The History Of The Development Of The History Curriculum In Senior High Schools In Cilacap Regency From 1975 To 2021 A Case Study At Sma Negeri 1 Cilacap

This study aimed to reveal the history of the establishment, curriculum development, and changes in the curriculum changes in history subjects at SMA Negeri 1 Cilacap. Based on the problem and research objectives, this research was carried out through the historical method, which analyzed events that occurred in the past. The stages of the research were as follows: 1) Heuristics, the stage of finding and collecting sources; 2) Criticism, it is divided into two, external (criticism from outside / sources authenticity), and internal (criticism in terms of credibility/reliability of sources; 3) Interpretation, the stage of interpreting and compiling data; 4) Historiography, the stage of writing history. The study revealed that SMA Negeri 1 Cilacap established in 1959 is a superior school in Cilacap Regency. It always implemented the curriculum well. The curriculum had changed nine times; Curriculum 1952, Curriculum 1964, Curriculum 1968, Curriculum 1975, Curriculum 1984, Curriculum 1994, Curriculum 2004, Curriculum 2006, and Curriculum 2013. This study was started in the 1975 Curriculum which was goal-oriented and the organization of the lesson implemented a field of the study approach. The 1984 curriculum or also known as the CBSA Curriculum which carried more of a Skill Approach with a model called Active Student Learning (CBSA) or Student Active Learning (SAL). The 1994 curriculum aimed to increase students' knowledge and to continue their education at a higher level. The 2004 curriculum or Competency-Based Curriculum (KBK) emphasized the mastery of science and technology as one of the government's efforts to achieve excellence in the nation's society. The 2006 curriculum or Education Unit Level Curriculum (KTSP) referred more to content standards (SI) and graduate competency standards (SKL). The last curriculum was the 2013 curriculum which is still being applied today. The 2013 curriculum was present as the latest innovation in the world of education that demanded student activity and required students to always think critically in the learning process (student center). The curriculum in Indonesia often undergoes refinement which results in historical textbooks also continuing to change for the sake of the national interest. The changes in the history subject curriculum at SMA Negeri 1 Cilacap could be seen from the content of the material in the history textbooks which were divided during the New Order and Reformation eras, learning models and methods, evaluation, an additional session of history learning, and the division of history subjects into two.