The Changing of Islamic Education Curriculum Paradigm in Public Universities

Yusuf Hanafi: The Changing of Islamic Education Curriculum…

AL-TA’LIM JOURNAL, 26 (3), 20 19, (243-253)

(Print ISSN 1410-7546 Online ISSN 2355-7893) Available online at http://journal.tarbiyahiainib.ac.id/index.php/attalim

The Changing of Islamic education curriculum Paradigm in Public Universities

th th th Received: 31 April 2019; Revised: 28 May 2019; Accepted: 30 November 2019 Permalink/DOI: http://dx.doi.org/10.15548/jt.v26i3.552

Yusuf Hanafi *) Abstract: Since the reformation era, the curriculum of Islamic Universitas Negeri Malang, Jawa Timur Education in public universities has gone through such three Indonesia modifications as Islamic education curriculum of 2000, 2002, and E-mail: [email protected] 2013. The objective of this research is to analyze the construction of the three kinds of the curriculum as well as the changing of the *) Corresponding Author paradigm related to them comparatively. The paradigm of Islamic education curriculum 2000 was the continuity of the curriculum in the New Order era which was purely oriented to normative Islamic concepts (aqidah, syari’at, akhlak). In the opposite, Curriculum 2002 indicated many changes in its paradigm and material. Religion was not only a set of norms, but it also existed in reality and it was dynamic in responding the development of human being. Meanwhile, curriculum 2013 tried to emphasize the scientific learning approach by activating the students in building their knowledge. In other words, the learning activity is activity base-oriented, not content base-oriented.

Keywords: Changing of paradigm; Islamic education curriculum in public universities; curriculum 2013.

How to Cite: Hanafi, Y. (2020). The changing of Islamic education curriculum paradigm in public universities. Al-Ta Lim Journal, 26(3). doi:http://dx.doi.org/10.15548/jt.v26i3.552

INTRODUCTION Based on the mandate of curriculum 1983, the management of Compulsory The Islamic Education learning in Subject was shifted from bureau to General public universities (PU) undergoes flux Basic Subject (GBS) under a faculty of which modification. In the early of 1960s, Religion the field was closely related. The naming of Education was a general subject that was not GBS had a clear philosophy basis since the obligated since it was merely a “suggested” subjects included were the foundations giving subject (Douglass & Shaikh, 2004; Halstead, a basis of religiosity spiritual, moral, 2004; Hilgendorf, 2003). In the new order era, nationality, nationalism and cultural social in Religion Education was enhanced to be a developing the field and the expertise of every compulsory subject given to every student learner. and managed by a bureau of religion education subject altogether with other In 1990, the name of GBS changed compulsory subjects like Pancasila Education, into General Subject (GS) and in 2000 it Manliness Education, Citizenship Education, changed again into Personality Development Indonesian Language Education and the other Subject (PDS). The change of this subjects. compulsory subject group name was followed by the alteration of institution and

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management. Previously, GBS was at the Indonesia. However, it had not been two level of department (Department of GBS), years; the high education changed the Islamic and subsequently, the management of GBS education curriculum in public university has been shifted to a Unit of Technical again via a Decree Number: Manager of General Subject under the direct 38/DIKTI/KEP/2002. coordination of vice rector I for academic affair up to now. Recently, the Islamic education curriculum changed again based on The alteration of GBS into GS and curriculum 2013. The most prominent thing PDS showed the flux modification of the of the last curriculum reconstruction was the existence and institutional of this compulsory scientific approach as the learning approach subject group. Besides, the implementation by activating the students (active student merely tended to fulfill the demand of law centered) to build the knowledge and rule. Therefore, it was possibly (epistemological approaches) (Yasin & Jani, reasonable if some of the students, lecturers, 2013). Briefly, the Islamic education learning study programs and the chairmen of is oriented more on the activity (activity- university viewed this compulsory subject as based), not on the content or content base only a “complement” of the curriculum. (Court, 2013). Referring to the Law number 12, 2012 In the Islamic education curriculum about high education, the name of PDS 2013, the paradigm tends to change, and thus changed into General Compulsory Subject it gives impact to the learning approach (GCS). The alteration was expected to return changing if it is compared to the previous the function and role of GCS as a group of Islamic education curriculum 2000 and 2002. subject giving spirit and basis in developing Such radical changing is interesting to the students‟ personality and field. examine. This problem will be the study focus of this paper. The alteration was not only on the subject nomenclature, Islamic education – as This paper intends to identify the a part of religion education – has gone construction of the Islamic education through the modifications of its content curriculum in public universities in the last 15 standard. Since the Reformation Order, years (in the reform era), while analyzing the Islamic Education subject has changed three paradigm shift from the curriculum for times; they were Islamic education curriculum Islamic education in 2000, 2002 and 2013. of 2000, 2002 and 2013. Reconstruction of Islamic education curriculum should be METHOD critically paid attention on, whether the This paper relies on the qualitative alteration is in line with the situation and study attempting to collect, manage, analyze condition of the society or it is merely the part and define the data qualitatively (Denzin & of reformation euphoria to perform “in Lincoln, 2008; Whittemore et al., 2001). The different” from the New Order curriculum qualitative research generally is looser to the model previously. Based on such case, the data collecting instrument since it focuses on author is willing to examine the changing of the process rather than on the research object Islamic education curriculum post-New Order (Muhadjir, 2000), so the qualitative research regime (Nor & Malim, 2014; Pohl, 2006). is conducted based on the accurate data As the previous note, in 2000, the collected through literature study (Coleman & government through Director-General of High Robinson, 2018). Education issued a Decree Number: All data used in this research was from 263/DIKTI/KEP/2000 about refinement of the literature sources. The data collection was main curriculum of personality Development conducted through a literature study that was and religion education in universities in relevant to the topic being discussed. The data

sources included: literature books, documents, well that High Education curriculum must newspapers, magazines, journals and websites contain Religion Education. (internet) containing the needed information. The collected data was classified based on the As the part of main curriculum of high type to be analyzed further. education, Islamic Education cannot be separated from the government control and The collected data was analyzed by political needs developing when the using content or text analysis technique that is curriculum is implemented. Briefly, the studying the texts meticulously relying on the orientation, vision, mission of a government requirements like Muhadjir (2000) states – regime might influence the content of Islamic objective and systematical. In the data Education. analysis, inductive and deductive logic were used in varied like in the general qualitative In new order era, Islamic Education in research. PU was oriented purely to the basic concepts of Islamic norms. The discussion domain RESULT AND DISCUSSION included such three main principles of Islamic teaching as: aqidah, syariah, and akhlak. In the Law Number 20, 2003 about These concepts are explored in the Islamic National Education system used as a basis for education curriculum in PU. After the new implementing national education, it is stated order collapse, the Islamic education that religion education is aiming at forming curriculum changed three times and it is the students to be a faithful and committed to presented in below table. the god and have good deeds. It is stated as

Tabel 1. Islamic education curriculum in PU post new order

Year Subject Name Juridical Basis Islamic education curriculum 2000 Personality Development Decree Number: 263/DIKTI/ KEP/2000 about Subject (PDS) Refinement of Main Curriculum of Religion Education in PU Islamic education curriculum 2002 Personality Development Decree of National Education Ministry Menteri Subject (PDS) Pendidikan Nasional Number045/U/2002 Islamic education curriculum 2013 General Compulsory Law Number 12, 2012, about High Education; Rule Subject (GCS) of Cultural and Education Ministry number 49, 2014 about National Standard of High Education

In the formulation of Ministry Decree aims at “studying and giving an of national department number 232/U/2000, it understanding of the nature of human needing has been explained that Islamic education life guidance individually and socially to subject in the university aims at helping to reach the real happiness in the world and guide the students to be faithful and afterlife.” A person will understand committed to the God as well as have good him/herself and universe that have been deeds. It also aims at thinking regulated by namely kauniyah and tanziliyah philosophically, rationally and dynamically, verses. The tanziliyah verses explore aqidah, viewing broadly, including in cooperation syariah, akhlak and Islamic history. The main between religious to develop and use science emphasize is on the application of the and technology as well as art for the sake of teaching in the daily behavior relying on both human and national.” Al-Qur‟an and As-Sunnah Rasulullah SAW. The formulation above is seemingly Although the material is presented as different from the formulation of Islamic such, the refinement of Islamic education education curriculum in new order era. In curriculum 2000 was not different from the GBPP PAI, it is stated that Islamic Education Islamic education curriculum in new order

era. The Islamic education emphasized more of the study was dogmatic, definitive, apology on traditional Islamic concept that included and polemic due to the restricted study aqidah, syariah (in the context of fiqih) and domain (it was restricted to the core concept akhlak. Besides, in some cases, there was no of Islam; they were aqidah, syariah, and significant difference between the Islamic akhlak). Third, it potentially supported the education curriculum in the level of High practices and models of diversity which Education and the one in the level of tended to be exclusive, radical and elementary as well as secondary educations fundamental in the society, such as the (Daun & Arjmand, 2005; Lukens-Bull, 2001). attitude of discrediting each other, secularizing each other, even claiming the Briefly, although there was a others as murtad and kafir gratuitously development of material in high education (Abdullah, 2007). level that was more vertical which means that the material that had been learned in the Another weakness of IE curriculum previous levels was be sharpened with a 2000 was a lot of repetitions of IE material philosophy rational approach. There was no a that had been taught in the previous level of horizontal development, however, in education. The context and content of IE expanding the study of contemporary issues. material, ideally, should be flowing and different from the other educational unit. The By such condition, the dominance of a context of IE material for elementary school doctrine approach in the Islamic education level limited on family should be increased to learning process is inevitable. Religious the broader level like “around environment” teaching is positioned as one thing that should (local). In senior high school level, the be believed in, taken for granted without any context of IE material should be on the level critic and it is a fixed good that is ready to of “nation and state life” (national). In high use. In other words, the paradigm of Islamic education level, the domain of IE content education curriculum 2000 was the continuity should be “global world” (international). of the paradigm of New Order curriculum. The Islamic domain was relatively restricted; it was only related to the pillars of faith and Islam adding with a set of rules of daily interaction ways. Therefore, the religiosity concept tended to be static since it merely continued the theological tradition of the former Islamic scholars (Ziebertz & Riegel, 2007). Some speculations state that such paradigm was deliberately fixed by the New Figure 1. Context and Content of IE Material Based on Order government to muffle the opposition the Educational Unit power potentially raised up from dynamical and progressive religiosity understanding. The content of IE material in Such thinking is reasonable since the curriculum 2000 did not develop. In the curriculum is the government‟s product and elementary school level, IE material was the Islamic people in Indonesia have allowed to be presented merely as a “factual bargaining power. knowledge” that was a knowledge of something based on the real fact. For Islamic education curriculum 2000 example, before pray, someone should be tending to be dichotomy and mono-discipline pure from small and big hadast, the proper obviously had bad sides. First, it was way to do purification and the other things. In dominated with Islamic reasoning that was the junior high school level, the religiosity textual, rigid and primly. Second, the model knowledge taught was conceptual knowledge

in the form of knowledge dealing with The students are demanded to master classification and categorization, such as the the ability of thinking, acting rationally and type of water, najis, and the other things. In dynamically, viewing broadly as an the senior high school level, the knowledge intellectual by observing the targeted vision, should be developed and greater than the mission, and basic competence. The IE in PU previous level. It should be in the form of aims at bringing on the student an intellectual procedural knowledge (knowledge of capital to do long-life learning process and be subsequent procedure at specific or a mature scholar upholding humanity and life emergency conditions such as the way of (Decree of High Education, Number 38, 2002, tayammum when someone was in traveling). article 3, verse 1). In the IE curriculum 2002 In the university level, the knowledge should for PU, there was no the theme of “faith” and be increased to metacognitive knowledge that “piety” like what had been stated in the is thinking about thinking to understand the previous curriculum. self-cognitive. For example, in praying should be pure not only physically but also in the The paradigm underlying IE heart. curriculum 2002 was a paradigm viewing a dynamical thing and living in every aspect of The stagnation and context repetition life. Religion is not a set of norms to fulfill in the IE material like what has been stated in the need of human‟s spirituality. Religion is a curriculum 2000 seriously affected the IE view of life, and thus it is influential in learning. First, the students got bored with forming the view of life reality. Considering and disparaged IE and considered IE as a the changing reality, the religiosity concept compliment of credits since it did not should be dynamic in responding current contribute to their knowledge. Second, the situation. students‟ religiosity knowledge was restricted; they understood religion as a media The multidimensional crisis afflicting of self-purification, spiritual satisfier to get Indonesia in the Reformation era has changed salvation in the afterlife. Third, the students‟ the paradigm of nation and state. The religiosity understanding beyond the real life appreciation of human right, democracy context expanded the “gap” between theory enforcement, law supreme, and empowering and reality and raised up a secular view civil society is an important agenda in the (dichotomy of world-afterlife) (Yani, 2009). Reformation era that should be distributed and managed through education. Besides, the The changing of political climate in social conflicts occurred in the homeland the early of reformation order, the social should be reviewed our view of religion conflicts in many areas as well as the pluralism, culture, tribe and ethnic. What we emerging of new order sound-phobia gave need is the understanding of the diversity, not impact to the education world including IE creating homogeneity in the diversity like curriculum in the public university (PU). what had been done in the new order. Therefore, if the refinement paradigm If it is compared to curriculum 2000, of IE curriculum 2000 was still derived from there was a significant changing of a new order, the paradigm of curriculum 2002 paradigm of IE Curriculum 2002 in PU. was truly different. Islamic education subject Political interests influenced such changing, in PU did not discuss pillars of faith and of course. The author assumes that the Islam (even this portion was too limited). It curriculum renewal was not only to succeed dominantly studied Islam related to such the reformation agenda such as human right contemporary issues as human rights, enforcement, democratization, civil society dmeocracy, law, political system, madani empowerment, enhancement of pluralism (civil) society and inter-religious tolerance awareness but also to muffle the emergence of (Hook et al., 2017). Islamic based-radical groups. As we know that the issue of terrorism addressed to the

“radical” Islamic groups in Indonesia is one of the problems getting extra serious attention from Indonesian government in the Reformation era. Furthermore, the “radical” Islamic groups in Indonesia are specially supervised by international.

Different from the previous Figure 3. Curriculum 2002 has a paradigm of curriculum, the portion of pillars of faith and Interconnected Entities (Interdisciplinary) Islam in the curriculum 2002 was extremely (Abdullah, 2007) minimum. The topic was dominated with Islam relating to contemporary issues such as The most important thing is the human rights, democracy, law, political Islamic study model like what had been system, madani (civil) society and tolerance applied on IE curriculum 2002 is actually to among religious community. In the IE keep the balance of three aspects such as curriculum 2002, religion is no longer hadharat al-nash, hadharat al-‘ilm, and positioned as a set of norms to fulfill the hadharat al-falsafah. Hadarat al-nash means human‟s spirituality. Religion, however, is the willingness to take into account the placed in the reality context growing up since content of religiosity text (Islamic text). the religious teaching should be dynamical in Hadharat al-‘ilm means the willingness to be responding the current condition. This professional-objective-innovative in the field phenomenon is in line with the famous jargon included in. The last, hadarat al-falsafah of umat Islam “al-Islam shalih li kulli zaman means the willingness to correlate the wa makan” (Islam is accordance with every scientific content (that is got from hadarat al- context of space and time) ‘ilm and had a dialogue with hadarat al-nash) with a moral-ethical responsibility in the real The other good side of IE curriculum life praxis among the society. Hadarat al- 2002, the material of IE was presented in a nash is the guarantee of Islamic identity, broad, historical, contextual and hadarat al-‘ilm is a guarantee of professional- interdisciplinary knowledge. In this context, scientific, and hadarat al-falsafah is a Islam brings up the dimension of its teaching guarantee of scientific content developed not that is dynamical, moderate and care of like an “ivory tower” that is stagnant over the plurality as well as highlights its “sky of academic”, but it should contribute characteristics rahmatan lil ‘alamin. the real positive-emancipative thing in the Rationalization of this choice is if the model society life (Abdullah, et. al., 2007). of historical-contextual-interdisciplinary study is considered as „taboo”, what kind of level then that is considered proper? Is it limited only to the Islamic University? If we think like that, basically we are secularized unconsciously.

Figure 4. Basic Commitment of Curriculum 2002 in Studying Islam Interdisciplinary

Figure 2. Paradigm Comparison of IE Curriculum We should realize that before 2000 and 2002 (Curriculum 2000 has a paradigm of curriculum 2002 was launched; the form IE Isolated Entities [Monodisciplinary]) performance in PU was too centered on the ritual aspect and ignored social and

intellectual issues. Whereas, an Islamic social individual, the member of family, the member study demand a broader knowledge rather of society and a good citizen (psycho-social than merely classical treasure study (or in the mission). Third is by building a spirituality terminology of Kitab Kuning, it is called culture for primary determinant in the life of turats). It needed an interdisciplinary nation and state (socio-cultural mission). approach like combining the normative Fourth, studying and developing Islamic approach (classical text-based) with the teaching integrated with any science fields empirical and socio-historical approach (using (academic mission) (Fransisca & Ajisuksmo, the theory framework and methodology used 2015). by contemporary sciences like the exact science, social and humanities). Such Conceptually, IE curriculum 2013 combination would give positive impact to relies on some of competencies that should be the expanding study orientation and the depth reached. Competency is the students‟ ability of analysis. to behave, use their knowledge and skill to do a certain task in the campus, society and After eleven years passed by, IE environment in which they interact with the Curriculum 2002 was no longer sufficient to others. The curriculum is designed to share meet the era challenge. There was changing the learning experience as widely as possible of learning paradigm requiring positive to the students as the learners to develop their response: (1) individual learning changed into behavior, skill, and knowledge needed to cooperative learning; (2) rote learning build the skill. The result of the learning changed into learning for understanding; (3) experience is the learners‟ achievement knowledge transmitted changed into describing human with the quality stated in interactive learning, process skill and problem Graduate Competency Standard (GCS). based-learning; (4) teacher-centered changed into student-centered; (5) manual-traditional In more detail, the GCS standard can assessment (like working on items/questions) be seen in the Rule of Education and Culture into authentic assessment (in the form of Ministry Number 49 2014 dealing with portfolio, project, report, students‟ National Standard of High Education. In the performance) (Teng, 2016). rules, the formulation of every graduate‟s behavior and general skill are standardized for In the global level – international diploma, graduate, post-graduate, doctoral as world – entering the third millennium through well as profession programs. UNESCO and campaigning four education basic visions, they are: learning to be, Based on GCS of IE curriculum 2013, learning to live together, learning to know, the competencies intended are subsequently and learning to do. It is believed that in explored into two competencies; they are certain cases, the global dynamic supports the Core Competency (CC) and Basic government as well to reform the national Competency (BC). Core competency is a education curriculum including IE curriculum generic ability or competency referring to: (1) in PU through the issuing curriculum 2013. the goal of National Education (law number 20/2003); (2) the goal of High Education (law Relying on the Law Number 12, 2012 number 12/2012); (3) KKNI (the rules of dealing with High Education, IC in PU has education and Culture Ministry 73/2013); and transformed to follow curriculum 2013. (4) GCS (the rules of Education and Culture General Compulsory Subject of IE is Ministry SNPT). The core competency mandated to bring the next noble missions. functions as a competency integrator of First is by developing the students‟ subject/study program group. The core faithfulness, commitment to the God, good competency holistically is classified into four deeds and good characteristics potential categories; they are CC 1 (reflecting religious (psycho-pedagogic). Second is by preparing attitude), CC 2 (reflecting the social attitude, the students to run an Islamic life as an

CC 3 (reflecting knowledge), and CC4 Compulsory Subjects. In the context of (reflecting skill). KKNI, BC is similar to the concept and the position of learning outcomes. Table 2. Core Competency of IE Curriculum 2013 in PU In the context of Islamic education, the Basic Competency and learning outcomes Aspect Formulation Religious Deepening and applying Islam teaching developed holistically with the framework of Attitude as a lifestyle in the context of academic CC 1, 2, 3 and 4 are very consistent and and profession. coherent with the integrity of realizing glory Social Developing behavior (honesty, of Islam diversity (religion virtues) by Attitude discipline, responsible, environmentally developing interactively and making the friendly, cooperative, team-work, peaceable, responsive and pro-active), synergy of the skills of Islamic knowledge, behaving as the part of nation problems Islamic dispositions, Islamic skills, Islamic and positioning themselves as a confidence, Islamic commitment, Islamic transformation agent among society competence, that finally realizing the Islamic having good deeds in building nation responsibility and Islamic engagement. civilization. Knowledge Understanding, applying, analyzing, evaluating and creating factual, The learning material of IE based on conceptual, procedural and the curriculum 2013 should be elaborated and metacognitive knowledge with studied further by orienting more on the humanity, nationality, statehood and activity base that is in line with every Basic civilization knowledge dealing with any Competency. The Islamic Education learning phenomena and occurrences as well as using procedural concept in a particular basically applies scientific/epistemological study based on the talent and interest. approach with following generic syntagmatic: Skill Managing, reasoning, creating and examining, questioning, collecting presenting any concrete and abstract information, associating and communicating. things independently, efficiently, effectively and creatively as well as Such approach is performed in any using them based on the scientific rule kind of learning model having psychological- and/or professionalism. pedagogic learning characteristics to create an active learning student as a learner as well as The Core Competency 1 and 2 (CC 1 an adult. By this approach, the student is and 2) are developed coherently and facilitated to build knowledge harmonically as nurturant effects. Core (epistemological approaches) through Competency 3 and 4 philosophically function experience transformation in any kind of as an axiological tool. Core Competency 3 models such as: (1) Problem-Based and 4 (CC 3 and CC 40 are developed Learning/PBL, (2) (Project Citizen Project, consistently as the instructional effects. Core (3) Case Study, (4) Work Experiences/Service Competency 3 and 4 philosophically function Learning, (5) Syndicate Group, (6) as ontological and epistemological tools. The Controversial Issues, (7) Simulation, (8) Core Competencies 1, 2, 3, and 4 altogether Collaborative Learning, (9) Snow-balling should be understood and claimed as a Process. holistically entity of learning outcomes in the holistically context of psychological- The assessments used were in the pedagogic (andragogy) process and as a form of test and non-test conducted integrally process of reaching and realizing the national and sustainably by emphasizing on the education goal. realization of Islamic teaching in daily life. Therefore, the assessment of GBS-IS can be The particular basic competency conducted by using such assessment describes the ability related to the substance instruments as: objective test, essay test, of subject, in this case, is Islamic Education behavior test, case study, anecdote note, peer subject as one of four elements of General assessment/socio-metric, portfolio

assessment, learning outcomes, process aimed at developing and empowering all assessment and field study. The suitable students‟ potential (cognitive, affection, criteria and assessment procedure are conation, and psychomotor) with the support necessary for every assessment. of appropriate learning model. Only by such efforts, the education process enables the From the context and content of finding and developing innovation that will material, the IE Curriculum 2002 was not far bring change to society and future. Such different from IE Curriculum 2013. glorious ambition will never be realized Curriculum 2013 is also oriented to the unless there is a changing of learning historical, contextual and interdisciplinary paradigm. Briefly, learning should be Islamic study as what had been stated in enjoyable, relax, interesting, so it enables the curriculum 2002. The essential difference students to record all information holistically. between both of them is curriculum 2013 introduces different learning approach and CONCLUSION AND strategy centering on such keywords as: (1) RECOMMENDATION scientific approach; (2) student active learning; (3) Epistemological approaches, and From the study of three generation of (4) activity-based approach, not content-based IE Ccurriculums in the Reformation era, it approach. can be concluded: first, paradigm of IE curriculum 2000 is the continuity of New The most important thing brought by Order paradigm oriented purely on normative IE curriculum 2013 is guiding the students to Islamic concepts. The domain was limited in develop good habits such following things. three main pillars of Islam: aqidah, syariah, First, development of self-management: and akhlak. identifying the most appropriate learning style (visual, auditive, kinesthetic, deductive or Second, IE Curriculum 2002 was inductive); monitoring and increasing different from curriculum 2000 since it learning skills (reading, writing, listening, indicated the changing of paradigm and time management and problem solving); material radically into more dynamical, utilizing varied learning environment (in the contextual, interdisciplinary, and responsive class with speech, discussion, giving task, to the current situation. Religion was not only practice in the laboratory, group learning, and positioned as a set of norms to fulfill human‟s many other things). Secondly, developing spirituality. Religion, however, was placed on positive thinking habit; increasing self- the reality context that always changes since confidence and self-esteem; identifying the the “religion teaching” should be dynamical learning goal and enjoying learning activity. in responding the current situation. Such Third is by developing hierarchy thinking changing paradigm gave impact to the habit; making decision and solving problem; changing of IE learning material in PU that no combining and creating the correlations and longer repeated the material taught in the new concepts. Fourth, developing habit to elementary and secondary levels, but it was ask: identifying ideas and main concepts as more accommodative to the contemporary well as supporting proofs; raising interest and issues such as human rights, democracy, motivation; centering on attention and pluralism, feminism and madani (civil) memory. society). Curriculum 2013 believes that the Third, IE Curriculum 2013 highlights standard of education success is how far all more the learning with scientific approach by educational efforts give the broader space and activating students (active students centered) facility in developing personality and the to build knowledge (epistemological freedom in the society. Besides, curriculum approaches). Briefly, IE learning according to applied in the last of cabinet of Indonesia curriculum 2013, is oriented more on the Bersatu (United Indonesia Cabinet) part 2

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