Epistemologi (Ilmu Pengetahuan)

BAB II

PEMBAHASAN

1. Pengertian Epistemologi

Ruang lingkup filsafat ada 3 macam, yaitu: Ontologi atau metafisika yang merupakan filsafat tentang realita, Epistemologi, yaiutu filsafat tentang ilmu pengetahuan, dan Axiologi, yaitu filsafat tentang nilai. Secara luas dapat dikatan bahwa epistimologi adalah bagian filsafat yang membahas masalah-masalah pengetahuan. Epistemologi berasal dari bahasa Yunani, yaitu episteme, yang berarti pengetahuan (knowledge) dan logos yang berarti ilmu. Jadi menurut arti katanya, epistemologi ialah ilmu yang membahas masalah-masalah pengetahuan. Di dalam Webster New International Dictionary, epistemologi diberi definisi sebagai berikut: Epistimology is the theory or science the method and grounds of knowledge, especially with reference to its limits and validity, yang artinya Epistemologi adalah teori atau ilmu pengetahuan tentang metode dan dasar-dasar pengetahuan, khususnya yang berhubungan dengan batas-batas pengetahuan dan validitas atau sah berlakunya pengetahuan itu. (Darwis. A. Soelaiman, 2007, hal. 61).

Istilah Epistemologi banyak dipakai di negeri-negeri Anglo Saxon (Amerika) dan jarang dipakai di negeri-negeri continental (Eropa). Ahli-ahli filsafat Jerman menyebutnya Wessenchaftslehre. Sekalipun lingkungan ilmu yang membicarakan masalah-masalah pengetahuan itu meliputi teori pengetahuan, teori kebenaran dan logika, tetapi pada umumnya epistemology itu hanya membicarakan tentang teori pengetahuan dan kebenaran saja.

Epistemologi atau Filsafat pengetahuan merupakan salah satu cabang filsafat yang mempersoalkan masalah hakikat pengetahuan. Apabila kita berbicara mengenai filsafat pengetahuan, yang dimaksud dalam hal ini adalah ilmun pengetahuan kefilsafatan yang secara khusus hendak memperoleh pengetahuan tentang hakikat pengetahuan.

Beberapa pakar lainnya juga mendefinisikan espitemologi, seperti J.A Niels Mulder menuturkan, epistemologi adalah cabang filsafat yang mempelajari tentang watak, batas-batas dan berlakunya dari ilmu pengetahuan. Jacques Veuger mengemukakan, epistemology adalah pengetahuan tentang pengetahuan dan pengetahuan yang kita miliki tentang pengetahuan kita sendiri bukannya pengetahuan orang lain tentang pengetahuan kita, atau pengetahuan yang kita miliki tentang pengetahuan orang lain. Pendek kata Epistemologi adalah pengetahuan kita yang mengetahui pengetahuan kita. Abbas Hammami Mintarejo memberikan pendapat bahwa epistemology adalah bagian filsafat atau cabang filsafat yang membicarakan tentang terjadinya pengetahuan dan mengadakan penilaian atau pembenaran dari pengetahuan yang telah terjadi itu. (Surajiyo, 2008, hal. 25).

Dari beberapa definisi yang tampak di atas bahwa semuanya hamper memiliki pemahaman yang sama. Epistemologi adalah bagian dari filsafat yang membicarakan tentang terjadinya pengetahuan, sumber pengetahuan, asal mula pengetahuan, batas-batas, sifat, metode, dan keshahihan pengetahuan. Jadi objek material dari epistemology adalah pengetahuan dan objek formalnya adalah hakikat pengetahuan itu.

2. Arti Pengetahuan

Pengetahuan adalah suatu istilah yang dipergunakan untuk menuturkan apabila seseorang mengenal tentang sesuatu. Suatu hal yang menjadi pengetahuannya adalah selalu terdiri atas unsur yang mengetahui dan yang diketahuiserta kesadaran mengenai hal yang ingin diketahuinya itu. Oleh karena itu, pengetahuan selalu menuntut adanya subjek yang mempunyai kesadaran untuk mengetahui tentang sesuatu dan objek yang merupakan sesuatu yang dihadapinya sebagai hal ingin diketahuinya. Jadi bisa dikatakan pengetahuan adalah hasil tahu manusia terhadap sesuatu. Pengetahuan diperlukan sebagai dukungan dalam menumbuhkan rasa percaya diri maupun sikap dan perilaku setiap hari, sehingga dapat dikatakan bahwa pengetahuan merupakan fakta yang mendukung tindakan seseorang.

Pengetahuan itu hanya dikenal dan ada di dalam pikiran manusia, tanpa pikiran maka pengetahuan tidak akan eksis. Oleh karena itu keterkaitan antara pengetahuan dan pikiran sesuatu yang kodrati. (Surajiyo, 2008, hal. 26).

3. Terjadinya Pengetahuan

Masalah terjadinya pengetahuan adalah masalah yanag sangat ungen untuk dibahas di dalam Epistemologi, sebab orang akan berbeda pandangan terhadap terjadinya pengetahuan. Sebagai alat untuk mengetahui terjadinya pengetahuan menurut John Hospers dalam bukunya An Introduction to Philosophical Analysis mengemukakan ada enam hal, (Surajiyo. 2008. Hal. 28) diantaranya:

1. Pengalaman Indera (Sense Experience)

Orang sering merasa penginderaan merupakan alat yang paling vital dalam memperoleh pengetahuan. Pengalaman indera merupakan sumber pengetahuan yang berupa alat-alat untuk menangkap objek dari luar diri manusia melalui kekuatan indera. Kekhilafan akan terjadi apabila ada ketidak normalan antara alat-alat itu. Ibn Sina mengutip ungkapan filosof terkenal Aristoteles menyatakan bahwa barang siapa yang kehilangan indra-indranya maka dia tidak mempunyai makrifat dan pengetahuan. Dengan demikian bahwa indra merupakan sumber dan alat makrifat dan pengetahuan ialah hal yang sama sekali tidak disangsikan. Hal ini bertolak belakang dengan perspektif Plato yang berkeyakinan bahwa sumber pengetahuan hanyalah akal dan rasionalitas, indra-indra lahiriah dan objek-objek fisik sama sekali tidak bernilai dalam konteks pengetahuan. Dia menyatakan bahwa hal-hal fisikal hanya bernuansa lahiriah dan tidak menyentuh hakikat sesuatu. Benda-benda materi adalah realitas-realitas yang pasti sirna, punah, tidak hakiki, dan tidak abadi.

2. Nalar (Reason)

Nalar adalah salah satu corak berfikir dengan menggabungkan dua pemikiran atau lebih dengan maksud untuk mendapatkan pengetahuan baru. Salah satu tokoh dari paham ini adalah Plato, seorang filosof Yunani yang dilahirkan di Athena. Plato berpendapat bahwa untuk memperoleh pengetahuan itu pada hakikatnya adalah dengan mengingat kembali.

3. Otoritas (Authority)

Otoritas adalah kekuasaan yang sah yang dimiliki oleh seseorang dan diakui oleh kelompoknya. Otoritas menjadi salah satu sumber pengetahuan, karena kelompoknya memiliki pengetahuan melalui seseorang yang mempunyai kewibawaan dalam pengetahuannya. Pengetahuan yang diperoleh dari otoritas ini biasanya tanpa diuji lagi, karena orang yang telah menyampaikannya mempunyai kewibaan tertentu.

4. Intuisi (Intuition)

Intuisi adalah kemampuan yang ada pada diri manusia berupa proses kejiwaan tanpa suatu rangsangan atau stimulus mampu untuk membuat pernyataan yang berupa pengetahuan. Pengetahuan yang diperoleh melalui intuisi tidak dapat dibuktikan seketika atau melalui kenyataan karena pengetahuan ini muncul tanpa adanya pengetahuan lebih dahulu. Menurut Mohamad Taufiq dalam sebuah tulisannya mengatakan bahwa intuisi adalah daya atau kemampauan untuk mengetahui atau memahami sesuatu tanmpa ada dipelajari terlebih dahulu dan berasal dari hati.

5. Wahyu (Revelation)

Sebagai manusia yang beragama pasti meyakini bahwa wahyu merupakan sumber ilmu, Karena diyakini bahwa wahyu itu bukanlah buatan manusia tetapi buatan Tuhan Yang Maha Esa. Wahyu adalah berita yang disampaikan oleh Tuhan kepada nabi-Nya untuk kepentingan ummatnya. Kita mempunyai pengetahuan melalui wahyu, karena ada kepercayaan tentang sesuatu yang disampaikan itu. Wahyu dapat dikatakan sebagai salah satu sumber pengetahuan, karena kita mengenal sesuatu melalui kepercayaan kita.

6. Keyakinan (Faith)

Keyakinan adalah suatu kemampuan yang ada pada diri manusia yang diperoleh melalui kepercayaan. Adapun keyakinan itu sangat statis, kecuali ada bukti-bukti yang akurat dan cocok untuk kepercayaannya.

4. Jenis-Jenis Pengetahuan

Pengetahuan Menurut Soejono Soemargono dapat dibagi atas Pengetahuan Non-Ilmiah dan Pengetahuan Ilmiah.

Pertama adalah Pengetahuan Non-Ilmiah, yang mana pengetahuan ini adalah pengetahuan yang diperoleh dengan menggunakan cara-cara yang tidak termasuk dalam kategori metode ilmiah. Dalam hal ini termasuk juga pengetahuan yang meskipun dalam babak terakhir direncanakan untuk diolah lebih lanjut menjadi pengetahuan ilmiah, yang biasanya disebut pengetahuan pra-ilmiah. Misalnya, pengetahuan orang tentang manfaat rebusan daun jambu biji untuk mengurangi gejala diare.

Secara umum yang dimaksud dengan pengetahuan non-ilmiah ialah segenap hasil pemahaman manusia mengenai sesuatu objek tertentu yang terdapat dalam kehidupan sehari-hari. Dalam hal ini yang cocok adalah hasil penglihatan dengan mata, hasil pendengaran telinga, hasil penciuman hidung, hasil pengecapan lidah dan hasil perabaan kulit. Disamping itu, sering kali di dalamnya juga termasuk hasil-hasil pemahaman yang merupakan campuran dari hasil inderawi dengan hasil pemikiran secara akali. Juga pemahaman manusia yang berupa tangkapan-tangkapan terhadap hal-hal yang biasanya disebut ghaib, misalnya pengetahuan orang tertentu tentang jin atau makhluk halus di tempat tertentu, keampuhan pusaka, dan lain-lain.

pengetahuan non-ilmiah mempunyai ciri-ciri penelitian tidak sistematik, data yang dikumpulkan dan cara-cara pengumpulan data bersifat subyektif yang sarat dengan muatan-muatan emosi dan perasaan dari si peneliti. Karena itu pengetahuan non-ilmiah adalah pengetahuan yang coraknya subyektif.

Kedua adalah Pengetahuan ilmiah adalah segenap hasil pemahaman manusia yang diperoleh degan menggunakan metode ilmiah. Pengetahuan ilmiah adalah pengetahuan yang sudah lebih sempurna karena telah mempunyai dan memenuhi syarat-syarat tertentu dengan cara berfikir yang khas, yaitu Metode ilmiah. Jujun S. Suriasumantri menambahkan bahwa metode ilmiah merupakan prosedur dalam mendapatkan pengetahuan yang disebut ilmu. Jadi ilmu merupakan pengetahuan yang didapat lewat metode ilmiah. Tidak semua pengetahuan dapat disebut ilmu, sebab ilmu merupakan pengetahuan yang cara mendapatkannya harus memenuhi syarat-syarat tertentu. Syarat-syarat yang harus dipenuhi agar suatu pengetahuan dapat disebut ilmu tercantum di dalam apa yang dinamakan metode ilmiah. (Jujun S. Surisumantri. 1996. Hal. 119).

Secara etimologi metode berasal dari kata Yunani methodos, sambungan kata depan meta (menuju, melalui, mengikuti, sesudah) dan kata benda hodos (jalan, perjalanan, cara, arah) kata methodos sendiri lalu berarti penelitian, metode ilmiah, hipotesis ilmiah, uraian ilmiah. Metode ialah cara bertindak menurut sistem/ aturan tertentu. (Surajiyo. 2008. Hal. 35). Jadi, Metode ilmiah adalah suatu kerangka landasan bagi terciptanya pengetahuan ilmiah. Dalam sains dilakukan dengan menggunakan metode pengamatan, eksperimen, generalisasi, dan verifikasi. Sedangkan dalam ilmu-ilmu sosial dan budaya, yang terbanyak dilakukan dengan menggunakan metode wawancara dan pengamatan. Pelaksanaan metode ilmiah ini meliputi enam tahap, yaitu:

1. Merumuskan masalah. Masalah adalah sesuatu yang harus diselesaikan.

2. Mengumpulkan keterangan, yaitu segala informasi yang mengarah dan dekat pada pemecahan masalah. Sering disebut juga mengkaji teori atau kajian pustaka.

3. Menyusun hipotesis. Hipotesis merupakan jawaban sementara yang disusun berdasarkan data atau keterangan yang diperoleh selama observasi atau telaah pustaka.

4. Menguji hipotesis dengan melakukan percobaan atau penelitian.

5. Mengolah data (hasil) percobaan dengan menggunakan metode statistik untuk menghasilkan kesimpulan. Hasil penelitian dengan metode ini adalah data yang objektif, tidak dipengaruhi subyektifitas ilmuwan peneliti dan universal (dilakukan dimana saja dan oleh siapa saja akan memberikan hasil yang sama).

6. Menguji kesimpulan. Untuk meyakinkan kebenaran hipotesis melalui hasil percobaan perlu dilakukan uji ulang. Apabila hasil uji senantiasa mendukung hipotesis maka hipotesis itu bisa menjadi kaidah (hukum) dan bahkan menjadi teori.

Metode ilmiah didasari oleh sikap ilmiah. Sikap ilmiah semestinya dimiliki oleh setiap penelitian dan ilmuwan. Adapun sikap ilmiah yang dimaksud adalah :

1. Rasa ingin tahu

2. Jujur (menerima kenyataan hasil penelitian dan tidak mengada-ada)

3. Objektif (sesuai fakta yang ada, dan tidak dipengaruhi oleh perasaan pribadi)

4. Tekun (tidak putus asa)

5. Teliti (tidak ceroboh dan tidak melakukan kesalahan)

6. Terbuka (mau menerima pendapat yang benar dari orang lain)

5. Asal-Usul Pengetahuan

Asal-usul pengetahuan adalah hal yang harus detahui oleh seseorang. Karena tanpa mengetahui asal-usul pengetahuanm tersebut, maka kita tidak berangkat dari pemahaman awal munculnya pengetahuan. Seorang yang berakal tentu ingin mengetahui tidak hanya apa pengetahuan tetapi juga bagaimana ia muncul. Keinginan ini dimotivasi sebagian oleh asumsi bahwa penyelidikan asal-usul pengetahuan dapat menjelaskannya. Oleh karena itu, penyelidikan semacam itu menjadi salah satu tema utama Epistemologi dari zaman Yunani kuno sampai sekarang. Untuk mendapatkan dari mana pengetahuan itu muncul bisa dilihat dari aliran-aliran dalam pengetahuan.

Aliran-aliran dalam pengetahuan, diantaranya adalah:

a. Rasionalisme

Rasionalisme adalah aliran yang memandang bahwa yang menjadi dasar pengetahuan adalah akal fikiran manusia. (Darwis A. Soelaiman. 2007. Hal 68). Pengalaman hanya dapat dipakai untuk meneguhkan pengetahuan yang didapat oleh akal. Salah satu tokoh aliran aini adalah Rene Descartes. Beliau memebedakan 3 ide yang ada di dalam diri manusia, yaitu: 1. Inneate ideas (bawaan yang dibawa manusia sejak lahir), 2. Adventitious ideas (ide-ide yang berasal dari luar diri manusia), dan 3. Factitious ideas (ide-ide yang dihasilkan oleh fikiran itu sendiri).

b. Empirisme

Empirisme tercipta dalam himpunan sosial pada masyarakat Inggris dan Amerika, sekalipun pandangan ini sebetulnya sudah ada sejak Aristoteles. Pempirisme tertuju kepada keduniawian. (Darwis A. Soelaiman. 2007. Hal. 77). Aliran ini berpendapat bahwa empiris atau pengalamanlah yang menjadi sumber pengetahuan. Akal bukan menjadi sumber pengetahuan, tetapi akal mendapat peran sebagai yang mengolah bahan-bahan yang diperoleh oleh pengalaman.

c. Kritisisme

Aliran yang dikenal dengan kritisisme adalah aliran diintrodusir oleh Iummanuel Kant, seorang filosof Jerman yang dilahirkan di Konigserg, Prusia Timur, Jerman. Aliran ini memulai pelajarannya dengan menyelidiki batas-batas kemampuan rasio sebagai sumber pengetahuan manusia. (Juhaya S. Praja. 2005. Hal. 114). Pertentangan antara Rasionalisme dan Empirisme hendak diselesaikan oleh Immanuel Kant dengan kritisismenya. Salah satu ciri dari kritisisme adalah menjelaskan bahwa pengenalan manusia atas sesuatu itu diperoleh atas perpeduan antara peranan unsur Anaximenes priori yang berasal dari rasio serta berupa ruang dan waktu dan peranan unsur aposteriori yang berasal dari pengalaman.

d. Positivisme

Positivisme berasal dari kata “positif”. Kata positif di sini sama artinya dengan faktual, yaitu apa yang berdasarkan fakta-fakta. Menurut positivisme, pengetahuan kita pernah boleh melebihi fakta-fakta. Dengan denikian, maka ilmu pengetahuan empiris menjadi contoh terbaik dalam bidang pengetahuan. Tentu saja, maksud positivisme berkaitan erat dengan apa yang dicita-citakan oleh empirisme. Positivisme pun mengutamakan pengalaman.

Textbook and Curriculum Analysis

The summary of material Text Book and Curriculum Analysis

In general curriculum is the whole of planning about the content and the learning material also the way that used in implementing teaching and learning process.

The component of curriculum:
1. Aim: it is the target that will being catched by the process of implementing the education.
2. Content: it is the experiences that acquired by students in the school.
3. Method: it is the teaching learning process that the ways of students to get the experiences of learning to catch the target.
4. Evaluation: it is the way to know whether the target can be achieved.

The function of curriculum is as the guidance for the teachers in conducting teaching learning process:
a. Preventive: it is in order the teachers avoid to do something that not suitable with the curriculum.
b. Corrective: it is to correct something that deviated from the curriculum.
c. Constructive: it is to give the right direction for implementing, and develop it's implementing, exactly based on the valid curriculum.

The principle of curriculum:
a. Philosophy: it is to give the direction to all of the deciding and human actions, because the philosophy is the view of life, people, public and nations. In order that the curriculum has the great correlation with the philosophy of education.
b. Psichologic: it is about the human hehaviours. The psicologic principle has the correlation with the way of student learning.
c. Sociologic: it is in real condition not only used in developing curriculum at the national level but also for the teacher in constructing the curriculum at the school level.
d. Organizational: it is about the curriculum organization.

There are 3 types of curriculum:

1. Separated Subject Curriculum is the curriculum that the subject separated and do not in a collective.

The strength:
a. The material served logically, sistematic and continuety.
b. Simple, easy to plan, easy to implement and easy to change if needed.
c. Easy to score for getting the data which needed to change
d. Teachers just teach the certain material which suitable with the lesson. When the teachers more with the lesson, so they will get more experiences.

The weakness:
a. One subject with onother subjects there are no correlation, the knowledge not suitable with the reality.
b. Less to pay attention to the students problems factually in their daily life. Give priority to some knowledges that sometimes there are no relation with the necessary of life.
c. Static
d. Limited, just to press in intellectual and less in developing the emotional and social.

2. Correlated Curriculum is the curriculum that subjects have the correlation, to strengthen each others.

To correlate one subject to anothers subjects, go through the ways:
a. Occational correlation
b. Ethic correlation
c. Sistematic correlation
d. Informal correlation
e. Formal correlation
f. Broad field correlation

The strength:
a. Help the collective of experiences and knowledges, because getting them do not separated.
b. Applying the knowledges functionally. Exploid various kinds of subject to solve the problems.

The weakness:
a. characteristic of subject centered, not yet to the material that directly to the necessary and the problems in daily life and not sistematic.

3. Integrated Curriculum is the curriculum that to integrate some of subjects to be one.

The strengh:
a. Connected one subject each others
b. Do not just learn about the facts that free and less functional to solve the problem
c. The new theory based on the experience, ability, thinking and acting interest also have the responsibility to individual and group.
d. The great correlation between school and public. The public is as the laboratory.

The weakness:
a. There is no the logic and sistematic organization. The material do not prepared in first but plan it with the students.
b. Teachers do not prepared for implement the curriculum unit form.
c. Busy, less of tool.
d. There is no the general examination. The problems in one school and another school are different. Trouble to measure the ability because have the abstrack standard.


The advantages of commercial textbooks:
a. They provide structure and a syllabus for a program
b. They help standardize instaruction
c. They maintain quality
d. They provide a variety of learning resources
e. They are efficient
f. They can provide effective language models and input
g. They can train teachers
h. They are usually appealing

The disadvantages of commercial textbooks:
a. They may contain inauthentic language
b. They may distart content
c. They may not reflect students needs
d. They can deskill teachers
e. They are expensive

3 cons theory by Ki Hajar Dewantara:
a. Concentries
b. Continue
c. Convergency

Curriculum Evaluation
A lot of the meaning of evaluation:
a. Evaluation is the process for determining the degree to which these changes in behaviour are actually taking place (Tyler)
b. Evaluation is a process for describing an evaluand and judging its merit and worth (Lincoln and Guba)
c. Evaluation is the effort to understand the functioning and effect of a program (Meyers)

The aim to evaluate the curriiculum:
a. to determine the effectivity of curriculum
b. To determine the streng and weakness of curriculum
c. To determibe the result of students achievement
d. To determine the opinion to correct the curriculum
e. To describe the condition of implementing curriculum
f. To determine the correlation among the component of curriculum

The factors that can influence the changeable of curriculum:
Inside: Objectve, material, method and evaluation.
Outside: PP, Permen, and perda or qanun.

The differentiation among the curriculum in 1994, , 2002 and 2004:
1994: Objevtive: CBSA, Independent study
Material: GBPP, TIU-TIK, SP, KP-RME, Prota, Prosem, AMP-SP
Method: GTM,CBSA, (Separated Subject Curriculum)
Evaluation: EBTANAS
2002: Objective: life skill, mastery learning
Material: SI-SK,KD, RPP, KP
Method: CTL, CLL, CA, (Correlated Curriculum, Integrated Curriculum)
Evaluation: SKL, UAN
2004: Actually it is same with 2002 but different in evaluation
Evaluation: UN

Syllabus:

The syllabus is the summary or the essential of material for learning. Also one of the steps to in developing the curriculum, especially to answer the question " what should be learn ?

The content of syllabus:
The subject, the level of school and semester, grouping of basic competence, the essential material, indicator, learning strategic, time allocation, the material or tool and media.

The Education Curriculum in Indonesia

The education in our country still be apprehensive if we compare it with another countries like: South Korean, Singapore, Japan, Taiwan, India, China, Malaysia or the other countries that have the experience of progress in education. In one side, the education in Indonesia faced the big problems, while in another side the challenge to enter the modern era cannot with playing.

According to Sudarminta, SJ: the problem that faced by Indonesian education is about, the quality of our education still weak, The learning system in schools not satisfy yet, the moral crisis still feced by Indonesian. While the challenge that faced still exist to enter the modern era need to undertake to get: the perceptive education to the rivalry situation and the global cooperation. The education that can create the people have the ability to face the long life education. The education that aware and undertake how the important of the education value.

Former minister national of education Abdul Malik Fajar admitted the true judgment that Indonesian educational system very bad in Asia. With the condition of government right now still make a responsible the high crisis. Do not exact when we wait the policy from the central government to fix the condition of our education right now, until all of the elements have the responsibility about the condition and the educational system in our country have to follow to think how the way in order Indonesian education fell the progress like another countries.

Based on the explanation above, we have the mistake if we do not follow to have the responsibility with the educational system in our loving country. Besides that, we will se the Indonesian curriculum of education, already several years fell the curriculum reformation, it is from 1975, 1984, 1994, 2004 and KTSP 2006 until now.

One of the big issues that faced in Indonesia is about the curriculum. The quality of our education is weak not only because of the change of curriculum and minister but also actually because we cannot be patient in implementing the curriculum. Actually the curriculum in Indonesia still good, only just less of implementing. As the example in 2004 the curriculum called KBK, this curriculum stated that the teaching learning process do not dominated by teachers, but have to communicative. This curriculum also emphasizes that the learning system have to pay attention about the students ability, because each student has the deifferences ability, so every student will gets the differences treatment. For example the students who like Mathematic, always help their ability, while the unability students will help with the subject that they like. So there is no the word stupid students because cannot follow the mathematic subject. Every students let them to develop suitable with their ability. Right now, What happen ? on e curriculum doesn't run well, but the government that in this context the minister of education changed by KTSP, actually the content from the curriculum it is same.

The curriculum in Indonesia doesn't have the exact concept, so the result is the students and teachers were confused. The curriculum always change and doesn't stays in long time. As we know, right now when many students and teachers will enjoy the curriculum, not in long time the curriculum will changed. This problem always happen until the government faced the good problem solver. When the minister of education changed, the curriculum also changed. The minister of education right now is Mr. Bambang Sudibyo we hope that the curriculum when he lead the education in Indonesia will give the good consideration.

In this critism we will see the content from the curriculum, so we will know the weakness and the strengh each curriculum. When the curriculum designed systematic and comprehensive also integrity with all of the necessity the developing and learning the students, of course the out put of education will able to create the hope. But if not, the fail by fail will always follow the education.
Curriculum is the set of planning and controlling about the content of subject also the way that used as the guidance to implement the teaching learning process. The curriculum known as educational program that be planned and implemented in reaching out for the aim of education.

Curriculum also as the basic guidance in teaching learning process in education. Success or not the education, able or not the student and the teacher in adopting and giving the lesson. When the curriculum designed sistematic and comprehensive also integrity with all of the student developing and learning necessity to prepare the self to face the life

Now, the function and the development role of curriculum. In teaching learning activity the curriculum is really important, because with the curriculum the students will get the benefit. Nevertheless, besides the curriculum given the benefit to the students, it has the functions, they are: in reaching of the aim of education. The curriculum in one school is a tool or the effort to achieve the aim of education in school. That means, when the hope of education not achieve yet, the people will recheck the tool that used to achieve the aim, for example to check the curriculum. In achieving the curriculum that hope, the aims have to be achieved with many consecutive levels and supported each other. While, the existing of curriculum here as the tool to achieve the aim.

The function of curriculum for the students. The existing of curriculum as the arrangement learning organization it is a preparing for the students. The students hoped will get a lot of new experiences which then developed with the students development. In order can fill the stoct of their life.

As the tool to achieve the aim of education, curriculum hoped able to order the programs to the students which live in their era, with the differences social history and culture backgrond.
We also have to know the function of curriculum for the teachers. The teachers is the professional educator which implisitly have already to get the part of education responsibility. Now, the function of curriculum for the teachers is for the work guidance in arranging and organizing the experiences of students learning. Next, as the guidence to have the evaluation for the development of students in adopting the experience that given by teachers.
With the existing of curriculum, of course the assignment of teacher as the educator more guided. The educator one of the factor that determine and very important in educational process and one of the component which interact actively with the students in education.

Curriculum is the tool to achieve the aim of education which expected able to alleviate part of the assignment from the teachers in effective and efficient teaching learning process, in order that the curriculum has the function as the guidence. The guidence that become the tool to achieve the aim of education, because including the various kinds of programs that will implement in the school. From how to implement the programs until who will gets the responsibility in implementing it and what the tool needed.

The function of curriculum for the headmaster. Headmaster is the administrator and supervisor who has the responsibility to the curriculum. The function of curriculum for headmaster and another manager is, as the guidence in supervising to correct the learning situation. Next, as the guidence in supervising to create the learning situation more good. As the guidence in supervising the teachers. As the guidence in administrator. As the guidence to have the evaluation of learning progress.

The function of curriculum for the parents. Curriculum functioned as the partisipate from the parents to help the effort of school to progress their children. By reading the school curriculum, the parents can understand learning experiences that needed by their childen, so the partisipation of parentn is important to success teaching learning process in the school.
The function of curriculum for the public. By knowing the curriculum in one school, the public will follow to givethe contribution in implementing the education programs which needed the cooperation with parents and public. Always give the critism and constructive suggestion
We also have to know the role of the curriculum developer. Curriculum has a big responsibility to the education. At least, there are 3 kinds the roles of curriculum: first, conservative role. the curriculum can we say conservative because to translate the social inheritance to the the students and the next young generation. Second, critism and evaluative role. that mean the curriculum besides bequeath the value to the next young generation also as the tool to evaluate the exist culture. Third, creative role. Curriculum have to do the creative and constructive activity, in order to create and arrange the new one which suitable with the future and now necessity in public.

Three roles above have to implement in balancing, as the result created the harmony among the roles. Thus, curriculum can fill the time demand and the condition to help the students go in the direction of the future cukture, so they have already to be the perseptive generation.
Right now, a lot of Indonesian was studying abroad. They go to the best country of it's educational, it is like Finland. We can say it because Finland has the good curriculum which is can develop the students. The other countries have the good curriculum are United States, England, etc. The reason why they were studying abroad is because the curriculum arranged systematic. Preferable the indonesian curriculum be equal with abroad. here the example of adopting curriculum, one of the school that adopts the curruiculum from abroad is Karangturi National school, until right now Karangturi National school has already second year to adopt the curriculum from Cambridge from England.

According to Executive Director of Karangturi National School Harry Santoso, The international curriculum that used in three classess that for the students who will continue the study to abroad.

The adoption of curriculum also happaned in Daniel Creative School (DCS) which has the playgroup untik Kindegarden. According to the headmaster of Daniel Creative School (DCS) Herawati, the curriculum that used is creative learning from United States.


Our expectation is the Indonesian do not just studying abroad. They have to study in Indonesia with all of the instruments of education. The government has to announce to the Indonesian to love their country, although with the limitation curriculum. In order the Indonesian who will be success without studying abroad, so Indonesia has to adopt the curriculum from another country and compare it with Indonesian curriculum. Although the curriculum from another country could be better, Indonesia has to be careful in adopting it in its educational system.

List of References:

Sukorini. Indriati, S. Pd, Dampak perubahan kurikulum pendidikan terhadap mutu pendidikan di indonesia. Indriatisukorini's blog, March 16th, 2009

Karangasem. Deuz, Masalah Kurikulum, January 20th, 2008, E-Mail: rhs@plasa.com

Roezman, Permasalahan Kurikulum di Indonesia, 2007, yahoo answers

Ric/Isk, Jawa pos, Kurikulum Luar Negeri Janjikan Kualitas?, Radar Semarang, Kamis, 24 Juli 2008,

Suggestopedia Method

Suggestopedia

Introduction

In Indonesian country a lot of methods that implemented in education. All of the students felt the various kinds of the methods to learn. Although they got a lot of methods, but they will undertake to comprehend it. The teachers also do effort for helping the students.
According to (Serambi Indonesia, Sunday, April 5th, 2009) Mr. Mohd Ilyas Wahab said: the knowledge of teachers in teaching still weak. The teachers have to implement the good method for teaching in order the students can be smart. Kadisdik Aceh, Mr. Mohd Ilyas Wahab also said in different time (Serambi Indonesia, Sunday, June 28th, 2009): all of the teachers have to follow the training for increasing their ability in teaching. All of the teachers that followed the training have to get the quality for developing the methods of teaching. If the teachers can do good implementation of teaching method, I believe that the Indonesian education will raise up and get the first level in the world.
Right now, the students of university, especially in Tarbiyah faculty they also often learn about the method for teaching, they do the competition to get the good way for teaching. As I know that in IAIN Ar-Raniry the students thought the methods for teaching. Among others: CLT (Communicative Language Teaching), CLL (Community Language Learning), TPR (Total Physical Response), DM (Direct Method), GTM (grammar Translation Method), CA (Communicative Approach), Silent Way, Suggestopedia, Natural Approach, Audiolingual Method, SLT (Situational Language Teaching), Oral Approach, etc. After they got a lot of methods from the lecturer, they will implement it in PPL in many school in Aceh. When they can implement in good way, they will get good reward and it is has the benefit when do the teaching as the real teacher in the school.

Suggestopedia

In this good opportunity, I will write more about the Suggestopedia method, because in my opinion it is one of the interesting method to teach the students in the school. Although a lot of method that be served, but this Suggestopedia method can create the students enjoy their learning. I believe the students will get the stimulation and motivation to study by using this method. Why ???? here a lot of reasons that why I choose this method for the assignment of Teaching Methodology.
Mohammad Aminuddin said that: in this era the role of music in our life is really important, in education the teachers often misjudge that the music is the causal factor the failure of students in learning. Whereas in fact the music according to Dr. Georgi Lozanov through the Suggestopedia method can help the students in accepting the subject matter. The Suggestopedia method which used the music as the students learning media, can stimulates the left brain in order activate with the right brain. By referring to the human principle that optimalize learning with balancing of using the left and right brain, also using the music to stimulate the students ability of thinking. The teachers be expected can exploit or make used of the music in learning process. The teachers can play the music in certain time. For example, when the students do the assignment or write something, using the soft music, in order the students can optimalize their brain in accepting the subject matter which given by teachers. In my opinion, I really agree with Mr Mohammad Aminuddin that the music is one of the good media in learning process because the music can stimulate the brain of students.
According to Eko Wuranto in his article: Right now a lot of books, articles, research that proven the classical music can increase the ability of brain to get good learning. From some literatures, Eko Wuranto got the information that Dr. Georgi Lozanov with his Suggestopedia method. We can say he is as the educator that crusades the using of classical music in learning English language.
Suggestopedia is one of the method in learning English language. Which created by an educator from Bulgarian it is Dr. Georgi Lozanov. Lozanov believed that, something around us can become the power in learning process, whether the positive power or negative power.
The aim from Suggestopedia method is to make free the mind of students from the negative thinking (Lozanov, 1978, page. 252). A lot of students influenced by negative thinking. The negative thinking that mean: the words "boring in learning", "the grammar is difficult", etc. This assumptions will limit the human potency. By changing the negative thinking to the positive thinking we will able to explore the human potency in learning process.
In Suggestopedia method, the class room also will explored. The environment that the students learn is really important. According to Walberg and Greenberg (1997), the condition of class room is determines the primary psychology which will influences the academic learning process.
The unique one from the Suggestopedia method is using the classical music in learning process. The using of classical music based on the result of research that stated the brain will in good condition when learning process it is in Alpha.

A few experience in learning using the Suggestopedia method

The students will sit in cushioned armchairs that are arranged in a semicircle facing the front of the room. The lighting is dim. There is soft music playing. There are several big posters on the wall. There are the sight poster, the people and their profession poster enclosed by the vocabularies in English language which written colorful.
The plants for decoration put in the corner of the class room. The arrangement of this class room will change the perception of the students that "the learning process is heavy" become "learning process is gratify". The vocabularies that stick on the wall will be recorded by students. This process will help the aim of learning.
The teachers ask the students to hear the classical composition. While hearing the music, the students asked to close their eyes. And arrange their breath suitable with the music rhythm. After the music finished the students asked to imagine that they are in the using English language country.
In learning process, the students asked to change their name with the pen name and job in English language. By choosing the new identity, Lozanov believed that this process will release all of the problems that faced by students in the real world which will disturb the learning process (Hagiwara,1989).
According to guruvalah, he said that: he used the suggestopedia method in learning process in one vocational school, but do not easy to implement it. he got the obstacles among others: the students felt that by using the music in learning process is strange and will distrub the concentration. The students do not have become accustomed with the classical music and soft instrument. The students felt sleepy.
On the contrary, the implementation of suggestopedia method in favorite school will get the high result from learning process between the students and the teachers, because this method is gretify.

Conclusion

The suggestopedia method which used the classical music in learning English language that crusaded by an educator, he is Dr. Georgi Lozanov. He believed that, something around us can become the power in learning process.
The aim from Suggestopedia method is to make free the mind of students from the negative thinking. A lot of students influenced by negative thinking. When the students think the positive thinking they will be in positive condition, but on the contrary, when they think negative they will be in negative condition. The proverb said: If you think you can, you can. The Master Hipnotist, Rommy Rafael said: You are what you think.

Suggestion

My suggestion to all of the teachers, please use this method in order your students get good condition in learning process. They will brought in stimulation and motivation condition, because they will get the music in leraning process. Although a lot of limitation in providing the instrument we can propose it to the stake holders of education. Exactly they will help the education. Also I suggest that all of the teachers have to read the Quantum learning and Quantum Teaching book, because those book will give more references to get good implementation of learning process.
To the students, I suggest that have to be more active with the music background. Have to more focus on the lesson that thought by the teachers.
We hope that our education will raise up by using the good method in learning process. In order the students in Indonesian country will be smart we have to undertake to choose the best method to implement it.


List of References:

Serambi Indonesia, Sunday, April 5th, 2009, Page: 22, Col: 1-6

Serambi Indonesia, Sunday, June 28th, 2009, Page: 3, Col: 3

Aminuddin, Mohammad, Musik sebagai media dalam pembelajaran, Go Jawa Pos, Surabaya, January, 31st, 2009

Wurianto, Eko Teaching, Learning and Education, a teacher's experience during teaching and learning, Tuesday, February 10, 2009

Guruvalah, Quantum Teaching-Menjadikan kelas menggairahkan, Thursday, January 15th, 2009,

Indonesian Curriculum

One of the big issues that face in Indonesia is about the curriculum. The curriculum in Indonesia doesn’t have the exact concept, so the result is the students and teachers were confused. The curriculum always changeable and doesn’t stays in long time. As we know, right now when many students and teachers will enjoy the curriculum, not in long time the curriculum will changed. This problem always happen until the government faced the good problem solver. When the minister of education changed, the curriculum also changed. The minister of education right now is Mr. Bambang Sudibyo we hope that the curriculum when he lead the education in Indonesia will give the good consideration.

Right now, the Indonesia was studying abroad. They go to the best country of it’s educational, it is like Finland. We can say it because Finland has the good curriculum which is can develop the students. The other countries have the good curriculum are United States, England, Malaysia, and Singapore. The reason why they were studying abroad is because the curriculum arranged systematic.

Our hope is the Indonesian do not studying abroad. They have study in Indonesia with all of the instruments of education. The government has to announce to the Indonesian to love their country, although with the limitation curriculum. In order the Indonesia who will be success without studying abroad, so Indonesia has to adopt the curriculum from another country. Although the curriculum from another country could be better, Indonesia has to be careful in adopting it in its educational system.

Pendidikan

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