Makalah Japan

CURRICULUM IN JAPAN
Written By
FAJRIANTI
1411440007
MATHEMATICS DEPARTMENT
MATHEMATICS AND SCIENCE FACULTY
STATE UNIVERSITY OF MAKASSAR
2016
A. Education curriculum Mathematics in Japan

In Japan, education is compulsory at the elementary and lower secondary levels. Most
students attend public schools through the lower secondary level, but private education is popular
at the upper secondary and university levels. Education prior to elementary school is provided at
kindergartens and day-care centers. Public and private day-care centers take children from under
age one on up to five years old. The programmes for those children aged 35 resemble those at
kindergartens. The academic year starts from April and ends in March, having summer vacation
in August and winter vacation in the end of December to the beginning of January. Also, there
are few days of holidays between academic years. The period of academic year is same all
through elementary level to higher educations nationwide.
1. Primary School
Primary education in Japan covers grades seven, eight, and nine; children are generally
between the ages of 13 and 15. Teachers often majored in the subjects they taught, and
more than 80% graduated from a four-year college. Classes are large, with thirty-eight
students per class on average, and each class is assigned a homeroom teacher who
doubles as counselor. Unlike kindergarten students, primary school students have
different teachers for different subjects. The teacher, however, rather than the students,
moves to a new room for each fifty- or forty-five-minute period.
Instruction in primary schools tends to rely on the lecture method. Teachers also
use other media, such as television and radio, and there is some laboratory work. The
Junior High School curriculum covers Japan language, social studies, mathematics,
science, music, fine arts, health, and physical education. All students are also exposed to
industrial arts and homemaking. Moral education and special activities continue to
receive attention. Most students also participate in one of a range of school clubs that
occupy them until around 6pm most weekdays (including weekends and often before
school as well), as part of an effort to address juvenile delinquency.
While in elementary school, the nature of the Japan curriculum is similar to
Indonesia. Different subjects may be just a little more. At the class level 1 and 2, given
2
the lessons of life habits. That is about how to meet, discipline, learn to queue etc. The
goal is to introduce and familiarize students in independent living patterns. Compared to
teaching science or social studies, Japan more emphasis on the procedure of daily life to
the students elementary school students. Because in kindergarten, they are more focused
on playing rather than learning activities in the classroom.
In elementary school, such as learning the Japan language and calculate given
more than any other subject. As for the moral education not specifically granted, but
teaches homeroom hour a week, or sometimes passed through other subjects. Own
moral education including religious education. And in addition to the academic lessons,
music lessons and drawing are also given.
2. Junior High School
In junior high school, the curriculum pressing on the Japan language,
mathematics, science and social studies. While foreign languages such as English was
not actually required until 2002. The existence of elective subjects like music, art,
physical education, skill is one difference between the curriculum Indonesia and Japan.
3. High school
The most common type of upper-secondary school has a full-time, general
program that offered academic courses for students preparing for higher education as
well as technical and vocational courses for students expecting to find employment after
graduation. More than 70% of upper-secondary school students were enrolled in the
general academic program in the late 1980s. A small number of schools offer part-time
programs, evening courses, or correspondence education. The first-year programs for
students in both academic and commercial courses are similar. They include basic
academic courses, such asJapan language, English, mathematics, and science. In uppersecondary school, differences in ability are first publicly acknowledged, and course
content and course selection are far more individualized in the second year. However,
there is a core of academic material throughout all programs. While the high school
curriculum is the most frequently changed in Japan. Since there are many things that
can not be optimally applied in schools. In the end only protests from many quarters. In
Japan, the students visited historic sites, plantations to learn farming. In addition
3
interspersed also interviews with various sources that later will be the presentation to
the class.
Levels of education in Japan the same as in Indonesia, namely by using a 6-3-3 system (6
years of elementary school, three years of junior high school, three years of high school) and
Universities. Education Elementary and junior high schools are classified as Compulsory
Education and High School classified as Educational Board. Compulsory Education in Japan
conducted by the principle of providing full access for all children to education for 9 years for
free, and requires parents to send children (defined in the Fundamental Law of Education).
Free of charge learning in Japanese schools contained in gakusyuushidouyouryo (
). This document contains a complete description of the purpose of learning in school, course
material,
moral
education
and
special
activities
associated
with
the
school.
Gakusyuushidouyouryou can be regarded as minimum standards that must be achieved by the

school -school country ( ), public schools ( ) and private schools ().
Gakusyuushidouyouryou first issued in 1947, coinciding with the birth of the Education Act in
Japan. Curriculum renewal in Japan takes place every 10 years. In Japan the curriculum drawn
up by a special committee under the control of the Ministry of Education (MEXT). Curriculum
Commission consists of representatives of the Teacher Union, practitioners and education
experts, representatives from industry, and representatives of MEXT.
B. Overview of Mathematics Curriculum in Japan

The Japan curriculum is world famous. It is demanding and rigorous. Students are
expected to know more about another country than an average native of that country. Primary
school starts at the age of six and lasts for six years. Then they move on to three years of lower
secondary school followed by three years of senior secondary or six years of vocational school.
Education mathematics in Japan have a curriculum. The purpose of kurikuler in education
the mathematics that is to provide the students with various and diverse experience that will
increase their ability to think in logical and creative. Time to learn how to teach mathematics in
Japan more little if compared with in Indonesia. Book lessons mathematics in The Japan use
4
photos of natural places, things and other things that have relativity with the contents or the
lessons presented in the book.
Curriculum mathematics policy the Japan have a purpose learn a little bit more of
Indonesia. Until most of the students are Japan have enough time to absorb and comprehend each
lesson. They even had enough time to doing works of the hands and activities other fun but
stimulating in learning mathematics. Student Japan learn to enjoy mathematics and have the
ability to link their lessons in real-life situations.
In the curriculum of 1971 is a curriculum that is very loaded material while schools in
Japan just not enough good in terms of the facility or ability of teachers. Until the curriculum
such too damning and less work. Hence came the idea to give education is more concerned with
the ubiquity of time and space. That's the mentioned yutorikyouiku. The number of hours of
education elementary school per year decreases a total of 36 hours, and Junior High School total
of 385 hours.
Indicators a ruler to measure the success of education in Japan is the measurement of
international maintained the OECD countries, namely PISA and TIMMS, the reason Japan does
not apply the system of national test. In 1995, the performance of the the students of elementary
school and Junior High School Japan occupy the first sequence, yet the years further experienced
a decline. In the framework of the implementation of the yutorikyouiku, the government also
incorporated the 5 school days, i.e. from Monday till Friday. The purpose of the policy this is so
that students can spend more time with family and learn more in his neighborhood at the end of
the weekend.
With the results of PISA are disappointing, the government then issued a policy to
perform back gakuryoku tesuto (test ability academic) 2007, ever implemented in the 1960s.
Characteristic the curriculum of the Japan the other is the idea of ikiru chikara and sgtekina
gakush if. The concept of ikiru chikara is the concept of the to cultivate the soul and train the
strength and ability to live in the middle of the community.
The frame of the curriculum of the Japan to the field of mathematics is not targeted to
master the breadth of coverage, but precisely target the depth of the process of learning (Schmidt,
McKnight, & Raizen, 1996, in Darling-Hammond, 1997). For years the first floor of the Junior
high school (lower secondary school), the curriculum targeting four targets policy:
a. deepen the understanding of students about the integral

b. understand the meaning of the equations (equations)
c. understand the function of relationship (relationships)
d. deepen the understanding of the students about the features of the space (properties of space
figures)
The purpose of this learning translated into the three main topics that are taught.
Associated with the target this, the teachers are recommended to emphasize understanding the
meaning or the meaning principle, and not merely to train the count-the count of the sheer. With
so, the emphasis is in expanding the understanding of just applying the formula-the formula of
the algorithm or measure the speed in the break about or the topic.
Mathematics in Japan relative of the different. Class starts with a brief introduction, then
the teacher serves one about that hard enough and don't teach students the way break the matter.
The students then do themselves the matter, good standalone and clustered, while supervised by
a teacher around to see the fruit and give suggestions. After ten or 15 minutes, one student is
asked to present what she got in front of the class, with input from the teacher if students that
experience delays.Mathematics the Japan give freedom thought patterns in the solve the problem
to the child. The fault happened to the child left and made a natural process in finding the
thought patterns that. The teacher gives a problem to be broken son fits with a pattern he thought.
In a class in Japan, the kids could spend the whole time learning in class to demonstrate
and discuss the diverse solutions that they identify against a question. With a look at a question
from different perspective, and evaluate the process of thought in themselves, as well as
corrected the error which they had made, they learn to think for the bending or flexible. Rather
than learn by simply applying a series of rules that do not fully understand, or breaka large
number of the same question with the formula of the algorithm is the same, the students learn to
reach understanding will be varied strategies to break the question. Not surprising that they
finally were able to apply what they have learnt that in a s-new situation they face.
Learning mathematics, especially in The elementary school and Junior High School in
Japan is also very interesting, the teachers always prepare the material learn the very medium,
for example paper, scissors, clothespin clothes, or the other ingredients are simple to find. The
props used to help shape the mindset of children.
There are 3 principles of teaching teachers in Japan, that is

1. Tanoshii jugyou (classes should be fun)
2. Wakaru ko (the child should understand)
3. dekiru ko (children should be able to)
Approach learning mathematics in Japan the deed by the standard fill is a fragmentation
problem. It is intended to improve the ability to solve problems should be developed skills
understanding the problem, making mathematicsematical models, solve problems, and interpret
the solution. Learning mathematics in Japan based on the problem of contextual. This able to
look from thebooks lessons of mathematics in Japan using pictures natural places, things and
other things that have relativity with the fill or the lessons presented in the book. Book lesson
colorful and have a lot of photos and pictures.
Japan Kindergarten Mathematics
#
1
TOPIC
Self Assessment
TITLE
Self Assessment Kindergarten
Using and applying number
The numbers 1 to 5
The numbers 6 to 9
The number system
Ordinal numbers 1 to 9
Zero and counting numbers 1 to 9
The number 10
Numbers 11 to 20
Using place value to order numbers up to 20
Reasoning
Simple addition up to the number 10
10 Calculations
Subtraction up to the number 10
11 Time, days of week
Days of the week
12 Time, duration
Duration
13 Exam
Exam Kindergarten
Japan Year 1 Mathematics
#
TOPIC
1 Self Assessment
TITLE
Self Assessment Year 1
The number system
Ordinal numbers 1 to 9
Zero and counting numbers 1 to 9
The number 10
Numbers 11 to 20
Using place value to order numbers up to 20
Reasoning
Reasoning
Calculations
Subtraction by Comparison
10 Calculations
11 Calculations
Subtraction up to the number 20 and beyond
12 Calculation-grouping
Multiplication using equal groups
Multiplication using repeated addition
14 Calculation-multiplication
The multiplication sign
15 Calculation sharing/division
Strategies for division
16 Length
Compare length by using informal units of measurement
17 Weight/mass
Introducing the concept of mass
18 Time, days of week
Days of the week
19 Time, duration
Duration
20 Time, months
Months and seasons of the year
21 Time, quarter to, past
Quarter past and quarter to
22 Time, analogue
Oclock and half past on the analogue clock
23 Exam
Exam Year 1

#
TOPIC
1 Self Assessment
TITLE
2 Reasoning
3 Calculations
Subtraction by Comparison
4 Calculations
Subtraction up to the number 20 and beyond
Multiplication using equal groups
Multiplication using repeated addition

8
#
TOPIC
7 Calculation-multiplication
TITLE
The multiplication sign
8 Calculation sharing/division Strategies for division

9 Calculation-multiples
Multiples of 10 up to 100
10 Calculations
The numbers 20 to 99
11 Calculation 10-100
Counting by 1, 2, 5, and 10 to 100
12 Addition
Addition to 99
13 Subtraction
14 Time, months
Months and seasons of the year
15 Time, quarter to, past
Quarter past and quarter to
16 Time, analogue
17 Lines and angles
Describing position.
18 Data
Pictograms
19 Data
Bar Charts
20 Length
Compare length by using informal units of measurement
21 Length
Using the metre as a formal unit to measure perimeter
22 Length
Using the formal unit of the centimetre to measure length and perimeter
23 Volume
Introduction to volume. using the cubic centimetre as a standard unit
24 Weight/mass
25 Exam
Exam Year 2

#
TOPIC
1 Self Assessment
TITLE
2 Calculation-multiples
Multiples of 10 up to 100
3 Calculations
4 Calculation 10-100
Counting by 1, 2, 5, and 10 to 100
5 Addition
Addition to 99
6 Calculation-larger numbers The numbers 100 to 999

7 Subtraction
8 Subtraction
Subtraction with borrowing
9 Subtraction
Subtraction of two-digit numbers Involving comparison.
10 Problems
Solve and record division using known facts and sharing

9
#
11 Length
TOPIC
TITLE
12 Length
13 Area
Introduction to the square centimetre.
14 Area
Comparing and ordering areas.
15 Volume
Introduction to volume. using the cubic centimetre as a standard unit
16 Weight/mass
17 3-D shapes
Constructing models.
18 Capacity
Using the cubic cm and displacement to measure volume and capacity
19 Weight/mass
The kilogram
20 2-D shapes
Using the prefix to determine polygons
21 2-D shapes
Spatial properties of quadrilaterals
22 Lines and angles
Describing position.
23 Lines and angles
Mapping and grid references
24 Data
Pictograms
25 Data
Bar Charts
26 Time, minutes
Analogue Telling time minutes in the hour
27 Time, units
Units of time
28 Time, minutes to the hour
Minutes to
29 Time, minutes past the hour Minutes past

30 Time, digital, analogue
Comparing analogue and digital time
31 Time, digital
Oclock and half past using digital time
32 Time, analogue
33 Fractions
Using fractions 1/2, 1/4, 1/8 to describe part of a whole
34 Fractions
Using fractions 1/2, 1/4, 1/8 to describe parts of a group or collection
35 Fractions
Comparing and ordering fractions
36 Exam
Exam Year 3

#
TOPIC
1 Self Assessment
TITLE
2 Calculation-larger

10
TOPIC
TITLE
numbers
3 Subtraction
Subtraction with borrowing
4 Subtraction
Subtraction of two-digit numbers Involving comparison.
5 Multiplication
Multiplication important facts.
6 Place value
7 Addition
Addition up to the number 999
8 Subtraction
Subtraction up to the number 999 using the renaming method
9 Problems
Solve and record division using known facts and sharing
1
0
Division
11 Length
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
Division with and without a remainder.

Length
Length
Read and calculate distances on a map using the formal unit kilometre
Length
Compare and convert formal units of measurement
Area
Area
Weight/mass
The kilogram
Weight/mass
The gram and net mass
2-D shapes
Using the prefix to determine polygons
2-D shapes
Spatial properties of quadrilaterals
Angles
Measure and classify angles
2-D shapes
Recognise and name triangles

11
#
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
TOPIC
TITLE
3-D shapes
Recognise and name pyramids according to spatial properties
Tessellating 2-D shapes
Use grids to enlarge/reduce 2D shapes
3-D shapes
Recognise and name prisms according to spatial properties
Capacity
Capacity
Capacity
The relationship between the common units of capacity, the litre and the
millilitre
Using the cubic cm as a standard unit of measurement for volume and
capacity
Capacity
Converting between volume and capacity using kilolitres and litres
Capacity
Estimate, measure and compare the capacity of containers
Capacity
Converting between volume and capacity using millilitres and litres
Lines and angles
Lines and angles
Main and intermediate compass points
Lines and angles
Informal coordinate system
Time, minutes
Analogue Telling time minutes in the hour
Time, digital, analogue
Comparing analogue and digital time
Time, units
Units of time
Time, minutes to the hour Minutes to

12
#
TOPIC
3 Time, minutes past the
9 hour
4
0
4
1
4
2
4
3
4
4
4
5
4
6
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
TITLE
Minutes past
Time, a.m. p.m.
AM and PM time
Decimals
Introduction to decimals
Decimals
Comparing and ordering decimals to two decimal places
Decimals
Decimals with whole numbers 10th and 100th
Decimals
Adding decimals to two decimal places
Decimals
Subtracting decimals to two decimal places
Decimals
Using decimals shopping problems
Decimals
Using decimals to record length
Decimals
Rounding decimals
Fractions
Using fractions 1/2, 1/4, 1/8 to describe part of a whole
Fractions
Using fractions 1/2, 1/4, 1/8 to describe parts of a group or collection
Fractions
Comparing and ordering fractions
Fractions
Finding equivalent fractions
Fractions
mixed numbers (mixed numerals)
Fractions
Fractions 1/5, 1/10, 1/100

13
#
5
5
5
6
5
7
TOPIC
TITLE
Introduction to percentages, including relating common fractions to
Percentages
percentages
Changing fractions and decimals to percentages using tenths and
Percentages
hundredths
Exam
Exam Year 4

#
TOPIC
1 Self Assessment
2 Place value
3 Addition
Addition up to the number 999
4 Subtraction
Subtraction up to the number 999 using the renaming method
5
6
Counting and
numeration
Counting and
numeration
7 Subtraction
TITLE
The numbers 10 000 to 99 999

Addition to 9999 and beyond
Subtraction involving four digit numbers and beyond using the renaming
method.
8 Multiplication
Multiples and factors of whole numbers
9 Multiplication
Multiplication using extended algorithms.
1
0
Division
11 Division
1
2
1
3
1
4

Dividing two and three digit numbers by a single digit number.
Multiplication
Multiplication by 2 and 3 digits
Multiplication
Multiplying 2-digit numbers by multiple of 10
Multiplication
Multiplying 3 and 4-digit numbers by multiples of 100

14
#
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
TOPIC
TITLE
Time, a.m. p.m.
AM and PM time
Time, 24-hour
24 hour time
Time zones
Time zones
Time, distance, speed
Average speed
Angles
Measure and classify angles
2-D shapes
Recognise and name triangles
3-D shapes
3-D shapes
Lines and angles
3-D shapes
Recognise nets for prisms, pyramids, cubes and cones
Tessellating 2-D shapes Use grids to enlarge/reduce 2D shapes

3-D shapes
Viewing 3-D shapes.
Lines and angles
Lines and angles
Data
Line graphs.
Data
Pie and bar graphs.

15
#
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
4
4
4
5
4
6
TOPIC
TITLE
Length
Read and calculate distances on a map using the formal unit kilometre
Length
Compare and convert formal units of measurement
Area
Area
Area
Larger areas: square metre, hectare, square kilometre.
Volume
Using the cubic centimetre to measure volume.
Capacity
Capacity
Capacity
The relationship between the common units of capacity, the litre and the
millilitre
Using the cubic cm as a standard unit of measurement for volume and
capacity
Capacity
Converting between volume and capacity using kilolitres and litres
Capacity
Estimate, measure and compare the capacity of containers
Weight/mass
The kilogram
Weight/mass
The gram and net mass
Decimals
Introduction to decimals
Decimals
Comparing and ordering decimals to two decimal places
Decimals
Decimals with whole numbers 10th and 100th

16
#
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
5
9
6
0
6
1
6
2
TOPIC
TITLE
Decimals
Decimals
Decimals
Decimals
Decimals
Rounding decimals
Decimals
Adding decimals with a different number of decimal places
Decimals
Subtracting decimals with a different number of places
Decimals
Multiplying decimals by 10, 100 and 1000
Decimals
Multiplying decimals by whole numbers
Decimals
Dividing decimals by 10, 100 and 1000
Decimals
Dividing decimal fractions by whole numbers
Fractions
Finding equivalent fractions
Fractions
mixed numbers (mixed numerals)
Fractions
Fractions 1/5, 1/10, 1/100
Fractions
Subtracting fractions from whole numbers
Fractions
Adding and subtracting fractions with the same denominator

17
#
6
3
6
4
6
5
6
6
6
7
6
8
6
9
TOPIC
Percentages
Percentages
TITLE
percentages
hundredths
Sign word problems
Solving Word Problems by recognising Sign Words
Equations
Problem solving strategies
Number problems
Problems with numbers.
Money
Problems involving money
Exam
Exam Year 5

#
TOPIC
1 Self Assessment
2
3
Counting and
numeration
Counting and
numeration
4 Subtraction
5
Counting and
numeration
TITLE
The numbers 10 000 to 99 999
Addition to 9999 and beyond
Subtraction involving four digit numbers and beyond using the renaming
method.
Seven digit numbers
6 Multiplication
Multiples and factors of whole numbers
7 Multiplication
Multiplication using extended algorithms.
8 Division
9 Division
Dividing two and three digit numbers by a single digit number.

18
#
1
0
TOPIC
Multiplication
11 Division
1
2
1
3
1
4
1
5
TITLE
Multiplication by 2 and 3 digits
Divide whole numbers by a 2 digit divisor
Multiplication
Multiplying 2-digit numbers by multiple of 10
Multiplication
Multiplying 3 and 4-digit numbers by multiples of 100
Multiplication
Multiplying 2-digit numbers by 2-digit numbers
Multiplication
1 Division/repeat
6 subtraction
Repeated subtraction with divisors less than 20 with no remainders
1 Division/repeat
Repeated subtraction by multiples of 10 with divisors less than 20 with no
7 subtraction
remainders
1 Division/repeat
Repeated subtraction by multiples of 2, 3 and 4 with divisors greater than
8 subtraction
20 with no remainders
1 Division/repeat
Repeated subtraction by multiples of 1,2 and 3 with divisors less than 20
9 subtraction
with remainders
2 Division/repeat
Repeated subtraction by multiples of 10 with divisors less than 20 with
0 subtraction
remainders
2 Division/repeat
Repeated subtraction with divisors greater than 20 with remainders as
1 subtraction
fractions
2 Division/repeat
2 subtraction
Repeated subtraction with divisors less than 35 with some remainders
2 Division/repeat
Repeated subtraction with divisors less than 55 with dividends of 3 and 4-
3 subtraction
digits with some remainders
2 Division/repeat
Repeated subtraction with divisors greater than 50 with dividends of
4 subtraction
thousands and some remainders
2 Division/repeat
5 subtraction
2 3-D shapes
Using divide, multiply and subtraction in the bring down method

19
#
6
2
7
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
TOPIC
TITLE
3-D shapes
Area
Introducing the rules for finding the area of a rectangle and a parallelogram.
Area
Volume
Introducing the formula for volume.
Volume
Using the cubic metre to measure volume.
Volume
Solving Problems about Volume Part 1.
Volume
Capacity
Weight/mass
The tonne converting units and problems
Geometry-angles
Measuring angles
Data
Line graphs.
Data
Pie and bar graphs.
Time, 24-hour
24 hour time
Time zones
Time zones
Time, distance, speed
Average speed
4 3-D shapes
Recognise nets for prisms, pyramids, cubes and cones

20
#
2
4
3
4
4
4
5
4
6
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
TOPIC
TITLE
Tessellating 2-D shapes Use grids to enlarge/reduce 2D shapes

3-D shapes
Viewing 3-D shapes.
Lines and angles
Lines and angles
Decimals
Decimals to three decimal places
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Dividing numbers by a decimal fraction
Percentages
Percentages
Percentages
5 Fractions

percentages
hundredths
Changing percentages to fractions and decimals
Improper fractions
21
#
8
5
9
6
0
6
1
6
2
6
3
6
4
6
5
6
6
6
7
6
8
6
9
7
0
7
1
7
2
7
3
TOPIC
TITLE
Fractions
Fractions
Fractions
Multiplying and dividing to obtain equivalent fractions
Fractions
Reducing fractions to lowest equivalent form
Fractions
Comparing and ordering fractions greater than (>) 1
Fractions
Multiplying fractions by whole numbers
Fractions
Fractions of whole numbers
Sign word problems
Equations
Number problems
Money
Length
Problems with length.
Mass
Problems with mass.
Area
Problems with area.
Volume/capacity
Problems with volume/capacity.
7 Exam
Exam Year 6
22
#
4
TOPIC
TITLE

#
TOPIC
1 Self Assessment
2 Multiplication
3 Multiplication
4
5
6
7
8
9
Division/repeat
subtraction
Repeated subtraction with divisors less than 20 with no remainders
Division/repeat
Repeated subtraction by multiples of 10 with divisors less than 20 with no
subtraction
remainders
Division/repeat
Repeated subtraction by multiples of 2, 3 and 4 with divisors greater than
subtraction
20 with no remainders
Division/repeat
Repeated subtraction by multiples of 1,2 and 3 with divisors less than 20
subtraction
with remainders
Division/repeat
Repeated subtraction by multiples of 10 with divisors less than 20 with
subtraction
remainders
Division/repeat
Repeated subtraction with divisors greater than 20 with remainders as
subtraction
fractions
1 Division/repeat
0 subtraction
11
TITLE
Repeated subtraction with divisors less than 35 with some remainders
Division/repeat
Repeated subtraction with divisors less than 55 with dividends of 3 and 4-
subtraction
digits with some remainders
1 Division/repeat
Repeated subtraction with divisors greater than 50 with dividends of
2 subtraction
thousands and some remainders
1 Division/repeat
3 subtraction
1
4
1
5
Using divide, multiply and subtraction in the bring down method
Decimals
Rounding decimals
Decimals

23
#
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
3
1
TOPIC
TITLE
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Percentages

hundredths
Percentages
Percentages
One quantity as a percentage of another
Percentages
Calculating Percentages and Fractions of Quantities
Fractions
Fractions
Improper fractions
Fractions
Fractions
Adding and subtracting fractions with different denominators
Fractions

24
#
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
4
4
4
5
4
6
4
7
TOPIC
TITLE
Fractions
Fractions of whole numbers
Fractions
Fractions
Fractions
Finding reciprocals of fractions and mixed numbers (mixed numerals)
Fractions
Dividing fractions
Fractions
Dividing mixed numbers (mixed numerals)
Fractions
Multiplying fractions
Fractions
Multiplying mixed numbers (mixed numerals)
Rules properties
Using Order of Operation procedures (BIDMAS) with Fractions
Area
Introducing the rules for finding the area of a rectangle and a

parallelogram.
Area
Finding the area of a triangle and other composite shapes.
Area
Volume
Introducing the formula for volume.
Volume
Using the cubic metre to measure volume.
Volume
Volume

25
#
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
5
9
6
0
6
1
6
2
6
3
TOPIC
TITLE
Capacity
Weight/mass
Data
Bar Charts
Data
Line graphs.
Data
Pie and bar graphs.
Algebraic expressions
Algebraic expressions.
Substitution into algebraic expressions.
Directed numbers: addition and subtraction.
Directed numbers: multiplication and division.
Simplifying algebraic expressions: adding like terms.
Simplifying algebraic Expressions: subtracting like terms.
Simplifying Algebraic expressions: combining addition and subtraction.
Simplifying algebraic expressions: multiplication
Simplifying algebraic expressions: division
Expanding algebraic expressions: multiplication
Expanding algebraic expressions: negative multiplier

26
#
6
4
6
5
6
6
6
7
6
8
6
9
7
0
7
1
7
2
7
3
7
4
7
5
7
6
TOPIC
Expanding and simplifying algebraic expressions
Algebraic equations
Solving equations containing addition and subtraction
Algebraic equations
Solving equations containing multiplication and division
Algebraic equations
Solving two step equations
Geometry-angles
Measuring angles
Geometry-angles
Adjacent angles
Geometry-angles
Complementary and supplementary angles
Geometry-angles
Vertically opposite angles
Geometry-angles
Angles at a Point.
Geometry-angles
Parallel Lines.
Geometry-problems
Additional questions involving parallel lines
Geometry-triangles
Angle sum of a triangle
Special triangles
Special triangles
7 Geometry7 quadrilaterals
7 Geometry8 constructions
7
9
TITLE
Sign word problems
Quadrilaterals
Geometric constructions
27
#
8
0
8
1
8
2
8
3
8
4
8
5
8
6
8
7
TOPIC
TITLE
Equations
Number problems
Money
Length
Problems with length.
Mass
Problems with mass.
Area
Problems with area.
Volume/capacity
Problems with volume/capacity.
Exam
Exam Year 7

#
TOPIC
1 Self Assessment
2 Decimals
3 Decimals
4 Fractions
5 Fractions
6 Fractions
TITLE
Finding reciprocals of fractions and mixed numbers (mixed

numerals)
7 Fractions
Dividing fractions
8 Fractions
9 Rules properties
1 Percentages

28
#
0
TOPIC
11 Percentages
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
Algebraic expressions.
Substitution into algebraic expressions.
Directed numbers: addition and subtraction.
Directed numbers: multiplication and division.
Simplifying algebraic expressions: adding like terms.
Simplifying algebraic Expressions: subtracting like terms.
Simplifying Algebraic expressions: combining addition and

subtraction.
Simplifying algebraic expressions: multiplication
Simplifying algebraic expressions: division
Expanding algebraic expressions: multiplication
5 factor
6
Percentages
2 Algebra-highest common
2
TITLE
Algebraic equations
Highest common factor.

Solving equations containing addition and subtraction
29
#
2
7
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
TOPIC
TITLE
Algebraic equations
Solving equations containing multiplication and division
Algebraic equations
Algebraic equations
Solving equations containing binomial expressions
Algebraic equations
Equations involving grouping symbols.
Area
Introducing the rules for finding the area of a rectangle and a

parallelogram.
Area
Area
Area of a circle.
Volume
Finding the volume of prisms
Geometry-angles
Measuring angles
Geometry-angles
Adjacent angles
Geometry-angles
Complementary and supplementary angles
Geometry-angles
Vertically opposite angles
Geometry-angles
Angles at a Point.
Geometry-angles
Parallel Lines.
Geometry-problems
Geometry-triangles
Angle sum of a triangle

30
#
4
3
4
4
4
5
4
6
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
TOPIC
TITLE
Geometry-triangles
Exterior angle theorem
Special triangles
Special triangles
Geometry-quadrilaterals
Quadrilaterals
Geometry-constructions
Geometry problems
More difficult exercises involving parallel lines
Geometry-reasoning
Further difficult exercises involving formal reasoning
Similar triangles
Similar triangles
Pythagoras
Find the hypotenuse
Pythagoras
Pythagorean triples
Pythagoras
Find the hypotenuse Part 2
Pythagoras
Calculating a leg of a right-angled triangle
Statistics
Frequency distribution table
Statistics
Frequency histograms and polygons
Statistics
Relative frequency
Statistics
The range.
Statistic-probability
The mode
31
#
5
9
6
0
6
1
6
2
TOPIC
TITLE
The mean
The median
Probability of Simple Events
Exam
Exam Year 8

#
TOPIC
1 Self Assessment
2 Algebraic expressions
Algebra-highest common
factor
TITLE
Highest common factor.
4 Algebraic equations
7 Algebra-factorising
Simplifying easy algebraic fractions.
8 Rules for indices/exponents
Adding indices when multiplying terms with the same base
Subtracting indices when dividing terms with the same base
1
0
Rules for indices/exponents

1
2
1
3
1
4
Multiplying indices when raising a power to a power

Multiplying indices when raising to more than one term
Terms raised to the power of zero
Negative Indices
Algebraic fractions
Simplifying algebraic fractions using the index laws.
32
#
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
TOPIC
TITLE
Scientific notation
Scientific notation with larger numbers
Scientific notation
Scientific notation with small numbers
Scientific notation
Changing scientific notation to numerals
Area
Area of a circle.
Area
Area of a trapezium.
Area
Area of a rhombus.
Area
Area of regular polygons and composite figures.
Surface area
Surface area of a cube/rectangular prism.
Surface area
Surface area of a triangular/trapezoidal prism.
Surface area
Surface area of a cylinder and sphere.
Volume
Volume of a cylinder and sphere.
Statistics
Statistics
Statistics
Relative frequency
Statistics
The range.
The mode
33
#
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
4
4
4
5
4
6
TOPIC
TITLE
The mean
The median
Geometry-problems
Special triangles
Special triangles
Quadrilaterals
Geometry problems
More difficult exercises involving parallel lines
Geometry-congruence
Congruent triangles, Test 1 and 2
Geometry-congruence
Pythagoras
Find the hypotenuse
Pythagoras
Pythagorean triples
Pythagoras
Pythagoras
Trigonometry-ratios
Trigonometric ratios.
Trigonometry-ratios
Using the calculator.
Trigonometry-ratios
Using the trigonometric ratios to find unknown length. [Case 1 Sine].

34
#
4
7
4
8
4
9
5
0
5
1
5
2
5
3
TOPIC
Trigonometry-ratios
Trigonometry-ratios
TITLE
Using the trigonometric ratios to find unknown length. [Case 2
Cosine].
Tangent Ratio].
Trigonometry-ratios
Unknown in the denominator. [Case 4].
Trigonometry-compass
Bearings the compass.
Trigonometry-elevation
Angles of elevation and depression.
Exam
Exam Year 9

#
TOPIC
1 Self Assessment
2 Fractions
3 Fractions
4 Fractions
5 Fractions
6 Fractions
7 Fractions
Adding and subtracting fractions with different denominators
8 Fractions
9 Fractions
1
0
Fractions
11 Fractions
TITLE

Finding reciprocals of fractions and mixed numbers (mixed
numerals)
35
#
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
TOPIC
TITLE
Fractions
Dividing fractions
Fractions
Rules properties
Percentages
Algebraic equations
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Decimals
Multiplication of decimals by decimals to two decimal places
Decimals
Decimals
Decimals

36
#
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
TOPIC
Percentages
Percentages
TITLE
Introduction to percentages, including relating common fractions
to percentages
hundredths
Percentages
Percentages
Algebraic equations
Algebraic equations
Equations involving fractions.
Algebra-inequalities
Solving Inequalities.
Algebra-factorising
Adding indices when multiplying terms with the same base
Subtracting indices when dividing terms with the same base
Multiplying indices when raising a power to a power
Multiplying indices when raising to more than one term
Terms raised to the power of zero
Negative Indices
Algebraic fractions
Fractional indices/exponents
Fractional indices
37
#
4
4
4
5
4
6
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
5
9
TOPIC
TITLE
Scientific notation
Scientific notation
Scientific notation
Significant figures
Significant figures
Trigonometry-ratios

Tangent Ratio].
Trigonometry-ratios
Trigonometry-practical
Trigonometric ratios in practical situations.
Trigonometry- ratios
Using the trigonometric ratios to find an angle in a right-angled

triangle.
Trigonometry-ratios
Using the calculator to find an angle given a trigonometric ratio.
Geometry-problems
Quadrilaterals
Geometry-reasoning
Further difficult exercises involving formal reasoning
Geometry-congruence

38
#
6
0
6
1
6
2
6
3
6
4
6
5
6
6
6
7
6
8
6
9
7
0
7
1
7
2
7
3
7
4
7
5
TOPIC
TITLE
Geometry-congruence
Geometry-congruence
Proofs and congruent triangles.
Similar triangles
Using similar triangles to calculate lengths
Overlapping triangles
Examples involving overlapping triangles
Geometry triangles
Triangle inequality theorem
Area
Area
Area of a rhombus.
Area
Area of a circle.
Area
Surface area
Surface area
Surface area
Surface area
Surface area of pyramids
Surface area
Surface area of cones
Surface area
Surface area of composite solids
Volume
Volume of pyramids and cones.

39
#
7
6
7
7
TOPIC
Volume
Composite solids.
Coordinate Geometry-the plane
Distance formula.
7 Coordinate Geometry-midpoint,
8 slope
7
9
8
0
Gradient
Coordinate Geometry-gradient
Gradient formula.
1 line
2
3 of line
4
Coordinate Geometry-intercept
8 Coordinate Geometry-point
5 slope
8
6
8
7
8
8
8
9
9
0
9
1
The straight line.
Coordinate Geometry-slope, etc. Lines through the origin.
8 Coordinate Geometry-equation
8
Mid-point formula
Coordinate Geometry-gradient
8 Coordinate Geometry-straight
8
TITLE
General form of a line and the x and y Intercepts.

Slope intercept form of a line.
Point slope form of a line
Statistics
Cumulative frequency
Calculating the median from a frequency distribution
Tree diagrams not depending on previous outcomes
Tree diagrams depending on previous outcomes
Exam
Exam Year 10
40

#
TOPIC
1 Self Assessment
2 Statistics
3 Statistics
4 Statistics
Relative frequency
5 Statistics
The range.
6 Statistic-probability
The mode
The mean
The median
Cumulative frequency
1
0
11 Statistics
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
TITLE
Calculating the median from a frequency distribution

Stem and Leaf Plots along with Box and Whisker Plots
Area
Area
Area
Area
Area of a rhombus.
Area
Area of a circle.
Surface area
Surface area
Surface area
Surface area of pyramids

41
#
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
TOPIC
Capacity
TITLE
Converting between volume and capacity using millilitres and
litres
Weight/mass
Volume
Finding the volume of prisms
Volume
Volume of a cylinder and sphere.
Volume
Volume of pyramids and cones.
Pythagoras
Find the hypotenuse
Pythagoras
Pythagorean triples
Pythagoras
Pythagoras
Trigonometry-ratios
Trigonometric ratios.
Trigonometry-ratios
Using the calculator.
Trigonometry-ratios
Trigonometry-ratios
Trigonometry-ratios

Sine].
Cosine].
Tangent Ratio].
Trigonometry-ratios

42
#
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
4
4
4
5
4
6
4
7
4
8
4
9
5
0
5
1
TOPIC
TITLE
Trigonometry-practical
Trigonometric ratios in practical situations.
Trigonometry-ratios
Using the calculator to find an angle given a trigonometric ratio.
Trigonometry- ratios
Using the trigonometric ratios to find an angle in a right-angled

triangle.
Trigonometry-exact ratios
Trigonometric ratios of 30., 45. and 60. exact ratios.
Scientific notation
Scientific notation
Scientific notation
Significant figures
Significant figures
Algebraic expressions-products
Products in simplification of algebraic expressions
Algebraic equations
Algebraic equations
Algebraic equations
Algebraic equations
Equations involving fractions.

43
#
5
2
5
3
5
4
5
5
5
6
5
7
5
8
TOPIC
TITLE
Algebra-factorising
Algebraic fractions
Algebra- formulae
Equations resulting from substitution into formulae.
Simultaneous equns
Simultaneous equations
Coordinate Geometry-straight line The straight line.

Coordinate Geometry-slope, etc.
Lines through the origin.
Coordinate Geometry-intercept
Slope intercept form of a line.
5 Co-ordinate Geometry-Intercept
Intercept form of a straight line: find the equation when given x
9 form
and y
6
0
6
1
6
2
6
3
6
4
6
5
6
6
6
7
Similar triangles
Similar triangles
Similar triangles
Using similar triangles to calculate lengths
Overlapping triangles
Examples involving overlapping triangles
Rolling a pair of dice
Experimental probability
The complementary result ..
P[A or B] When A and B are both mutually and NOT mutually

exclusive
44
#
TOPIC
6 Sequences and Series-Compound
8 interest
6
9
Exam
TITLE
Compound interest
Exam Year 11

#
TOPIC
1 Self Assessment
TITLE
2 Statistics grouped data
Calculating mean, mode and median from grouped data
3 Statistics Range and dispersion
Range as a measure of dispersion
4 Statistics Spread
Measures of spread
5 Statistics Standard deviation
Standard deviation applications
6 Statistics Standard deviation
Normal distribution
7 Statistics Interquartile range
Measures of spread: the interquartile range
8 Statistics
Scatter Diagrams
9 Area
10 Volume
Composite solids.
11 Surface area
12 Surface area
Surface area of cones
13 Surface area
Surface area of composite solids
14 Trigonometry-cosine rule
The cosine rule to find an unknown side. [Case 1 SAS].
15 Trigonometry-cosine rule
The cosine rule to find an unknown angle. [Case 2 SSS].
16 Trigonometry-sine rule
The sine rule to find an unknown side. Case 1.
17 Trigonometry-sine rule
The sine rule to find an unknown angle. Case 2.
18 Trigonometry-areas
The area formula
Tree diagrams not depending on previous outcomes
Tree diagrams depending on previous outcomes
Counting techniques and ordered selections permutations
Unordered selections combinations
23 Algebra- formulae
Changing the subject of the formula.
24 Coordinate geometry
Solve by graphing
25 Exam
Exam Year 12
45
C. Comparison of Education System in Japan and Indonesia

Elements/
No
components
of the the
Japan
Indonesia
observed
The purpose To enhance the development of the Develop the ability and form, as well
ofnational
personality as a whole, appreciate as the civilization of the race with
education
the value of-the value of the some dignity in the frame work of the
individual, and instills the soul free
intellectual life race, serves to expand

the potential of the participants teach
in order to be human eriman and
devoted
to
god
almighty,
virtuous, healthy, knowledgeable, talk,

creative, independent, and become
citizens of the country democratic as
well as responsible for (UU sisdiknas
2
pasal 3)
1. Democratic and not discriminative
2. As one union systemic
3. Is the process of acculturation
The principle 1. The principle of legalism

2. The principle of the
ofmaintenanc
administration of the democratic
e education
3. The principle of neutrality
participants protg
4. The principle of adaptation and 4. Maintained
with
the fixation of the condition of
education
5. The principle of decentralization
calistung
5. Maintained
culture
with empower
all
components of the society (UU
Mold educati
sisdiknas article 4)
Developed countries especially as, Developed countries especially the us,
on
with the adjustments to the culture but less customization against the
of his own race, until the produced culture of his own race. For instance
a unique form of the mean feature we have the concept of education
special country japan
student protege, butprefer the concept

46
Reform
of bloom, from us.

To perfect educational purposes, in Have done education reform but there
Education
2001 the ministry of education the is still a piece of-a piece, yetintegrated
Japan release of the plan of
educational
reform
which
referred to as rainbase plan

Mandatory 1. 1. Compulsory learning 9 year
learn
is
11.
Compulsory
learning
year
(elementary school and junior high (elementary school and junior high
school)
school)
2. 2. Features:
22. Features:
a. The availability of the element
a. Not nature
coercive
but
of coercion that participants
persuasive
teach in school
b. Not no sanction law, just sanction
b. Arranged with the law about
the moral
compulsory learning
c. Not arranged in the law it self
c. There sanction for the old man d. Success measured by the figures
money to let his son is not
school
d. Push survey
of
participation
in
education. Because only the form

the
success
of
of words, the government and
compulsory learning is not the

availability
society it seems less serious in
of
dealing with education
the old man that hit the sanction

6
for inducing his son to school

a. Preschool and kindergarten
b. Elementary school
Education
c. Junior high school
d. High school
e. PT
Subjects in sd There are only 4, ie:
Gap
a. Early childhood and kindergarten

b. Elementary school
c. Junior high school
d. High school
b. PT7
A lot of points lesson
1. Letters of a Japan (writing
The
and read)
2. Mathematics
3. Athletics
Mandatory learn in the discrete/its Can
obligation of
own territory for the time/age of regency/city in accordance with the
a child in
compulsory learning
school on
amount determined
47
the
territory
of
elementary
school
or smp's in
discrete/its
9
own territory
Hour
1 lesson hours in elementary school 1 lesson hours in elementary school
lessons on
: 45 minutes
kls low: 30
the ssd daan 1 of lesson hours in junior /high 1 lesson hours in elementary school
junior
10
school: 50 minutes
high/high
1 of lesson hours in junior high school/
school
senior high school 45 (the more points
The type of
test
injunior
high and high

11
kls height: 35
the lesson)
1. The mission of the test and the 1. The mission of the test and the
final test
final test
2. First there is no national 2. There is a national test
test, but from held 2007

school
Type-the type There are 3 types:
Just one like, there's no kind of like in
of high
Japan
school
1. Full time (3 years)

2. Part
time
(produce
equivalent diploma)
3. Inscribed
(to
12
Majors
high school
produce
equivalent diploma)
in There are some types based on the Distinguished between
the
High
pattern of the curriculum, namely:
School and vocational school
1.
2.
3.
4.
5.
6.
7.
a. Majoring in high school: sciense,
Majors general (academic)

The department of agriculture
Majors technique
Majors trade
The department of fisheries
Majoring in home economic
Majoring in nursing
social, and language

b. Majors in vocational school: very
varied
School vocational: 5 years from the

graduate school with the purpose of
13
Entrance
building engineer
Covers
eyes lesson
languages There based on the nem the original

48
test high
14
15
Japan, english, mathematics, social (junior high school), also based on the
school
studies, and science
nem up; and a few test subjects
Type-the type 1. University/institute
1. University
2. Junior college (academy)
2. Institute
of college
3. Technical college (academy3. High school
4. Polytechnic
techniques)
5. Academy
6. The academy community
Long educati
on
University/institute:
University/institute/schoolhigh:
1. S1: 4 years except medical and 1. S1: 4 years except medicaland

dental school 6 years
2. S2: 2 year
3. S3: 3 years
dental school 6 years

2. S2: 2 year
3. S3: 3 years
Vokasi (diploma):
Vokasi (diploma):
1. D1: 1 year
2. D2: 2 years
3. D3: 3 year
16
1. D1: 1 year
2. D2: 2 years
3. D3: 3 year
4. D4: 4 years
Type-the type 1. Student protege regular (4 years No type-the type of student teach as in
ofmahapesert
except for medical 6 th)

japan, there is student teach the
2. Student
teach the listener
a teach in the
undergraduate (S1) program magister
(student protege permitted to
master's
(S-2), and the program of the doctor
take courses specific to the
program
(S-3).
conditions and the amount
of the credit is different in every
college but the credit is not
recognized)
3. Student protege collectors credit
(up to same with student teach
the
listener
but
to
his
credit acknowledged)
On
the
addition
program graduate,
to
consisting
on
in
the
program of master and doctor, also

there are student protege researcher,
49
student teach the listeners, and

collectors credit. student protege
researcher
is
student
permitted doing
protege
research
on
particular field for one semester or

1 year without the purpose of
17
getting a degree
Program educ Resume a single,
for
example Resume a discipline of knowledge,
ation at the music, or english literature. Most especially the applied sciences, e.g.
junior college for
(academy)
women, with
the
aim
to The
academy
improve the ability of women as economics. The
of
science
purpose
is
of
more
house wives. only 5% of the directed to become energy skilled

graduated which usually extend to ready to work
18
Expansion
the
school
curriculum
more education high

1. More
emphasis
on
the
1. It seems still focused on subjects,
system education at school, not
not on the system of its education

2. Starting from the plan of the
at the change of subjects or
lesson 1947,
methods teach
2. Gakusyuushidouyouryou
1952,
1964,
curriculum 1968, 1975, 1984,
(curriculum) first released in
1988, 1994, curriculum 1994
1947, to coincide with the birth
supplementation
of
curriculum of 2004 (KBK), the
uu education
japan. Further
in
repeatedly
experienced the reform, that
curriculum
1999,
2006
the
(SBC),
curriculum 2013
is in the year 1951, 1956, 1961,

1971, 1980, 1992, 2002, and
19
Setback
2011
With the system education strict The implementation of the education
education
cause a lot of people who suffer in Indonesia is more loose, not as

from
disorderspsikir. Then
its tightly as the Japan, yet signs of under
implementation is quite loose but development of education in Japan

causes
set
back
education also happened in Indonesia

50
according to the experts in Japan

was marked among other things:
lose the interest of school children,
the decadence of morality and
discipline which from brittle, also
the performance of the study that
20
Expansion th
decreased
Done continuously,
realized because of poor SDA, then things through the certification of
the
Japan Done continuously,
among
other
professionalis the expansion of sdm includes the teachers and the competence test
m
of
the teacher to do tersu constantly
teachers to meet the competence of
teacher
21
Education ch
aracter
pedagogic, personality, social, and

professional.
1. Listed in law and givenat each 1. Not yet listed in the act and its
level of school classes
2. Able to create a character
implementation in the school is not
yet clear
race the Japan as a race of 2. In learning in school, has revealed
tenacious,
worker,
character
persistent, honest, have a sense
character,
covering
18
of tolerance and friendship are
items,namely:
religious,
honest,
high.
3. Integrated
hard
education/values
tolerance, discipline, hard work,

into
the
curriculum education and has

become an inseparable part in
eye the lessons of the other.
4. Covers 14 areas with a total of
creative, independent, democratic,

curiosity, the spirit of the national,
love
the
motherland,
performance,
cherish
friendly/
communicative, love peace, fond
76 item.
of reading, care the environment,

care about social responsibility
(module
plpg
rayon
113
uns
year 2012, agus zaenal fitr, 2012.

D. Advantages and Disadvantages in Japan Mathematics Curriculum
51
Advantages:
1. The attention on education come from a variety of parties
2. Japan school is not Expensive
3. In Japan There Is No Discrimination Against The School
4. The curriculum of Japan schools is very heavy
5. The school as the unit of education
6. The teacher assured will not lose the post
7. Japan teacher full dedication
8. Japan teacher felt obliged to give education a person whole and fair.
9. The education in Japan has always managed to produce quality human resources.
Approach mathematics learning in Japan mandated by content standards are
problem solving, discovery, and open ended. It is intended to improve problem-solving
skills need to be developed skills to understand a problem, create mathematicsematical
models, solve problems, and interpret the solution. Mathematics learning in Japan based
on a contextual problem. Education is compulsory at the elementary and lower secondary
levels. Virtually all students progress to the upper secondary level, which is voluntary.
Most students attend public schools through the lower secondary level, but private
education is popular at the upper secondary and university levels. In other words, an
advantage of their educational system is constant learning from ages 3 and up. From a
spectators point of view, maybe it's a bit much. They go to school everyday excluding
sunday and various holiday breaks.
Disadvantages:
The education system in Japan is considered too rigid in applying the entrance
exam for prospective new students as well as solely emphasizes the ability of the memory
against the facts.
E. Things that Need to be Adopted in Indonesian Mathematics Curriculum
Following this there are some things that writers recommend for the learning of
mathematics in Indonesia, namely:
a) Should the government make a specialized curriculum for education of mathematics
as there is in Japan with a Curriculum of mathematics interesting and challenging for
the participants teach.
b) Learning mathematics connected with the everyday life of the participants teach, so
that learning becomes meaningful for the participants of the protege.
52
c) The Teacher should be able to evoke the interest and motivation of the participants
teach in the learning of mathematics
d) Learning mathematics should be using the approach of problem solving and open
ended, not with a rote, until the participants of the protg is able to increase the
ability literasinya in the breakdown of a mathematics problem, so it can be applied in
everyday life.
F. Conclusion
Based on the the blurb above it can be concluded that:
a)
Curriculum in Japan has characteristic of the expansion of the adapting condition
and the thought of

b) The Purpose of curiculer from the country of Japan in the education of
mathematics that strives to give the participants protege with a wide and varied
experience that will enhance the ability ofthem to think logically and creative use of
mathematics problem that is based on life situations real.
c) Mathematics Japan gives advantage of the widest to the participants of the protg
to try to solve problems with the mindset itself.
d) The Essence of teaching mathematics in japan is shaping the mindset of the
participants protege.Approach often worn is open ended, problem solving and
discovery.
53
DAFTAR PUSTAKA
Kunimune, dkk. 2001. A Comparative Study of Mathematics Education Between Japan and
Indonesia.
Accessed
at
https://ir.lib.shizuoka.ac.Lesson
hours/bitstream/10297/2856/1/081204008.pdf
Wikipedia.
2016.
Education
in
Japan.
Accessed
at
https://en.wikipedia.org/wiki/Education_in_Japan
e-Newsletterdisdik.
2009.
Bercermin
pada
system
pendidikan
Jepang.
Accessed
at
https://enewsletterdisdik.wordpress.com/2009/08/28/bercermin-pada-sistem-pendidikan-dijepang/
Rahmatul
Hayati.
2015.
Pembelajaran
Matematika
di
Jepang.
Accessed
at
http://yati341.blogspot.co.id/2015/05/pembelajaran-matematika-di-jepang.html
Tanti
JS.
2012.
Kurikulum
Matematika
di
Jepang.
Accessed
http://catatantanti.blogspot.co.id/2012/12/kurikulum-matematika-di-jepang.html
54
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CURRICULUM IN JAPAN

A. Education curriculum Mathematics in Japan

Gakusyuushidouyouryou can be regarded as minimum standards that must be achieved by the

B. Overview of Mathematics Curriculum in Japan

a. deepen the understanding of students about the integral

There are 3 principles of teaching teachers in Japan, that is

Using and applying number

Using and applying number

The number system

Using and applying number

Zero and counting numbers 1 to 9

Using and applying number

Using and applying number

Using and applying number

Using place value to order numbers up to 20

Simple addition up to the number 10

Subtraction up to the number 10

11 Time, days of week

Days of the week

Japan Year 1 Mathematics

The number system

Using and applying number

Zero and counting numbers 1 to 9

Using and applying number

Using and applying number

Using and applying number

Using place value to order numbers up to 20

Simple addition up to the number 10

Simple addition up to the number 20

Subtraction up to the number 10

Subtraction up to the number 20 and beyond

Multiplication using equal groups

Multiplication using repeated addition

The multiplication sign

Strategies for division

Compare length by using informal units of measurement

Introducing the concept of mass

18 Time, days of week

Days of the week

Months and seasons of the year

21 Time, quarter to, past

Quarter past and quarter to

Oclock and half past on the analogue clock

Japan Year 2 Mathematics

Simple addition up to the number 20

Subtraction up to the number 20 and beyond

Multiplication using equal groups

Multiplication using repeated addition

8 Calculation sharing/division Strategies for division

Counting by 1, 2, 5, and 10 to 100

Subtraction up to the number 99

Months and seasons of the year

15 Time, quarter to, past

Quarter past and quarter to

Oclock and half past on the analogue clock

17 Lines and angles

Compare length by using informal units of measurement

Using the metre as a formal unit to measure perimeter

Introduction to volume. using the cubic centimetre as a standard unit

Introducing the concept of mass

Japan Year 3 Mathematics

Counting by 1, 2, 5, and 10 to 100

6 Calculation-larger numbers The numbers 100 to 999

Subtraction up to the number 99