1. 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

2. 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

3. 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

4. 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).

5. 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

6. 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

7. 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

8. 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