Members Our Groups:1.

Ilma Nafi'a (21188203009)

2. Zakiah (21188203014)

3. Windy Legi Astutik (21188203020)

4. Yenni Rachman W.L. (21188203029)

5. Nanda Patricia H. (21188203040)

6. Tazkiyatun Nuriyah (21188203045)

1. What do you know about the scientific approach in curriculum 2013?

Scientific approach is a learning model applied in the 2013 curriculum using
scientific methods in learning activities. This student-centered approach aims to
ensure that students will be able to have critical, scientific and analytical thinking
skills. In this model, it is designed so that students are given space to explore the
learning material. They can also actively build concepts, principles and laws through
5M activities, namely observing, asking questions, proposing (hypotheses), collecting
data using several methods and techniques, analyzing, and making conclusions and
communicating the concepts or principles that have been discovered.
2. Why are the components of knowledge, skills and good attitude the core of
curriculum 2013?
The curriculum 2013 in Indonesia was designed with a focus on developing
knowledge, skills and good attitudes as the core of learning. This is due to several
fundamental reasons related to national education goals and future needs. The
following is a detailed and detailed explanation of the importance of each of these
components:
1) Knowledge:
a. Academic Foundation: Knowledge provides the academic foundation
necessary for students to understand basic concepts in a variety of subjects.
This includes factual, conceptual, procedural, and metacognitive knowledge.
b. Critical Thinking Ability: Good knowledge enables students to develop
critical and analytical thinking skills. They can evaluate information,
understand cause-and-effect relationships, and make decisions based on valid
information.
 c. Preparation for Advanced Education: Strong knowledge in elementary and
secondary school prepares students for advanced education in college or
vocational school.
2) Skills:
a. 21st Century Skills: Skills such as critical thinking, creativity, communication,
and collaboration are very important 21st century skills. The curriculum 2013
curriculum emphasizes the importance of developing these skills so that
students are ready to face future challenges.
b. Practical Application: Mastering skills allows students to apply their
knowledge in real situations. This includes technical skills, social skills, and
self-management skills.
c. Job Readiness: Practical skills help students prepare for the world of work.
They not only learn theory, but also how to apply it in a real work
environment.
3) Attitudes:
a. Character Building: Good attitudes include values such as integrity, discipline,
hard work, responsibility, and respect. This character formation is an integral
part of a comprehensive education.
b. Social and Emotional Development: A positive attitude helps students in
developing important social and emotional skills. They learn how to interact
with others, work in teams, and deal with conflict in a constructive way.
c. Ethics and Morals: Good manners also include developing strong ethics and
morals. It helps students to differentiate between right and wrong, and make
responsible decisions in everyday life.

Overall, the components of knowledge, skills and attitudes in curriculum 2013 are
interrelated and complement each other. Knowledge provides the necessary basis for
thinking and understanding, skills enable the practical application of knowledge, and
attitudes ensure that students use their knowledge and skills in an ethical and responsible
manner. By emphasizing these three aspects, curriculum 2013 aims to produce graduates
who are not only academically intelligent, but also skilled and have noble character, ready
to face global challenges, and able to contribute positively to society.
3. How to assess the aspects of knowledge, skills and good attitudes?
Assessment and evaluation in the curriculum 2013 involves a holistic evaluation of
students' knowledge, skills and attitudes. For knowledge, this is generally done
through written tests, exams, or research projects that check understanding of
concepts. Meanwhile, for skills, assessments can involve practical assignments,
presentations, or creative projects that demonstrate the practical application of the
material studied. Attitude evaluation often involves direct observation, self-
assessment, or peer assessment to evaluate aspects such as responsibility, cooperation,
and attitudes toward learning. This method is designed to provide a comprehensive
picture of student progress in achieving the set learning goals.
4. Searching is the phase of learning activities in curriculum 2013?
 Initial activity
 Opening
In the curriculum 2013 Curriculum the first step a teacher must take is an opening.
The intended opening is giving greetings, inviting students to pray together, giving
appreciation, providing an introduction to the material, and providing initial
motivation. This aims to ensure that students have an idea of what material will be
presented, and students will also be better prepared and feel comfortable in the
learning process.
 Core activities
1) Observing
Observing is the initial process of a series of student-centered learning stages.
In this process of observing, it is hoped that you will be trained in seriousness
and thoroughness in searching for information. In observing activities, the
teacher opens up wide and varied opportunities for students to make
observations through activities: looking, listening, listening and reading which
are formulated in learning process scenarios.
2) Questioning (Ask)
Questioning trains students to develop creativity.curiosity, self-confidence, the
ability to formulate questions to form critical thinking that is necessary for
intelligent living and lifelong learning. In questioning activities, the teacher
opens up wide opportunities for students to ask questions about facts,
 concepts, principles or procedures that have been seen, listened to, read or
seen. Teachers need to guide students to be able to ask or ask questions:
Questions about the results of observations of concrete objects to abstract ones
regarding facts, concepts, procedures, or other abstract things.
3) Experimenting (Trying)
Gathering information trains students to develop attitudes of thoroughness,
honesty, politeness, respect for other people's opinions, communication skills,
apply the ability to gather information through various learned methods,
develop learning habits and lifelong learnin
4) Associating (Reasoning)
Associating is an activity of processing information that is able to train
students to develop honest, thorough, disciplined, rule-abiding attitudes, hard
work, the ability to apply procedures and the ability to think inductively and
deductively in drawing conclusions.
5) Creating Networking Communication Implementing (Communicating)
Communicating can train students to develop honest, thorough, tolerant
attitudes, the ability to think systematically, express opinions briefly and
clearly, and develop good and correct language skills. Learning activities
carried out at the communicating stage are conveying the results of
observations, conclusions based on the results of the analysis orally, in writing
or other media.
 End activities
 Closing

In this closing activity the teacher provides a summary of what has been learned
that day, provides final motivation, provides enrichment, and gives greetings and
pray together. With this closing activity, students will be invited to remember the
learning they have done and students will get the main points from the material
they have studied. In this way, it is hoped that students will have a strong memory,
so that the material they have obtained can be understood as a whole and
continuously.

5. Does number 4 have to be implemented sequentially?

The learning phases in the 2013 Curriculum do not have to be carried out
sequentially. The 2013 curriculum places greater emphasis on a holistic and flexible
approach, allowing teachers to adapt learning to the needs and context of their
students. The main reason is that each student has different learning needs and pace,
so a flexible approach allows teachers to meet their individual needs more effectively.