Evaluation of the Effectiveness of the Civic Education Curriculum in Indonesia: A Case Study of the KTSP Curriculum, the 2013 Curriculum, and the Independent Curriculum

Abstract

This study evaluates the effectiveness of the civic education curriculum in Indonesia, including the Kurikulum Tingkat Satuan Pendidikan (KTSP), the 2013 Curriculum (K13), and the Independent Curriculum. This study uses the concurrent triangulation method with quantitative and qualitative data analysis. Data were collected through semi-structured interviews and questionnaires from citizenship teachers and principals in 85 schools in Tangerang City. The results of the study show that each curriculum has advantages and disadvantages. KTSP is considered flexible and adjusted to school conditions, but the learning method tends to be monotonous. K13 emphasizes character development and authentic assessment more but experiences obstacles in implementation with long lesson hours. The Independent Curriculum provides freedom of exploration and encourages student independence and creativity but requires more excellent resources and the potential for free time. Glickman's quadrant analysis and Bradley's evaluation model were used to measure curriculum effectiveness. The results show that the Independent Curriculum is considered the most effective in character development and active learning, followed by K13, which stands out in authentic assessment and social skills. This study suggests that the implementation of the curriculum be adjusted to local needs and student characteristics to increase the effectiveness of civic education in Indonesia.