COMPARISON OF SK AND KD OF CURRICULUM 2006 CONTENT STANDARDS WITH KI AND KD OF CURRICULUM 2013 CONTENT STANDARDS FOR LOWER GRADE ELEMENTARY SCHOOL INDONESIAN LANGUAGE SUBJECTS SEEN FROM THE TAXONOMY OF LEARNING OBJECTIVES, LANGUAGE SKILLS COVERAGE, LANGUA

Abstract

The title of this research is Comparison of SK and KD of the 2006 Curriculum Content Standards with KI and KD of the 2013 Curriculum Content Standards for Indonesian Language Subjects for Lower Grade Elementary Schools Seen from the Taxonomy of Learning Objectives, Scope of Language Skills, Linguistics, and Literature. Problem formulation: (1) how is the taxonomy of learning objectives in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grades? (2) how is the taxonomy of learning objectives in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grades? (3) how is the comparison of the taxonomy of learning objectives in SK and KD of the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grades? (4) how is the result of the analysis of the scope of language skills in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grades? (5) How is the scope of language skills in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? (6) How is the comparison of the scope of language skills SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? (7) What are the results of the analysis of the scope of language science in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school? (8) How is the scope of language science in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? (9) How is the comparison of the scope of language science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? (10) What are the results of the analysis of the scope of literature science in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school? (11) How is the scope of literary science in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? (12) How is the comparison of the scope of literary science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school? The objectives of this research are: (1) to find out the taxonomy of learning objectives in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school; (2) to find out the taxonomy of learning objectives in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (3) to find out the comparison of SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school from the taxonomy of learning objectives; (4) to find out the results of the analysis of the scope of language skills in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school; (5) want to know the scope of language skills in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (6) want to know the comparison of the scope of language skills SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (7) want to know the results of the analysis of the scope of language science in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school; (8) want to know the scope of language science in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (9) want to know the comparison of the scope of language science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (10) want to know the results of the analysis of the scope of literature science in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school; (11) want to know the scope of literary science in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school; (12) want to know the comparison of the scope of literary science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school. Method: descriptive qualitative. Conclusion: (1) the taxonomy of learning objectives in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school that dominates in the first order is the cognitive domain of understanding (C2), the second order is the affective domain of acceptance (A1), and the last order is the psychomotor domain of directed reactions (A3), this can be obtained from the results of the operational verb analysis; (2) the taxonomy of learning objectives in KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school that dominates in the first order is the cognitive domain of understanding (C2), the second order is the affective domain of acceptance (A1), and the last order is the psychomotor domain of directed reactions (A3). This can be obtained from the results of the operational verb analysis; responsive affective (A2) and assessing affective (A3), in the last order is the psychomotor domain of directed reactions (P3), this can be obtained from the results of the operational verb analysis; (3) comparison of the taxonomy of learning objectives in the SK and KD of the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary schools obtained from the conclusions of the results of the operational verb analysis, after being sorted, the most dominant in the first order is the cognitive domain of understanding (C2), the second is the affective domain of acceptance (A1), responsive affective (A2), and assessing affective (A3); (4) the results of the analysis of the scope of language skills in the SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary schools that are more dominant in the first order are language skills in the speaking aspect, the second is language skills in the listening aspect, the third is language skills in the reading aspect, and the last is language skills in the writing category; (5) the scope of language skills in KI and KD in the 2013 curriculum content standards for the Indonesian language subject for lower grade elementary schools that dominate in the first order are the language skills in the aspects of extensive listening (Mny1) and intensive listening (Mny2), in the second order are the language skills in the aspects of informal speaking (B1) and formal speaking (B2), in the third order are the language skills in the aspects of reading aloud (Mbc1) and reading silently (Mbc2), and the last are the language skills in the aspects of writing narratives (Mn1), writing descriptions (Mn2), writing expositions (Mn3), and writing arguments (Mn4); (6) comparison of the scope of language skills SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for the Indonesian language subject for lower grade elementary school after being sorted, the most dominant in the first order are language skills in the aspects of informal speaking (B1) and formal speaking (B2), second are language skills in the aspects of extensive listening (Mny1) and intensive listening (Mny2), in the third order are language skills in the aspects of reading aloud (Mbc1) and reading silently (Mbc2), and the last are language skills in the aspects of writing narratives (Mn1), writing descriptions (Mn2), writing expositions (Mn3), and writing arguments (Mn4); (7) the results of the analysis of the scope of linguistics in SK and KD in the 2006 curriculum content standards for the Indonesian language subject for lower grade elementary school in the first order that dominates is the linguistic science of phonology in the suprasegmental sound category (F4), in the second order the linguistic science of syntax in the sentence category (Si3), in the third order there is the linguistic science of semantics in the type of meaning category (S1), and lastly is the linguistic science of morphology in the word category (M2); (8) the scope of linguistics in KI and KD in the 2013 curriculum content standards for the Indonesian language subject for lower grade elementary school that dominates in the first order is the linguistic science of phonology in the segmental sound category (F1) and suprasegmental sound (F2), in the second order is the linguistic science of morphology in the word category (M2), in the third order is the linguistic science of syntax in the sentence category (Si3), and lastly is the linguistic science of semantics in the type of meaning category (Sem1), meaning relations (Sem2), and figures of speech (Sem4); (9) comparison of the scope of linguistic science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for Indonesian language subjects for lower grade elementary school after being sorted, the most dominant in the first order is linguistic science phonology in the category of segmental sounds (F1) and suprasegmental sounds (F2), in the second order is linguistic science morphology in the category of words (M2), in the third order is linguistic science syntax in the category of sentences (Si3), and the last is linguistic science semantics in the category of types of meaning (Sem1), meaning relations (Sem2), and figures of speech (Sem4); (10) results of the analysis of the scope of literary science in SK and KD in the 2006 curriculum content standards for Indonesian language subjects for lower grade elementary school in the first order that dominates is literary science poetry in the category of poetry (P3), in the second order is literary science prose fiction in the category of fairy tales (PF2), and the last is literary science drama; (11) The scope of literary science in KI and KD in the 2013 curriculum content standards for the Indonesian language subject for lower grade elementary school students that is more dominant is drama literature, in second place is poetry literature in the old poetry (P1) and new poetry (P2) categories, in last place is prose fiction literature in the old prose fiction (PF1) and new prose fiction (PF2) categories; (12) Comparison of the scope of literary science SK and KD in the 2006 curriculum content standards with KI and KD in the 2013 curriculum content standards for the Indonesian language subject for lower grade elementary schools, after being sorted, the most dominant ones in the first order are poetry literature in the old poetry (P1) and new poetry (P2) categories, in the second order are prose fiction literature in the old prose fiction (PF1) and new prose fiction (P2) categories, as well as drama literature.