Perceptions of Teachers and Students About Changes in the KTSP

2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects

Irdhan Epria Darma Putra

, Alwen Bentri

, Nurhizrah Gistituati

, Robby Ferdian

and

Rudi Nofindra

Universitas Negeri Padang, Road. Prof. Dr. Hamka, Air Tawar Barat Subdistrict. North Padang,

Padang City, West Sumatera 25171, Indonesia

robbyferdian@fbs.unp.ac.id, rudinofindra17@gmail.com

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

https://orcid.org/0000-0003-1156-2925

https://orcid.org/0000-0002-8358-3867

https://orcid.org/0000-0003-0454-7612

https://orcid.org/0000-0003-2776-9373

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-

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

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

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.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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;

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

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

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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

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

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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.

REFERENCES

Ahmad, S. (2015). Kompetensi Dosen UIN Syarif

Hidayatullah Jakarta dalam Pelaksanaan Evaluasi

Pembelajaran: Telaah atas Konstruksi Soal Perspectif

Higher Education. Salam: Jurnal Sosial Dan Budaya

Syar’i, II(1), 189–208.

Anggreni, D. S. (2020). Analisis Faktor Pembelajaran Seni

Budaya dan Keterampilan yang Mempengaruhi Mutu

Pembelajaran Seni Budaya dan Keterampilan di SD

Muhammadiyah Pringsewu. UIN Raden Intan

Lampung.

Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun

2015 tentang Standar Nasional Pendidikan, Pub. L. No.

19, 1 (2005).

Cronenberg, S. (2021). Music Teachers’ Perceptions of

General Music as a Required Middle-Level Course.

RMLE Online Research in Middle-Level Education,

43(9), 1–25. https://doi.org/10.1080/19404476.2020.18

18020

Firdani, A. (2017). Persepsi Guru dalam Pembelajaran

SBDP pada Kurikulum 2013 Edisi Revisi SD IT Bias

Assalam Kota Tegal. Universitas Negeri Semarang.

Janko, T., & Pešková, K. (2017). Exploring Teachers’

Perceptions of Curriculum Change and their Use of

Textbooks during its Implementation: A Review of

Current Research. Journal of Geography Education,

45(1), 33–60.

Kementerian Pendidikan Nasional, B. P. dan P. P. K.

(2010). Bahan Pelatihan Penguatan Metodologi

Pembelajaran Berdasarkan Nilai-Nilai Budaya untuk

Membentuk Daya Saing dan Karakter Bangsa:

Pengembangan Pendidikan (National g). Kementerian

Pendidikan Nasional, Badan Penelitian dan

Pengembangan, Pusat Kurikulum, 2010.

Khumaeni, A., & Susanto. (2021). Manajemen

Pengembangan Kurikulum Seni Budaya di SD Al-Fath

Bumi Serpong Damai-Tangerang. Jurnal

Kependidikan Dasar Islam Berbasis Sains, 6(1), 54–73.

Lorenza, L. M. (2018). Curriculum change and teachers’

responses: an NSW case study. The University of

Sydney.

Makris, S., Welch, G. F., & Himonides, E. (2022). Music

Teachers’ Perceptions of, and Approaches to,

Creativity in the Greek Cypriot Primary Education. The

Journal of Creative Behavior, 56(1), 1–31.

Mawardi, Amirah; Ondeng, Syafruddin; Hanafy, Sain Muh;

Yaumi, M. (2018). Effect of Lecturer’s Academic

Qualification and Academic Achievements on Learning

Quality. TARBAWI: Jurnal Pendidikan Agama Islam,

3(2), 93–110.

Mulyasa, H. E. (2014). Pengembangan dan Implementasi

Kurikulum 2013 (S. A. Wardan, Ed.; 4th ed.). Remaja

Rosdakarya.

Nasution. (2017). Berbagai Pendekatan dalam Proses

Belajar dan Mengajar (Vol. 1). Bumi Aksara.

Pamungkas, S. D. (2021). Pengelolaan Pembelajaran SBDP

Seni Tari Kelas Atas di SD MUhammadiyah 1 Ketelan

Surakarta. Universitas Muhammadiyah Surakarta.

Purnamasari, N. I. (2020). Siginifikansi Teori Belajar Clark

Hull dan Ivan Pavlov bagi Pendidikan Islam

Kontemporer Nia Indah Purnamasari STAI YPBWI

Surabaya Email: niaindahpurnamasari@stai-

ypbwi.ac.id A. Pendahuluan Paradigma baru

pendidikan lebih menekankan pada peserta didik s.

Qudwatuna Jurnal Pendidikan Islam, III(I), 1–28.

Riskita, N., & Sukmayadi, Y. (2022). Persepsi Guru Seni

Budaya Terhadap Penerapan Kurikulum 2013 Di SMAN

1 Garut. Grenek: Jurnal Seni Musik, 11(1), 19–26.

Safiuddin, Salmatian; Atikah, D. (2020). KOSTI Surabaya as

Counterculture against The Foreign Culture in The Era of

Generation 4.0. SIMULACRA, 3(1), 15–26.

https://doi.org/10.21107/sml.v3i1.7075

Sopandi, T. A., & Prabowo, S. (2014). Penerapan Kurikulum

2013 dalam Proses Pembelajaran Seni Budaya di SD

(Kajian Deskriptif Kualitatif di Lingkungan Dinas

Pendidikan dan Kebudyaan Kab/Kota Bandung).

Subyantoro, & Fadhilah. (2020). A Study on Teachers’

Perceptions Towards Cultural Arts Subject

Using Wayang Kulit Purwa to Students of Junior High

School. International Journal of Pedagogy and

Teacher Education (IJPTE), 4(2), 138–153.

Sugiyono. (2017). Metode Penelitian Kuantitatif,

Kualitatif, dan R & D. Alfabeta.

Sungurtekin, S. (2021). Classroom and music teachers’

perceptions about the development of imagination and

creativity in primary music education. Journal of

Pedagogical Research, 5(3), 164–186.

Perceptions of Teachers and Students About Changes in the KTSP 2006 Curriculum to the 2013 Curriculum on Cultural Arts Subjects

Suriani. (2021). Kompetensi Profesional Guru Seni Budaya

(Seni Musik) Kelas X di SMK Negeri I Pekan Baru

Tahun Ajaran 2019/2020. Universitas Islam Riau.

Suriasumantri, J. S. (1994). Filsafat Ilmu: Sebuah

Pengantar Populer. Pustaka Sinar Harapan.

Trundle, C. K., Green, K., & Shaheen, M. (2016).

Integreting The Arts into Science Teaching and

Learning. Proceedings of the 2nd SULE – IC, 1–1416.

Widyastuti, T. L. (2019). Pengaruh Persepsi Mahasiswa

Prodi Pendidikan Seni Tari Universitas Negeri

Semarang terhadap Mata Kuliah Tari Mancanegara.

Universitas Negeri Semarang.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education