Ulfa Dwi Indriani, Nanang Priatna, Jarnawi A. Dahlan

Transformasi Kurikulum dan Tantangan Pembelajaran Matematika: Analisis Perbandingan Kurikulum 2013 dan Revisi Kurikulum 2013 di Indonesia

Introduction

Transformasi kurikulum dan tantangan pembelajaran matematika: analisis perbandingan kurikulum 2013 dan revisi kurikulum 2013 di indonesia. Analisis perbandingan transformasi kurikulum matematika K-13 & K-13R di Indonesia. Fokus pada struktur, HOTS, literasi, numerasi, kesiapan guru, dan hasil belajar siswa.

Abstract

The transformation from the 2013 Curriculum (K–13) to the Revised 2013 Curriculum (K–13R) in Indonesia represents a significant shift in mathematics education. This study aims to analyze the differences between K–13 and K–13R through six key aspects: (1) curriculum structure and competency formulation, (2) pedagogical paradigm including the implementation of Higher Order Thinking Skills (HOTS), (3) emphasis on literacy and numeracy, (4) teacher readiness and classroom implementation, (5) availability and contextual quality of textbooks and learning media, and (6) student learning outcomes based on PISA and national assessment data. Adopting a qualitative descriptive-comparative approach, this study uses document analysis to explore official curriculum guidelines, textbooks, and supporting literature. The findings reveal that K–13R introduces more structured and concrete competencies, increases focus on contextual and HOTS-based learning, and places greater emphasis on numeracy skills. Nevertheless, classroom implementation remains problematic due to gaps in teacher preparedness, lack of relevant instructional materials, and insufficient understanding of authentic assessments. These results highlight the need for integrated curriculum planning, sustainable teacher training, and contextual resource development to realize the intended transformation.

Review

The submitted manuscript, "Transformasi Kurikulum dan Tantangan Pembelajaran Matematika: Analisis Perbandingan Kurikulum 2013 dan Revisi Kurikulum 2013 di Indonesia," addresses a highly pertinent and critical topic within educational policy and practice in Indonesia. The study's clear objective to analyze the differences between the 2013 Curriculum (K-13) and its Revised version (K-13R) in mathematics education, through a detailed comparison across six key aspects, is commendable. This multi-faceted comparative analysis is essential for understanding the nuances of curriculum evolution and its implications for educational quality and student outcomes. Methodologically, the adoption of a qualitative descriptive-comparative approach, relying primarily on document analysis of official guidelines, textbooks, and supporting literature, appears appropriate for charting the shifts between the two curriculum iterations. The findings adeptly highlight several crucial changes introduced by K-13R, including more structured and concrete competencies, an increased emphasis on contextual and Higher Order Thinking Skills (HOTS)-based learning, and a stronger focus on numeracy skills. Crucially, the study does not shy away from identifying persistent implementation challenges, such as gaps in teacher preparedness, the lack of relevant instructional materials, and an insufficient understanding of authentic assessments, which are vital for practical insights into the challenges faced on the ground. The identified challenges provide a strong foundation for the study's recommendations, emphasizing the need for integrated curriculum planning, sustainable teacher training, and contextual resource development. While the abstract offers a robust overview of the study's scope and findings, a full paper would benefit from elaborating on the specific criteria used to define "structured and concrete competencies" or providing concrete examples of how HOTS is integrated in K-13R versus K-13. Furthermore, more detail on the specific PISA and national assessment data leveraged for analyzing student learning outcomes would strengthen this aspect of the comparison. Nevertheless, this research offers valuable insights for policymakers, curriculum developers, and educators striving to enhance mathematics education in Indonesia.

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