MINISTRY OF EDUCATION AND CULTURE REPUBLIC OF INDONESIA The National Curriculum for Mathematics in Primary and Secondary Education Presented on SEAMEO RECSAM-University of Tsukuba Joint Seminar: Searching for Quality Mathematics Curriculum Framework on the Era of Globalization Center for Curriculum and Literature Agencies of Research and Development

STANDARD FOR NATIONAL EDUCATION POLICY IN DEVELOPING THE CURRICULUM Standard of graduate competence (SKL) Standard of contents (SI) Standard of education process Standard of education assessment Standard of education facilities and infrastructure Standard of education budgeting Standard of teachers and education personnel Standard of education management POLICY IN DEVELOPING THE CURRICULUM Graduate Competence Attitude Knowledge Skill Standard of Contents Curriculum Core Competence Basic Competence Lesson plan Syllabus NATIONAL SCHOOL

THE CURRICULUM STRUCTURE The national contents: Religious and moral education (legally: islamic, christian, catholic, hindu, buddha, confucianism) Pancasila (the five principles of Indonesian Republic) and civic education Indonesian language Mathematics Natural sciences Social sciences English (junior and senior high school) Indonesian history (senior high school) The regional content in accordance with the national reference Cultural arts and crafts Physical education, sports and health Group of subjects for specialization: senior high school a group of subjects of math, chemical, physics, biology a group of subjects of geography, economy, sociology, history a group of subjects specialization in language and anthropology Group of subjects for specialization: vocational high school Areas of expertise in vocational schools consists of: technology and engineering; information and communication technology; health; agribusiness and agro-technology; fisheries and maritime affairs; business and management; tourism; arts and crafts; and performing arts

CURRICULUM DEVELOMENT POLICY Law No. 20 of 2003 on the national education system (article 3): National education serves to develop the ability and character development and civilization in order to achieve a dignified life nation Providing education aimed at developing students' potentials in order to become a man of faith and fear of God, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible. Math education at school are expected to contribute in supporting the achievement of the competence of graduates of primary and secondary education through experiential learning, in order to be able to: understand the concepts and apply mathematical procedures in everyday life, make generalizations based on patterns, facts, phenomena or existing data, perform mathematical operations for simplification, and analysis of existing components, solve problems and communicate ideas through symbols, tables, diagrams, or other media to clarify the situation or problem, Have a positive attitude like the attitude of the logical thinking, critical, careful, meticulous work, and not easily give up in solving problems. The future development of the mathematics curriculum directed to improve life skills, particularly in developing creativity, critical thinking, collaboration or cooperation and communication skills. In addition, the development of mathematics curriculum also emphasizes the skills to use technology tools to perform technical calculations (computational) and a presentation in the form of pictures and graphics (visualization), which is important to support other skills are skills across disciplines and skills that are noncognitive and the development of values, norms and ethics (soft skills).

Strand Competencies Up to Y3 Up to Y6 Up to Y9 Numbers Using natural/whole numbers, simple fractions in problem solving everyday life Using integers, prime, fractions, multiples and factors, powers and simple roots in problem solving everyday life Using integers, fractions, powers and roots, patterns of numbers, sequence and series in problem solving everyday life Algebra - forming sentences in mathematical symbol of a situation or everyday problems Using the set, algebraic expressions, relations and functions, comparison, social arithmetic, linear equations and inequalities of one variable, systems of linear equations of two variables, equation of a straight line, quadratic equations and functions in problem solving everyday life Geometry and Measurement Using simple plane geometry and the geometry of space, the concept of units (weight, length, and time), in solving the problems of everyday life Using plane geometry and the geometry of space, the relationship between lines, measurements (weight, length, area, volume, angles, time, speed, and debit), the coordinates of an object in problem solving everyday life Using lines and angles, plane geometry and the geometry of space, similarity and congruence, and the Pythagorean theorem, geometric transformation in problem solving everyday life Statistics and probability Presents a simple data in the form of diagram Collect, present and interpret data in problem solving everyday life Processing, presenting and interpreting data, and using empirical and theoretical probabilities in problem solving everyday life

Strand Competencies (up to Y12) Algebra Using absolute value equations and inequalities in the form of a linear form with one variable, systems of linear equations of three variables, functions, mathematical logic, mathematical induction, linear program two variables, matrices, sequence and series in problem solving everyday life Geometry and Measurement Using a matrix for transformation geometry, plane geometry and geometry of space in solving problems Statistics and probability Using descriptive statistics of the data groups, the rules of enumeration, and probabilities for problem solving everyday life Trigonometry Using trigonometric ratio in right-angled triangles and angles related and trigonometric identity, law of sines and cosines, trigonometric function in problem solving everyday life Calculus Using limit, derivative and indefinite integral of algebraic function in problem solving

Text-book development Approach to learning mathematics Based activity (especially for primary school) Using the contextual approach An integrated thematic approach in primary school An integrated approach for natural and social sciences in junior high school Each discussion covers three areas of competence: knowledge, skills, attitudes Using a scientific approach (observation based learning) Invites students to figure out based on the context of the discussion Each chapter / theme contain one or more projects to be done and presented by a group of students Starting from the observation of real/concrete problems, and then to the semi-concrete, and finally abstraction problems The formula derived by the students and the problems posed should be done only students with formulas and basic understanding (not only use but also to understand its origin) Balance between mathematics with numbers and symbols and not the numbers [pictures, graphics, patterns, etc.] Is designed so that students must think critically to solve the problems posed Familiarize students in reasoning and thinking algorithmic Extending material includes opportunities, data processing, and statistics from class VII and other materials in accordance with international standards Introduce the concept of approximations and estimates Approach to learning mathematics

reference Law No. 20 of 2003 on the national education system Government Regulation No. 19 of 2005 on standards for national education (in conjunction with No 15 of 2013 and no 13 of 2015) Regulation of the Minister of Education and Culture on the curriculum in 2013 until 2015