GOVERNMENT POLICY REGARDING EDUCATION IN INDONESIA: ANALYSIS OF COMPETENCE-BASED CURRICULUM, EDUCATIONAL UNIT LEVEL CURRICULUM, AND CURRICULUM

.


INTRODUCTION
Education as a political policy established by the government, from the past until now has continued to change according to the times and advances in science and technology. As a government policy, education will be influenced by various factors, namely; political, social, economic and cultural developments within a nation (Dewi, 2021;Jeong, Lee & Cho, 2017;Channa, 2016). These factors then have an impact on the progress of education at the lowest level up to university.
Education and politics are therefore important elements of the national order in both andvanced and underdeveloped countries. Both are often considered separate parts, but both are closely related and influence each other. As a nation's education advances, so does its science, technology, and civilization. Similarly, educational institutions and educational processes play an important role in shaping people's behavior and political processes in these countries, which greatly influences the educational and political characteristics of each country. This relationship is an empirical reality that has existed since the beginning of the development of human civilization and is of interest to scientists. (Sri Astuti, 2020;Sirozi, 1985:1).
Plato and Aristotle, two Greek philosophers and other political thinkers have paid quite intense attention to this problem. Various philosophical expressions relating state policy to education, for example "as is the state, such is the school (as is the state, so is the school)", or "what you want in the country, you have to put it in school (what you want in the state, you must put in to the school)" (Azra, 2002: 61). The significance of these two expressions is that the destiny of a country and its people is predominantly influenced by the standard of education. If a nation desires to advance, the administration's focus must be on education policies.
In Indonesia, the objectives of state education are defined by Law No. 20 of 2003, which aims to cultivate competent individuals with strong moral character, who can contribute to the nation's progress and uphold its cultural values. Education is geared towards instilling a deep sense of faith and reverence for the Almighty, while also fostering nobility, good health, knowledge, skill, creativity, independence, and democratic values among citizens. As such, the education system in Indonesia strives to develop students holistically, encompassing not just their academic abilities, but also their social, emotional, and physical well-being. (Al Tabany, 2015:1).
The educational goals mentioned above will only be achieved if the curriculum is well designed and supported by all aspects and integrated from early childhood education to College. Along with the times and advances in technology, the demand for educational institutions to continue to develop and change the curriculum in a better direction. Therefore, the curriculum is understood not only as subjects but also the learning experiences of students inside and outside, intra and extra curricular which are guided by the teacher (Sanjaya, 2008: 6).
In this context, curriculum is one of the keys to the educational process and includes learning objectives, methods, teaching techniques and media, and tools for teaching assessment. For this reason, when conducting research on the success of the education system, attention is paid to realistic goals acceptable to all sides, good facilities and organization, realistic high labor intensity, and appropriate curriculum. It is therefore only natural that educators and teaching staff in the field of Islamic education understand the curriculum and seek to develop it further (Ramayulis, 2002:149).
Curriculum change is a logical consequence of the development of science and technological progress as well as changes in social order. The factors causing the change in the curriculum are due to; first, expanding and equalizing learning opportunities; second, improving the quality of education; third, educational relevance; fourth, educational effectiveness and efficiency (Ladjid, 2005).
Related to this, al-Syaibany (1979) and Salim (2019) explain that the curriculum or manhaj is a bright path that is passed by educators or teachers with those they educate or train to develop their knowledge, skills and attitudes. Then Langgulung (2004;2008) said that there were four main aspects in the curriculum; first, the goals to be achieved by the education, or how to form the curriculum; second, knowledge, information, data, activities and experiences from which the curriculum is formed as a subject matter; third, the method or way of teaching used by the teacher to teach and encourage students to learn to lead them in the direction desired by the curriculum; fourth, the methods and methods of assessment used in measuring and assessing the curriculum and educational process results planned in the curriculum such as quarterly exams, final exams and others.
The curriculum will be implemented properly provided that it must be supported by the following matters; availability of competent teaching staff; availability of adequate physical and learning facilities; the availability of auxiliary facilities for the teaching and learning process; the existence of educational staff such as administration staff, information technology technicians, laboratory assistants, librarians; availability of adequate funds; Government Policy Regarding Education in Indonesia: Analysis of Competence-Based Curriculum, Educational Unit Level Curriculum, and Curriculum 2013 142 | Journal of Governance and Social Policy effective and efficient management; supported by a supportive culture such as religious, moral and national values; visionary, transparent and accountable leadership (Hasbullah, 2006).
Hence, it can be stressed that the syllabus is an exceedingly crucial instrument for effective instruction. Inadequate and unsuitable syllabi can hinder the attainment of desired educational aims and objectives. A course of study comprises a range of disciplines that a pupil is required to learn or take up in school to obtain a specific degree, a selection of subjects proffered in an academic institution or department. One of the alterations being made to the syllabus in Indonesia presently is that science is an ever-evolving domain. Moreover, these modifications are shaped by altering human necessities and external influences, rendering the entire program not self-sufficient but impacted by economic, political, and cultural circumstances. The field of chemistry is undergoing a transformation. (Pawero, 2018).
This study will analyze the state policies in the education sector in Indonesia, especially regarding the changes in curricula from KBK, KTSP and the 2013 curriculum.
important, because curriculum is the most important component in the field of education that has been constantly changing and improving over the past 24 years. A lot has been done about program analysis from the perspective of educational research, but little has been done to study the program from the perspective of state or public policy.

METHOD
This study employs qualitative methods, that is, research techniques that generate written descriptions of data from observable social situation (Sugiyono, 2010). The data analyzed relied on literature derived from scientific articles, books and references related to the discussion. The social situation of education that is formed from changes in the curriculum is then analyzed using public policy theory. Because the curriculum is a government policy in the field of education by making comparisons between KBK, KTSP and the 2013 curriculum.

Competency-Based Curriculum 1999
The Competency-based curriculum (CBC) is an educational curriculum that places emphasis on building the capacity to carry out tasks (competencies) with clearly defined performance criteria, so that learners perceive their outcomes in the form of mastery of learning. can do. A specific set of competencies (Mulyasa, 2005:40).
A Competency-based curriculum is described as a set of plans and agreements on competencies and learning outcomes to be attained by students, assessment, teaching and learning activity, and strengthening of educational resources by the balitban curriculum center of the ministry of education. This program of study is designed to: (1) The anticipated effect and effects on students from a variety of worthwhile learning experiences, and (2) the diversity that can be attained based on the requirements of students (Hunaefi, 2015;4). No. 25 of 2000 concerning the Distribution of Central and Regional Leaders (Pawero, 2018).
Even though later, the spirit of regional autonomy in its implementation has not appeared in this curriculum, it is even more visible in KTSP.
The background for the emergence of the KBK was based on the previous curriculum (1994 curriculum) which did not provide an explanation of the target abilities that must be achieved by students when compared to developing countries, let alone developed countries.
Because of this, KBK emerged with an emphasis on basic competency that accommodates the needs and diversity of regions and schools. In addition, the characteristics of KBK learning, especially Islamic Religious Education, can be mentioned; a. More emphasis on achieving competency targets (attainment) rather than mastering the material; b. More accommodating the diversity of educational needs and resources available; c. Providing wider freedom to educational implementers in the field to develop and implement learning programs according to needs (Ladjid, 2006: 76-77).
The habit of thinking and acting consistenly and continously enables a person to become competent in the fundamental values, skills and knowledge necessary to make something. Competence is defined as the possession of the fundamental values, skills and knowledge that are reflected in habits of thought and behavior. According to Nurhadi (2004:16-17) The rationale for using the concept of competencies in the curriculum is: Competence relates to students' ability to do something in various contexts; a. Competencies represent the learning experiences students go through to become competent; b. Competencies are learning outcomes that describe what a student will do after going Government Policy Regarding Education in Indonesia: Analysis of Competence-Based Curriculum, Educational Unit Level Curriculum, and Curriculum 2013 through the learning process; c. Obstacles to a student's ability to do something need to be clearly and comprehensively defined in line with criteria that can be met through measurable outcomes.
KBK's learning process focuses on the realization of students' various competencies.
This syllabus therefore contains a set of competencies and a set of learning objectives designed to allow observation of student achievement in the form of behavior and skills as a measure of success. Learning activities should aim to provide students with at least the minimum level of competence to achieve the goals set.
Competency-Based Curriculum (CBC) according to Hunaefi (2015: 6) is a basic framework that has four components, namely: a. Curriculum and learning outcomes, which contain plans for the development of student competencies that need to be achieved as a whole from birth to completion in secondary school (approximately at the age of 18 years).
b. Class-based assessment, which contains principles, objectives and implementation of continuous assessment that is more certain, accurate and consistent.
c. Learning and teaching activities, which contain basic ideas about learning and teaching to achieve predetermined competency standards. d. Management of the school-based curriculum, which contains various patterns of development and empowerment of educational staff and other resources to raise education standarts, consequently, it will have a favorable effect on how the county and the state fare in the future.

Education Unit Level Curriculum 2003
According to Mulyasa (2007) a) In its development, KTSP will not be separated from the provisions that have been prepared by the national government, regional authority is only limited to operational development. b) As an operational curriculum, KTSP developers are demanded and must pay attention to regional characteristics (Huda, 2015: 126 a. Judging from its design, KTSP is a discipline-oriented curriculum. This can be done like the KTSP structure which sucks because single subjects must be mastered by students. In that case, the success criteria for KTSP are flexible and will be measured c. KTSP is a unique curriculum with unique access to regional interests that are compatible with the principle of developing a curriculum that is centered pertaining to the enviroment and the potential, development, needs, and interests of students.

Curriculum 2013
The 2013 curriculum (K-13) is a curriculum full of character education. This mindset was realized from the start before understanding the technical implementation of the 2013 Curriculum. If there is no foundation for this thinking, then we will feel burdened by the amount of "work" that must be done. The work that will take up a lot of time is collecting student scores in each subject from the attitude and skills aspect because they are no longer in the form of numerical values but in the form of (qualitative) descriptions (Zaini, 2015;21).
The emergence of K-13 was motivated by several problems which were the weaknesses of the previous curriculum, so that after receiving learning material, students would be more inclined to inquire, reason, observe and communicate (present) what they had learned or learned. With this strategy, it's hoped that students will have much better competencies, skills and attitudes. Consequently, students will be more inventive, productive and creative (al-Tabany, 2015: 12).
One of the changes in the learning paradigm is that the learning orientation that was originally teacher-centered shifted to student-centered; the methodology that was previously dominated by expository has shifted to pastispatory; and the approach which was originally more textual changed to contextual. All of these changes are intended to improve the quality of education, both in terms of educational processes and outcomes (al-Tabany, 2015: 12).

The concept of the 2013 Curriculum is tazkiyah (attitude), recitations (knowledge)
and ta'alim (skills). This curriculum is also a curriculum based on reasoning reinforcement.
The Ministry of Education and Culture stated that the elements of change contained in the 2013 curriculum besides those mentioned above include: a. There is an increase and balance of soft skills and hard skills which include aspects of attitude, skill and knowledge competence, b. Subjects are designed to be related to one another and have basic competencies that are bound by the core competencies of each class, c. There was a reduction in the subjects students had to follow but the number of hours increased by 1 lesson hour/week due to changes in the learning approach,

b. Curriculum Content and Structure
The 2013 curriculum related to Content Standards reduces the number of subjects but increases the number of study hours for each subject. The addition of the number of study hours in the 2013 Curriculum is also intended to "catch up" the Indonesian nation from the progress of other countries. The 2013 curriculum invites students to study more actively in order to be able to respond to the challenges of an increasingly tight era of competition in the global world and free markets.
So, it can be said that one of the objectives of implementing the 2013 Curriculum is to answer the challenges of an increasingly developing and advanced era. This curriculum is expected to produce students who are competitive, innovative, creative, collaborative and with character (Abidin, 2016: 11-12).

Education Policy Analysis on KBK, KTSP and K-13
The policy is a series of program plans, activities and decisions made by the parties to take or not take action as a stage for solving the current issues. Public policies are determined by the parties (stakeholders), especially the goverment, which is focused on serving the needs and interests of the community. Public policies are carried out based on the needs to solve problems that occur in society (Ramdhani & Ramdani, 2017;Iskandar, 2012).
The curriculum is the most important part in the field of education planned and decided by the government as a policy that becomes the frame of reference for all educational institutions and practitioners in Indonesia. Therefore, the curriculum is set within a certain period of time and then changed according to the needs of society, the times and advances in science and technology. The old ten-year curriculum will not be the same as the current curriculum, because it is determined according to the conditions, the needs of society and the development of science at that time. Between one curriculum and another curriculum has a different focus and emphasis point from one another.
The main difference between KBK, KTSP and K-2013. CBC still tends to be centralized, because curriculum development is still the authority of the center. Exxcept for some subject that are specifically developed in the education unit in question, syllabus development activities in the 2013 curriculum are now under the control of the goverment rather than the education unit as they were in the KTSP (Zaini, 2015;27).
Even though the syllabus has been developed by the central government, for the purpose of operationalizing learning, teachers must still be able to comprehend all of the messages and meanings in the syllabus. Therefore, it appears that syllabus review is crucial, whether it is done individually or in groups, in the hopes that teachers will gain a more acute, comprehensive understanding of the entire contents of the prepared syllabus.
One of the failures in implementing KTSP is caused by a lack of knowledge, skills and the ability of the teacher to understand the tasks that must be carried out. These  The curriculum is still centralized The curriculum is already decentralized Source: Pawero (2018: 56) If analyzed KBK with KTSP set by the government as an education policy in Indonesia has changed for the better and advanced. The substance of KBK as a curriculum is less operational, teachers are less creative in describing it, and are centralized. Meanwhile, KTSP is more operational, teachers are more creative, there is teacher and school independence in making and developing curricula and is decentralized.
Likewise, it can be seen that in CBC, competency-based learning is an effort to implement broad-based education that is oriented towards life skills, where the curriculum is developed with competency-based education (CBC). KTSP, on the other hand, is a development concept that is positioned in a setting where learning is most prevalent, namely in schools and educational institutions. KTSP is an example of educational reform that grants schools and educational units the freedom to create curricula in accordance with their unique potentials, demands, and needs. Meanwhile, when compared between KTSP and K-13, it is presented as follows; From the table above it can be understood that the 2013 Curriculum has the goal of encouraging students or students who are based on aspects of the attitudes and behavior of students. The main objective is for students to become more adept at making observations, posing questions, using logic, and communicating (presenting) what they learn or know after learning the material. Then the assessment of students is authentic then a scientific approach through observing, asking, trying and reasoning (Pawero, 2018: 57).
The 2013 curriculum's structure explanins how the curriculum's content is conceptualized in terms of subjects, their placement within the curriculum, how they are distributed over semesters and years, how much homework each subject requires, and how much homework each students is expected to complete each week. The idea of organizing content in the learning system and the learning load in the learning system are both applied in Government Policy Regarding Education in Indonesia: Analysis of Competence-Based Curriculum, Educational Unit Level Curriculum, and Curriculum 2013 the curriculum structure (Zaini, 2015;29).
Contrarily, in KTSP, the curriculum structure refers to the order and pattern of the subjects that students must choose to study. The competencies that students must master in accordance with the learning load listed in the curriculum strcuture outline the depth of the curriculum content in each subject in each educatinal unit. The in question competencies are basic competencies created in accordance with graduate competency standards as well as competency standards (Zaini, 2015: 29).
If examined further, K-13 is more accommodating in developing three potential domains in students, specifically, cognitive, affective and motor. This means that the psychological area is described by the level of individual intelligence, while the affective is described by the level of faith, character, personality unity and other characteristics of independence. While the psychomotor domain is reflected by the level of skill, productivity, and ability to use innovation (Walidin, 2016: 162). In line with that, if it is related to Islamic education, the essence of the curriculum is that it must be based on revelation and the values of monotheism to Allah. Then the principles in the curriculum have Islamic values, are integral and flexible (Sri Astuti, 2021;Ridhwan, 2017). Therefore, the Islamic Education curriculum places great emphasis on character or morals, in addition to intellectual intelligence and skills (Nurdin, et al., 2019).
Thus, the curriculum can serve as a starting point for raising the standard of instruction of education because it contains not only comprehensive conceptual content, but also the conditions in which the curriculum will be implemented. These conditions include the competence of teachers and the adequacy of the availability of educational facilities at the school level. For example, the development of the 2013 Curriculum is a consequence of the curriculum as part of educational policy. However, there are opinions that agree or agree, but the factors that underlie the effectiveness of implementing the curriculum are management factors. The management factors referred to include management at the school and class levels. The presence of practical information technology in every aspect of life has a positive impact on the world of education (Indriyanto, 2012).
Thus, it can also be emphasized that changes in government policies related to the curriculum in the field of education are commonplace and reasonable. The goal is that the curriculum can still be adapted to social changes, developments in science and technology that occur in world society. It is conceivable that if changes in society and the development of science and technology are not matched by curriculum changes in the world of education, then the world of education in Indonesia will be increasingly left behind by developed countries.

CONCLUSION
The goal of the curriculum, which is a goverment political policy in the area of education, is to uphold the law's rules. The curriculum outlines educational goals and directions that are intended to help students reach their full potential as people who fear and believe in Allah SWT, have a high moral code, are wholesome, capable, knowledgeable, independent, creative, and became citizens of a democratic and responsible state. As a consequence of modernization and the advancement of science, the curriculum needs to be changed. In Indonesia, several changes can be seen starting from the KBK, KTSP and K-13.
Judging from the approach or nature of the KBK curriculum, it is more centralized, KTSP is already decentralized, this is due to the spirit of regional autonomy at that time, while K-13, in addition to the spirit of decentralization of teacher abilities and competencies, is also necessary to teach with more creativity and innovation. Then the assessment of students is authentic then a scientific approach through observing, asking, trying and reasoning. It can be further emphasized that adjustments to the curriculum are a logical result of societal changes and developments in science and technology that occur in world society which cannot be stopped. Therefore, on the public policy side, the curriculum change aims to accommodate the fulfillment of the requirements and objective the larger community.