basic concept of KTSP is contained in the
National Education Standards (SNP article 1
paragraph 15). KTSP is prepared based on
competency standards and essential competencies
from development by the National Education
Standards Agency (BSNP).
 KTSP is designed based on the environment of
the educational unit, potential, and regional
characteristics, as well as the socio-cultural of
the local community and students

Schools and school committees are developed
curricula at the level of educational units and
their syllabus following the basic framework of
the curriculum and competency standards of
graduates under the supervision of the
district/city education office, the religious
department in charge of education
 the curriculum at the level of educational units
for study programs in higher education is
developed and determined by each education
level following the National Education
Standards (Mulyasa, 2014)
KTSP aims to state that realizing independence by
implementing academic units by granting authority
(autonomy) to the educational valley and supporting
schools to carry out decision-making in a
participatory manner in curriculum development. In
particular, KTSP aims to (a) develop the quality of
education through independence and school
initiatives in improving; (b) increase concern for
school residents and the community in developing the
curriculum, managing, and empowering human
resources; (c) the improvement of proficiency
between academic units about the quality of
education achieved.
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The basis for the development of KTSP is based
on laws and government regulations, including Law
no. 20 of 2003 concerning national education
systems, PP no. 19 of 2005 concerning national
education standards, Permendiknas no. 22 of 2006
concerning content standards, permendiknas no.23 of
2006 concerning graduate competency standards,
permendiknas no. 24 of 2006 concerning the
application of permendiknas no.22 and 23. The
characteristics of KTSP can determine the
optimization of performance, the learning process,
the management of learning resources, the
professionalism of educational personnel, and the
assessment system (Pamungkas, 2021).
The Principle of Application of KTSP is based on
seven basic foundations, as explained below.
 The curriculum's application is based on
students' development and environment to
master competencies that can benefit students.
Students can use this to obtain quality
educational services and find opportunities for
self-actualization.
 The curriculum is carried out based on five
pillars of learning such as (a) learning based on
God Almighty; (b) understanding of learning;
(c) efficient implementation of learning; (d)
practical learning; and (e) learning that can find
identity, practical, active, and creative learning
processes.
 The curriculum application obtains services to
improve students' competence, development,
and circumstances by considering the
development of the personality of Godly,
intellectual, social, and moral students.
 The curriculum is carried out to create
environmental conditions between learners and
educators to respect each other.
 The curriculum is carried out with an approach
to various ways and multimedia, adequate
learning resources and technology, and
empowering the situation as a learning resource
 The curriculum is carried out by utilizing
natural, social, and cultural conditions as well as
regional wealth to succeed in education by
involving all analysis materials
 The curriculum includes all the content of local
content learning skills, and self-development is
carried out in relationships that are fostered
continuously following the circumstances
between classes and educational levels
Based on the Minister of Education and Culture
Regulation No. 65 of 2013. It states that the standards
of the primary and secondary education process are
explained in the application of learning skills in the
2013 curriculum. This curriculum is interactive,
inspiring, and implemented so that students can play
an active role in expressing students ideas, creativity,
independence, interests, talents, and physical and
psychological development (Yuni 2016).
Compared to the 2013 curriculum, its learning
activities are centered on the success of student
competencies. The 2013 curriculum is based on
character and competence and may change to provide
education following the orientation towards results
and material in the education process. The curriculum
can give birth to the next generation of the nation who
are productive, creative, and have character. Through
a creative level, students can develop productively to
provide solutions in the future that are increasingly
complex.
The purpose of the 2013 curriculum can be to
produce human beings who are productive, creative,
and innovative, continuously following educational
goals that create a noble character and civilization.
Several factors can determine the success of the 2014
curriculum. The elements in question are the
principal's leadership, teacher creativity, learning
activities, learning facilities and resources, conducive
learning conditions, and the participation of school
residents.
The basic concepts of the 2013 curriculum are
arranged according to three basic concepts.
 Philosophical Foundations
The quality of students in curriculum
achievement, resources, curriculum content,
learning, student status, evaluation of learning
outcomes, and students' relationship with social
and natural conditions determines the
philosophical foundation of curriculum
development. All students develop the
curriculum 2013 to create quality students to
achieve educational goals.
 Theoretical Foundations
The 2013 curriculum comes from the theory of
educational standards and curriculum theory
based on criteria determined by national
standards. It is defined as the quality of
participants in the use of content standards,
process standards, graduate competency
standards, educational standards, educational
personnel, standards for facilities and
infrastructure management standards, financing
standards, educational evaluation standards,
curricula based on skills designed in obtaining
learning experiences for learners for the
development of competence in behavior,
knowledge of skills, and attitude.
 Juridical Foundations
Perceptions of Teachers and Students About Changes in the KTSP 2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects
55

The juridical foundation of the 2013 curriculum is
o Constitution of the Republic of Indonesia in
1945
o Law No.20 of 2003 on National Education
Standards
o Law No. 17 of 2005 on National Long-Term
Utilization Planning and the determination that
is planned in medium-term development
planning
o PP Number 19 of 2005 concerning Educational
National Standards was refined by PP No. 32 of
2013 concerning Amendments to PP No. 19 of
2005 concerning National Standards for
Education (Ahmad, 2015).
The characteristics of the development of the 2013
curriculum are described as follows.
 Development of elements of balance between
behavioral and social features, level of
knowledge, creativity, cooperation with
intellectual and psychomotor skills
 Schools are part of the community that can get
learning experiences planned by students and
applied based on the absorption of material from
the school and then implemented in the
community as a learning resource.
 Development of behavior, knowledge,
proficiency, and application in all circumstances
in schools and society
 Negating the use of time for behavioral
development, knowledge, and proficiency
 Proficiency can create the core literacy skills
described in the learner's eyes.
 The core literacy skills are arranged based on the
organization of essential abilities. All essential
competencies and learning are designed
following the achievement of the skills
mentioned in the core skills.
 Basic skills are focused on the concept of
accumulation in order to empower the content of
learning subjects in each tiered education.
This curriculum impacts the enrichment of
learning materials at every level of education and the
strengthening of knowledge. Based on the
explanation above, it shows that the characteristics of
the 2013 curriculum are developed in each learning
subject that has the achievement of spiritual, social,
knowledge, and other behaviors so that students in
their daily lives can imply it. Through the knowledge
and experience gained, learners can apply to every
school and societal condition.
Differentiation of the 2013 curriculum with
KTSP. The basic foundation distinguishing the 2013
curriculum from the KTSP (2006 Education Unit
Level Curriculum) is described below.
 KTSP 2006 graduate competency standards
come from content standards, while the 2013
curriculum competency standards for graduates
come from the needs of the community
 KTSP 2006 content standards come from
graduate competency standards for learning
subjects, as long as the 2013 curriculum content
standards come from graduate competency
standards
 KTSP 2006 is separated by each learning
subject based on the creation of behavior,
proficiency, and knowledge, while in 2013, each
learning subject took part in the creation of
behavior, proficiency, and knowledge
knowledge
 KTSP 2006 proficiency comes from all subjects,
while the 2013 curriculum of each learning
subject comes from the achievement of
competencies

KTSP 2006, each subject is separated, while the
2013 curriculum of each subject is based on core
competencies at each level of education
 KTSP 2006 was developed based on basic
competence, but the 2013 curriculum was
developed through textbooks and educators'
manuals
 7) KTSP 2006 is based on thematic classes I-III
of each subject, but the thematic 2013
curriculum is integrated into classes I-IV in each
competency
The 2013 curriculum was developed based on
students' skills and character creation to develop the
quality of education. The 2013 curriculum is designed
to develop the knowledge, understanding, abilities,
values, behaviors, and interests of learners that can be
developed to achieve success and responsibility. The
application of the 2013 curriculum is the
implementation of achievements in the learning
process in each learning subject carried out by the
education unit.
Society understood Art and culture in its
definition carried out separately. Cultural arts are a
new thing in social livelihood; cultural arts can be
seen in education as cultural arts learning subjects
(Karatas and Oral 2015). Cultural arts learning
subjects are learning subjects that describe aesthetic,
artistic, and creative works of Art derived from
morality, judgment, attitudes, and the risk of cultural
arts that are realized through art activities. This
learning course was developed to improve the
competence of students in order to gain understanding
in knowledge. Technological and social to contribute
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to the development of historical civilization and
culture, both local and national. The scope of cultural
arts learning subjects has four aspects, namely fine
arts, music, dance, and theater arts (Purnamasari,
2020)
a. Fine Art: Art that has a good form can be seen
with the naked eye
b. Art Music: Art with a different sound and
acceptance by each charm. Target people's
history, place, culture, and tastes. The definition
of musing can be described below
 Music is a sound that the listener's senses can
hear
 Works that have primary and supporting
purposes
 Buy that can produce bred intentionally by
individuals or groups and enjoyed as music
(Mawardi, Amirah; Ondeng, Syafruddin;
Hanafy, Sain Muh; Yaumi, 2018)
 Dance art is carried out in the form of dance
movements having a rhythm as a
psychological expression of a person. Here
are several points of view on the definition
of dance
 Prince Soeryo Diningrat: dance is a
movement performed by all limbs, included
with the sound of the instrument and the
arrangement of its rhythm, songs, drums,
mimics, and movements adapted to the
meaning of the dance
 Corrie Hartong: Dance is a rhythmic
movement of the limbs as a means of
delivering messages in the room
 Sr Soedarsono: Dance is a psychological
expression of a person in realizing rhythmic
movements that can be enjoyed
 Theatrical Arts
Theater comes from the Greek word " theatre, "
which is the show's location. Its development has an
outward sign and can be defined as a performance in
front of many people. In other words, the theater is a
show that includes ketoprak, lundruk, srandul, and
other traditional music. The notion of ni theater can
also be defined as drama, performing human life in a
performance in front of a crowd. Darma comes from
the word Yuunani dran, which means to defend or act.
Therefore, those who perform the drama can act in the
crowd.
Fine Arts
 Fine arts can be grouped into unclean Art,
sculpture, billboard, decoration, illustration, and
craft art.
 Painting is an art that has two dimensions. In
other words, the elements possessed are colors,
fields, and textures. Paintings can be painted
with the help of canvases with length and width
sizes. In the field of plus, it makes its
psychological expression through the results of
paintings made by painters.
 Sculpture is a painting art with three
dimensions: lines, colors, fields, textures, and
volumes. The measure is that the length and
width include volume, like chiseled wood
carved to produce a beautiful sculpture. Thus the
statue comes from a chisel of a large stone
created in the spirit of the sculptor's wishes.
 Advertising art is grouped from painting but can
also be grouped into bound Art with a function,
while painting is free Art. The Art of
reclamation has support close to its function: to
provide public interest in the declared. The Art
of reclaim is the result of rumba Art that can be
used to provide knowledge to only people
through their merchandise. Therefore,
billboards accept punji as a form of interest in
an item.
 The Art of decoration comes from a foreign
language decoration which means decoration.
The decoration is an acceptable art activity for
decorating in three-dimensional and two-
dimensional spaces. Decorations are made by
distillation aesthetically, the arrangement of the
room, and adding an ornament.
 The Art of illustration expresses the naked eye
through the idea of a story, object, or situation.
An image that can explain accordingly can
facilitate understanding. It can be said that
illustration is the disclosure of images in the
form of stories.
 The Art of target craft is an art skill that focuses
on the skill of the hand in doing a job. This art
form is three- and two-dimensional.
 Changes to the KTSP 2009 and 2013 curriculum
created different perceptions of teachers and
students in response to these changes. The
following are the results of reviews of several
journals related to the perceptions of teachers
and students about the changes in the 2006
KTSP and the 2013 curriculum (Lorenza, 2018).
The results of Rizkita and Sumayadi's research
(2022) stated that the perception of cultural arts
teachers at SMAN I Garut had implemented the 2013
curriculum, which has been revised to 2016. This
curriculum is done to assist teachers in providing an
understanding of the duties and functions of teachers
in implementing the new curriculum. This curriculum
has many parties involved, such as school
Perceptions of Teachers and Students About Changes in the KTSP 2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects
57

superintendents to all teachers by organizing in-
House Training (IHT) to socialize the revision of the
content of the 2013 curriculum revision to 2016. The
reality in the field is different from the socialization
of the curriculum revision from 2013 to 2016 to be a
scourge for policymakers because there is a
discrepancy between curriculum principles and
learning material sources (Riskita & Sukmayadi,
2022).
In 2013, especially in cultural arts, many did not
conform to the syllabus from the government.
Furthermore, the cultural arts learning course focuses
on four fields: fine arts, dance, music arts, and theater
arts. If the principle of curriculum continuity is not by
the target of the learning subject, it lies in the
unavailability of cultural arts teacher resources.
Continuously, what is meant is that the development
of learning activities is carried out non-pause. Thus,
students gain learning experiences through the
availability of curriculum in the classroom. The
perception of cultural arts teachers in this curriculum
change affects teacher creativity in learning. The
principles of practicality and efficiency can be the
focus of the learning process so that the number of
teachers needed can be determined (Janko &
Pešková, 2017).
Curriculum 2013 has adapted to the periodic
development of the times. The vision and mission of
the 2013 curriculum can change learning activities
and objectives in a good direction, focus on affective,
psychomotor, and cognitive character building,
motivate students, change student behavior, and
explore and innovate the 2013 curriculum (Trundle et
al., 2016).
This opinion is supported by other teachers'
perceptions of music arts education teachers
implementing the 2013 curriculum. This opinion is
the result of research by Dewi (2014), which states
application of the 2013 curriculum is easier to
understand than the KTSP because of the 2013
curriculum (Safiuddin, Salmatian; Atikah, 2020).
Students and teachers carry out the curriculum
application with high subjective perception.
However, ideally, the teacher has four essential
competencies that belong to the teacher and can
provide an objective perception oriented towards
increasing students' competence in the classroom,
such as student creativity in learning SBDP cultural
arts. Another recommendation from Firdani's
research (2017) is the provision of the 2013
curriculum book as a primary source of learning and
a reference in the learning process (Firdani, 2017).
Teachers' perceptions of implementing the 2013
curriculum were also carried out by Supandi and
Prabowo (2014). The results of his research stated
that teachers consider understanding the application
of KTSP 2006 easier than in the 2013 curriculum
because teachers do not have adequate competence in
the assessment format and assessment procedures in
the 2013 curriculum. The cause of the lack of running
of the SBDP learning process is inadequate facilities
and the teacher's habit of applying thematic learning
as has been done by the previous curriculum, which
impacts the teacher's inability to understand the
SBDP material.
Cronenberg's research (2020) provides teachers'
perception of the Art of music in the course
classroom. The perception of cultural arts teachers is
also seen in research (Sungurtekin, 2021), showing
that the practice of cultural arts teachers has not been
able to provide stimulants and increase children's
musical creativity (Cronenberg, 2021). In this case,
the practice given by the teacher has not provided a
product learning interface to the study through
playing his instrument or creating rhythms by
providing material about melodies and rhythms.
Thus, teachers are free to use any curriculum, called
the creative curriculum used by schools in the UK.
This curriculum can give teachers freedom in
planning to focus on what the child is interested in
(Craft et al., 2014). Therefore, teachers need support
in the form of professional training to explore
imagination and creative potential in music classes
(Sungurtekin, 2021).
This curriculum is influenced by the teacher's
assumption that the Art of music is influenced by the
perspective of practicing the Art of music that can
eliminate negative feelings about administrative
decisions influenced by curriculum music. There is a
perception of art teachers in wayang kulit learning,
namely the positive and negative perceptions of
teachers towards wayang kulit in Solo Raya for
cultivating cultural character in cultural arts learning.
The positive perception of cultural arts teachers in
Solo Raya is backgrounded by wayang kulit related
to cultural arts learning to support aspects of the
curriculum, psychological, moral, socio-cultural, and
national values. Meanwhile, the negative perception
lies in the child's interest in cultural arts and the
availability of both cultural arts learning that is
inadequate.
Another reason is that the art and cultural teachers
of wayang kulit pure are irrelevant to instilling the
character of values. It is because of the assumption
that not all teachers come from Java, and not all
teachers from Java can teach well and be replaced
with another medium (Subyantoro & Fadhilah, 2020).
In addition to teachers' perceptions, there are
students' perceptions of cultural arts. This curriculum
comes from Widyastuti's (2019) research results
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show that foreign dance courses influence 38.67%. It
is argued that Manzanera dance is a type of dance that
comes from outside the student. The foreign dance
consists of two types: classical and people's. Classical
dance is a type of dance that comes from the nobility,
the educated, and capitalists. Foreign dance is a new
type of dance given to students to learn. People's
dance is a type of dance that comes from the workers
and workers. Therefore, foreign dance can collide
rapidly in Indonesia (Widyastuti, 2019).
4 CONCLUSIONS
The results showed that the change from the KTSP
2006 curriculum to the 2013 curriculum impacted the
readiness of teachers and students to accept
curriculum changes determined by policymakers.
Several journal reviews show that positive
perceptions from teachers and students dominate it.
However, there is a negative perception derived from
unpreparedness and inadequate learning media for
teachers in accepting the change of the KTSP 2006
curriculum to the 2013 Curriculum.
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