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Volume , Number 1, May 2017 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Natural School Curriculum Study In Order To Prevent 

Educational Character Education Basic School Level 

Yulianti, Prihatin Sulistyowati 

Universitas Kanjuruhan Malang 

ustnie@yahoo.com 

 

Published: 
May 11, 2017 

Reviewed : 
April 5, 2017 

Received: 
March 10, 2017 

 

Abstract: The curriculum and learning are two things that can not be separated. As a plan or 
program, the curriculum will not be meaningful when it is not implemented in the form of 
learning. And vice versa, without a clear curriculum as a reference, then learning will not take 
place effectively (Sanjaya: 2009). What is described in the curriculum should provide clues to the 
learning process in the classroom; And what happens in the classroom is an input that can be 
taken into consideration in the improvement of the curriculum. 
Elementary School Islam (SDI) Surya Buana Malang one of the primary schools in the city of 
Malang that has a different character from another school Dinas. This study aims to find out  and 
describe what the concept of natural school in SD Surya Buana Malang and how its 
implementation in realizing the character education of elementary school students. The research 
method used is qualitative research method. This study used a qualitative approach with an 
observational case study research design related to the concept of curriculum development of 
SDI Bilingual School SDI Surya Buana Malang. Data collection techniques are (1) in-depth 
interview (2) participant observation and (3) documentation study. Data analysis used in this 
research: data reduction, data presentation, and conclusion or verification.  The result of the 
research shows that Islamic elementary school of SDI Surya Buana Malang apply curriculum of 
Diknas by applying the concept of the curriculum of natural school "Triple R", and in 
developing the character of SDI Surya Buana Malang students using liaison book between 
teacher and parents. 
 

Keywords: curriculum, natural school, character education. 

 

Introduction  

The curriculum is one component that has an important role in the education system 

because in the curriculum is not only formulated about the goals to be achieved so as to clarify 

the direction of education, but also provides an understanding of the learning experience that 

each student has.
 

The curriculum and learning are two things that can not be separated. As a plan or 

program, the curriculum will not be meaningful when it is not implemented in the form of 

learning. And vice versa, without a clear curriculum as a reference, then learning will not take 

place effectively1. So it can be concluded that curriculum and learning are like two sides of one 

                                                 
1 Wina Sanjaya,. 2009. Kurikulum dan Pembelajaran  (Teori dan Praktik Pengembangan Kurikulum Tingkat  

mailto:ustnie@yahoo.com


  

 
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Natural School Curriculum Study In Order To Prevent Educational Character Education Basic School Level   

 

 

  

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currency. Both are very important and need each other. What is described in the curriculum 

should provide guidance in the learning process in the classroom; And what happens in the 

classroom is an input that can be taken into consideration in the improvement of the curriculum. 

The description of Islamic Elementary School (SDI) Surya Buana Malang as one of the 

formal schools that apply curriculum development that comes from the national curriculum of 

the Ministry of National Education. One of the concepts of education developed by Surya Buana 

Islamic Elementary School (SDI) is to combine the curriculum of the Ministry and the Diknas 

curriculum by applying the concept of curriculum development of natural schools that have 

different designs than other natural schools. A load of subjects given in SDI Surya Buana Malang 

in accordance with the structure of the curriculum contained in the Standard Content with the 

number of hours of addition. There are 4 groups of subjects in SDI Surya Buana lesson year 

2013/2014 ie core subjects, local content, Plus subjects and self-development.
 

a) The core subjects, including; Religious education, civic education, Indonesian language, 

mathematics, science, social studies, arts and culture, penjaskes and orkes. 

b) Local Content, including; Regional languages, English and ICT. 

c) Plus Courses; Tilawati and rote and Parents Day. 

d) Self-development 

The concept of this school of nature is to provide learning in children in accordance with 

the nature of children or in accordance with the development of child psychology 2. The Jakarta 

School of Nature develops a curriculum using the concept of Spiderweb, Cikeas natural school 

to develop the concept of moral curriculum, logic, and leadership3. Bogor natural school 

develops the concept of Learning by Qudwah, Experiential Learning, Leadership development 

concept with Outbound Training method, and Development of entrepreneurship skills. While 

the Bandung natural school develops the essence of education refers to 3 (three) main aspects: 

Piety - Scientific and Leadership 4. 

From the above explanation, the researcher is interested in conducting research on the 

study of curriculum in Surya Buana Islamic Elementary School (SDI) Surya Buana entitled 

"Study of Natural School Curriculum in Order to Realize Character Education of Students at 

Elementary School Level: Case Study at Bilingual Natural School SDI Surya Buana Poor."
 

 

B. DISCUSSION 

1. Understanding the Curriculum 

The term curriculum was first used in the sporting world in ancient Greece originating 

from the word courier and cure. At that time the curriculum is defined as the distance that a 

runner must travel. People terms it with a place race or running from start to finish 5. So that can 

be concluded the curriculum is a very important tool in ensuring the success of the educational 

process, meaning that without a good curriculum and precisely difficult to achieve the goals and 

objectives of education that aspired.
 

                                                                                                                                                        
Satuan Pendidikan/ KTSP ), Jakarta:  PT. Kencana Prenada Media Group. H 71 

2 Eve Readety, 2008 
3  Www.sekolahalamCikeas.org/ Accessed Wednesday, March 7, 2017) 
4 www.sekolahalamBandung Org / Accessed Wednesday, March 7, 2017) 
5 Wina Sanjaya. 2009. Kurikulum dan Pembelajaran (Teori dan Praktik Pengembangan Kurikulum Tingkat 

Satuan Pendidikan/ KTSP ), Jakarta:  PT. Kencana Prenada Media Group. H 3 



  

 
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2. The cornerstone of the Curriculum  

 Nana Sudjana mentioned that there are 3 main things that become the foundation for the 

implementation, development, and development of curriculum, namely: (1) Philosophical 

Platform, which is a way of thinking radically and thoroughly study philosophy about human 

nature, what is human, what is the essence of life Human, what is the purpose of his life and so 

on which includes logic, ethics and aesthetics. Relation to the curriculum of the three views is 

very necessary, especially in applying the direction and purpose of education; (2) Socio-Cultural 

Bases, where the educational curriculum should and also be able to adjust even anticipate the 

conditions that will occur in addition to the need to adapt to the conditions of society; (3) 

Psychological Foundation, which is to educate means to change the behavior of children to 

maturity. All this in the process of teaching and learning is always associated with theories of 

behavior change children6.
 

3. Curriculum Components 

Some educational experts point out that in the framework of curriculum development it is 

necessary to note some components which, according to Nasution, are7: 1) objectives, 2) lesson 

materials, 3) teaching and learning process, and 4) assessment. While Hamalik argues that 

curriculum development should include: 1) curriculum objectives, 2) curriculum materials, 3) 

curriculum methods, 4) curriculum organizations and 5) curriculum evaluation. 

4. Principles of the Curriculum 

In order for the curriculum to function as a guide, then there are a number of principles in 

the development process. 

Below will be described a number of principles that are considered important, as suggested 

by some experts, among others according to Abdullah Idi as follows: 1) Principle of Relevance; 

2) Principle of Effectiveness; 3) Principle of Efficiency; 4) Principles of Continuity (Continuity); 

5) Flexibility Principle (Dexterity); 6) Goal-Oriented Principles; 7) Principles and Models of 

Curriculum Development. The conclusion in the implementation of the curriculum needs basic 

principles as the main reference to implementation in the learning activities. Without a clear 

principle then the curriculum will not be done properly because the direction or purpose that is 

used as a guideline still does not exist.
 

5. The Basics of the Curriculum 

The curriculum is a dynamic teaching and learning tool that needs to be assessed and 

developed continuously and continuously in accordance with the existing developments in 

society. The development of the curriculum is a process that determines how curriculum-making 

will work. The following are the fundamentals of curriculum development; A). The curriculum is 

structured to create a national education system. B). The curriculum at all levels of education is 

developed with a capability approach. C). The curriculum must be in accordance with the 

characteristics of educational units at each level of education. D). The curriculum of elementary, 

secondary, and higher education is developed on the basis of national education standards for 

each type and level of education. E). The curriculum at all levels of education is developed in a 

diversified manner according to the potential needs of learners and the demands of the parties 

who need and have an interest. F). The curriculum is developed with attention to regional and 

                                                 
6 Wina Sanjaya. 2009. Kurikulum dan Pembelajaran (Teori dan Praktik Pengembangan Kurikulum Tingkat 

Satuan Pendidikan/ KTSP ), Jakarta:  PT. Kencana Prenada Media Group. H 42 
7 Nasution, S.  2006. Asas-Asas Kurikulum,  Jakarta: Bumi Aksara, Cet. VII. H 53 



  

 
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national development demands, potential diversity. 

6. Description of the Natural School Curriculum 

The concept of curriculum development of natural schools varies. The Jakarta natural 

school develops a curriculum using the concept of web spiders, while Cikeas natural school 

develops a moral, logic and leadership curriculum. While the SDI Surya Buana natural school 

implements triple-based curriculum "R" that is reasoning (reasoning), research (research), and 

religion (religion). 

 

C. CLOSING 

The concept of SDI Surya Buana Malang natural school curriculum integrates or combines 

general subjects with religious subjects between teachers 'and students' handbooks based on the 

curriculum of culture and education ministries based on the concept of Triple "R" nature school 

that is reasoning (reasoning), research ( Research), and religious (religious). 

The implementation of character education in natural school SDI Surya Buana Malang is 

integrated into subject learning process and in extracurricular activities such as scout events, PMI 

and so on. Character building activities are evaluated through a liaison book between teachers 

with parents ie, information books, IMTAK books, and a handbook of rote prayers that are 

targeted at every grade level.
 

 

D. BIBLIOGRAPHY 

 

Anggota IKAPI Kampus UNESA, 2011, Bunga Rampai Pendidikan  Karakter Stategi Mendidik 

Generasi Masa Depan, UNESA UNIVERSITY PRESS, Cet.I 

Bungin, Burhan. 2007. Penelitian Kualitatif. Jakarta: Kencana Prenada Media Group. 

Faisal, Sanapiah. 2006. Penelitian Kualitatif; Dasar-dasar dan Aplikasi. Malang: Yayasan Asah Asih 

Asuh. 

Moleong, Lexy J. 2000. Metodologi Penelitian Kualitatif, Bandung: PT Remaja Rosdakarya. 

Mulyasa, E. 2007. Kurikulum Tingkat Satuan Pendidikan. Bandung: PT. Remaja Rosdakarya. 

Muslich, Mansur. 2007. KTSP, Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: PT. Bumi 

Aksara. 

Nasution, S.  2006. Asas-Asas Kurikulum,  Jakarta: Bumi Aksara, Cet. VII. 

Sanjaya, Wina. 2009. Kurikulum dan Pembelajaran (Teori dan Praktik Pengembangan Kurikulum Tingkat 

Satuan Pendidikan/ KTSP ), Jakarta: PT. Kencana Prenada Media Group.  

Supriyadi, Dedi. 2004. Membangun Bangsa Melalui Pendidikan. Bandung: PT. Remaja Rosdakarya. 

Samani, Muchlas dan Hariyanto, 2012, Konsep dan Model Pendidikan Karakter, Bandung: PT. 

Remaja Rosdakarya. 

Sajirun, Muhammad. 2012, Membentuk Karakter Islami Anak Usia Dini, Solo: PT. Era Adicitra 

Intermedia, Cet.I 

Sulistyowati, Endah. 2012, Implementasi Kurikulum Pendidikan Karakter, Yogyakarta: PT. Citra Aji 

Parama. 

Komunitas Sekolah Alam. 2005. Menemukan Sekolah Yang Membebaskan. Tangerang: Kawan 

Pustaka. 

Kurikulum Sekolah Dasar Islam (SDI) Surya Buana Malang, 2013. Yayasan Bahana Cita Persada 

Malang.  



  

 
Yulianti, Prihatin Sulistyowati  

Natural School Curriculum Study In Order To Prevent Educational Character Education Basic School Level   

 

 

  

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Undang-undang Republik Indonesia No. 20 Tahun 2003. Sistem Pendidikan Nasional. Bandung: 

Citra Umbara. 

Zuhairini & Ghofir, Abdul. 2004. Metodologi Pembelajaran Pendidikan Agama Islam. Surabaya: UM 

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