ANALYSES OF JUNIOR HIGH SCHOOL SCIENCE COMPETENCIES IN KTSP AND INTEGRATED-REVISION OF 2013 CURRICULUM: REVIEWED FROM THE POTENTIAL OF DISASTER MITIGATION EDUCATION FOR THE SHAPING OF A DISASTER RESPONSE CHARACTER Rangga

This study aims to analyze the science competencies in the JHS (Junior High Schools) which is integrated to disaster mitigation education (earthquake, tsunami, and volcano) in the School-Based Curriculum (KTSP) and the revised 2013 Curriculum in shaping a disaster response character. This study focuses on operational competencies that are potential to be integrated with disaster mitigation education, especially geological disasters. This was a library research analyzing any issues (problems) based on supporting literature reviewed. The data were collected through documentation, observation, and recorded findings that support to the research focus. As many as 40 science teachers and all documents of the implementation of the KTSP and revised-2013 Curriculum were involved in this study. Then the data were analyzed using a coding technique according to the components of the research focus and described qualitatively. The results of the study show that the number of science-competencies which have the potential to be integrated with disaster mitigation education is considered low compared to the whole of Science competencies that students must achieve. 0.48 % of science-competencies in JHS are potential to be integrated with disaster mitigation education. These competencies are 0.72 % in grade VII, 0.25% in grade VIII, and 0.5% in grade IX. These findings indicate that the contents of the curriculum have not been considered as a means of instilling the natural disaster response character


INTRODUCTION
Based on the Regulation of the Minister of Education and Culture (Permendikbud) Number 61 of 2014 on the School-Based Curriculum (KTSP) in Primary and Secondary Schools in article (1), it is stated that the KTSP is an operational curriculum compiled by and implemented in each education unit. In implementing the curriculum, schools can administer teaching-learning activities in accordance with the needs and set the Minimum Completeness Criteria (KKM) mutually agreed. It is also stated in article 2, paragraph 1 that the KTSP is developed, established, and implemented by each education unit. In developing school needs, there is a conceptual reference as written in article 3 paragraph 2. One of the indicators is that the conceptual reference at least covers the diversity of potential and characteristics of the region and environment. Thus, according to this reference, the potential and characteristics of the region and the school environment cannot be separated from the surrounding natural phenomena that can be contained in the science subjects. Natural phenomena that can be included in the science subjects are one of the potential disasters in an area in disaster mitigation measures.
Since the KTSP is considered lacking in generating scientific explanations related to disaster potential and disaster mitigation measures, a new curriculum is needed, namely the 2013 Curriculum. This curriculum is developed from the 2006 curriculum (KTSP), one of which is based on future challenges, public perceptions and negative phenomena arising. According to the reference, the challenges of the future in the implementation of education in Indonesia can be defined as the risk of natural disasters, the perception of the people who still ignore the importance of disaster mitigation education, and the negative phenomena referring to natural disasters. The K-13 contents expect students to be equipped with the ability to identify, map, and analyze the potential of natural disasters in Indonesia and to apply disaster mitigation education. These will make natural disasters as objects that can be studied and explained scientifically, so students can disseminate the information to the closest family and the public so that the victims can be minimized. Lack of knowledge about the steps to anticipate a natural disaster among the society is one factor causing the occurrence of the victims of the natural disasters. Therefore, it is necessary to investigate and further examine whether the contents of disaster mitigation have been included in the Basic Competencies (KD) and the Core Competencies (KI) in the curriculum so that the impacts of the disaster can be reduced, and the victims of the natural disasters can be minimized.

RESULT
The competency Standards (SK) and Basic Competencies (KD) of science in the Junior High Schools (JHS) are the minimum standards that must be nationally achieved by students and become a reference in curriculum development in each education unit. The achievement of the SK and KD is based on the empowerment of the students to build capacity, work scientifically, and gain knowledge facilitated by the teachers. The science materials of the Junior High Schools is the continuation of the science materials students have learned in the JHS covering the following aspects: (1) Living things and the Life Process,  and atmosphere related to changes in substances and heat 5.5 Explaining the correlations between processes that occur in the lithosphere and atmosphere with health and environmental problems Based on the KD and KI in the K-13 of science of the JHS Grade VII, VIII, and IX, the curriculum objectives include four competencies, namely (1) spiritual attitude competency, (2) social attitudes, (3) knowledge, and (4) skills. Those competencies are achieved through the intracurricular, cocurricular, and/or extracurricular teaching-learning processes. The formulation of the spiritual attitude competency is "respecting and appreciating the teachings of the religion adhered to". As for the formulation of the social attitude competency is "showing honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), courtesy, and self-confidence in the social environment and existence". Both of these competencies are achieved through indirect teaching, namely exemplary behavior, accustoming, and school culture by considering the characteristics of the subjects and the needs and conditions of the students. The competencies can be grown and developed throughout the teachinglearning processes and can be used as a teachers' consideration to further develop the characters of the students. The competencies of knowledge and skills can be formulated as follows. 3.9 Analyze the respiratory system of humans and understanding disorders of the respiratory system, as well as efforts to maintain the health of the respiratory system 4.9 Presenting works on efforts to maintain the health of the respiratory system 3.10 Analyzing the excretory system in humans and understanding disorders of the excretory system and efforts to maintain the health of the excretory 3. Understanding knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, and culture related to visible phenomena and events 4. Processing, presenting, and reasoning in concrete realms (using, explaining, compiling, modifying , and making) and abstract domains (writing, reading, counting, drawing, and composing)  The library research conducted has found out that the percentage of science materials in the KD of the KTSP which can be integrated with the disaster mitigation education. As many as 0.14% of the Junior High School science Basic Competencies using the KTSP has the potential to be used as an integration of the natural disaster mitigation education with the details of 0.08% for class VII, 0.19% for class VIII, and 0.16% for class IX. Meanwhile, as many as 0.48% of the Junior High School science Basic Competencies using the K-13 has the potential to be used as an integration of the natural disaster mitigation education with the details of 0.72% for class VII, 0.25% for class VIII, and 0.5% for class IX. The percentage indicates that natural disasters have not become the objects of the study of natural science phenomena in daily life of the students. This also indicates that disaster mitigation activities are still low in the community, especially in the academic world of the students.
The data would have been more valid if the samples had been taken from several schools using the KTSP or K-13 or both curricula. The samples were taken by distributing short questionnaires to 40 Professional Education for Science Pre-service Teacher (PPG IPA) participants consisting of 20 participants in nonspecial PPG areas and 20 participants in special are commonly called as the Bachelor Degree Education Program for Outermost, Frontier, and Underdeveloped Areas (SM3T). The results of all curricula used in the schools where the PPG taught in both non-special and SM3T areas are presented in the percentage. As many as 0.05% of the schools used the KTSP, 0.325% used the K-13, and 0.625% used both curricula. In the non-special areas, as many as 0.4% of the schools employed the K-1, while 0.6% of them used both curricula. On the other side, among the schools in the SM3T areas, as many as 0.1% used the KTSP, 0.25% used the K-13, and 0.65 used both.

CONCLUSION
The purpose of this study is to determine the percentage of the Competency Standards (SK) and the Basic Competencies (KD) in the School-Based Curriculum (KTSP), and the KD and the Core Competencies (KI) in the 2013 Curriculum (K-13) which can be integrated with disaster mitigation materials. In the KTSP, the 0.14% of the mitigation integration materials can be inserted in the KD with the details of 0.08% for class VII, 0.19% for class VIII, and 0.16% for class IX. In the K-13, the natural disaster integration materials which can be inserted in the KD and KI are 0.48% with details of 0.72% for class VII, 0.25% for class VIII, and 0.5% for class IX. The data were collected to find out the percentage of Junior High Schools using the KTSP, the K-13 or using both of them. It was performed by distributing short questionnaires to 40 Professional Education for Pre-service Teacher (PPG) participants consisting of 20 participants from non-special PPG areas and 20 participants from the Bachelor Degree Education Program for Outermost, Frontier, and Underdeveloped Areas (SM3T). Broadly speaking, in Junior High Schools employing the PPG teachers, overall, as many as 0.05% of the schools used the KTSP, 0.325% used the K-13, and 0.625% used both curricula.