Definition of the 2013 curriculum
2013 curriculum is the curriculum used and applies to the Indonesian Education System. The 2013 curriculum is a curriculum that is still applied by the government after previously in the world of education using the 2006 curriculum which has been used in education for about six years. In addition, the 2013 curriculum began in 2013.
In the 2013/2014 school year, to be precise around June or July 2013, the 2013 curriculum was practiced and used in certain schools. The curriculum is taught in grades I and IV for elementary school level, grade VII for junior high school, and class X for high school / vocational school level
Whereas in 2014, the 2013 curriculum was applied to classes I, II, IV, and V while for junior high school level, it is used for classes VII and VIII, then the last level is the high school that is used in class X and XI. The number of schools that became pilot schools or schools that started the 2013 curriculum were 6,326 schools in all provinces in Indonesia.
The 2013 curriculum had four assessment systems, namely knowledge systems, skills systems, attitude systems, and also behavior systems . In the 2013 curriculum, especially in the study material there were a number of simplified materials and some other material was added. Simplified material is in the material Indonesian Social Sciences, PPKn, and other subjects, while the material added is in Mathematics.
Subjects such as Indonesian IPS and especially Mathematics and Science subjects Natural Sciences (IPA) have been adapted to learning materials outside Indonesia so that the government wants to be able to balance domestic education with education abroad.
Characteristics and Characteristics of Curriculum 2013
The 2013 curriculum is indeed a form of the 2006 curriculum overhaul that is based on thinking about future challenges to come, perceptions or views of society the development of knowledge and technology. The following are some of the characteristics or characteristics of the 2013 curriculum:
The 2013 curriculum tried to restructure the system by balancing the development of spiritual attitudes toward God with the system to the social or the community. the 2013 curriculum also trains creativity, curiosity, and collaboration with the ability to use good logic to students.
The 2013 curriculum also provides facilities to schools. The facility is given because schools are also part of the community by providing planned learning experiences where students or their students can apply what has been obtained or learned while studying at school and then can be practiced to the community and can also get some knowledge from the community as a source learning.
In addition, the 2013 curriculum also developed knowledge, attitudes, and skills as well as for students to apply it in various situations in the school and also in the community so that students could become more active.
The 2013 curriculum also gave sufficient flexibility to develop knowledge, attitudes, and skills both to instructors or teachers and to students.
2013 curriculum provides the core competencies of the class as organizing element the elements that involve basic competencies, where the learning process and all basic competencies are developed in order to achieve the competencies stated in the competencies that have been applied.
In addition to the core competencies, the 2012 curriculum also develops basic competencies based on accumulative principles.  2013 Curriculum Objectives
The 2013 Curriculum Objectives announced by the Ministry of Education and Culture are contained in Permendikbud No. 69 of 2013 concerning the Basic Framework and Structure of the Senior High School / Madrasah Aliyah) curriculum which reads:
The objective of the 2013 curriculum is to prepare young genearians in Indonesia so that they have the ability to live as better individuals and become productive, faithful citizens. , creative, affective and innovative, and can contribute to the life of the nation, state community, and to world civilization.
In the 2013 curriculum goals, students are required to be able to think more, be innovative, be creative, and fast and responsive in accepting lessons or in terms of questions about other matters. In addition, in the 2013 curriculum students are also trained to foster courage in each student. Students will also be trained in logical ability to solve a problem that might occur in life.
Strengths and Weaknesses of the 2013 Curriculum
In this 2013 curriculum also has the aim to incorporate elements of elements of community, national and state life as well as religious elements to shape the personality of students who are characterized in the subjects given. The following are the strengths and weaknesses of the 2013 curriculum that need to be known:
- In the 2013 curriculum students were given more freedom in terms of thinking more so that made students more innovative, creative, and also responsive in capturing or understanding learning material
- In addition, the 2013 curriculum can also train a student's courage as in the attitude of asking questions that are not yet known.
- In this 2013 curriculum also makes a student develop the students' logical ability to think in order to solve a problem or problems, both questions that exist in the subject matter and in real practice in the community.
- In the 2013 curriculum also prioritizes the elements of life that exist around students as well as religious elements in order to form students who are religiously obedient
- The character education and character education system in the 2013 curriculum is available nt the competence in accordance with the demands of the functions and objectives of national education and also provide facilities books and complete documents provided in a way that triggers and makes teachers have the desire to read and apply literacy or reading culture to their students, and also makes teachers have the ability to compile RPP, and can implement an appropriate learning system.
- Teachers have never been invited or directly involved in the development process or formulation of the 2013 curriculum. The government sees that teachers and students have the same capacity between one and the same others.
- The 2013 curriculum also contradicts the rules contained in Law Number 20 of 2003 which discusses the National Education System due to the emphasis on curriculum development for students so that the possibility of students will become more depressed.  S in addition, the 2013 curriculum was not in accordance with the evaluation of the implementation of the Education Unit Level Curriculum or often abbreviated as KTSP which was made in 2006 so that during the implementation phase it could make teachers confused themselves.
- Another drawback is the lack of harmony between the orientation of the learning process with the results applied to the 2013 curriculum so as to make the learning process and results not optimal and appropriate.
- The balance in the process and results is indeed difficult to realize because the policy on national exams or the UN is still the national exam instead causing students, teachers and the education system to encourage orientation education only depends on the final outcome and without regard to the learning process that has already taken place. This has an impact on the assumption that other subjects other than those tested during UN are not important. Even though all the subjects that were not done at the time of the UN also provided important and very important learning to achieve the educational goals to be achieved. mentally ready with the 2013 curriculum which is still new at that time.
- Lack of understanding of teachers with a new approach, and caused by teachers not being given the opportunity directly in the process of formulating and managing or changing the 2013 curriculum because the government has the view that the teacher figure and students have the same capacity.
That is an explanation of the understanding of the 2013 curriculum, its purpose and also its advantages and disadvantages. Hope it is useful.