341 ISSN: 2527-8037 Proceedings of the 1 st English Education International Conference (EEIC) in conjunction with the 2 nd Reciprocal Graduate Research Symposium (RGRS) of the Consortium of Asia-Pacific Education Universities (CAPEU) between Sultan Idris Education University and Syiah Kuala University November 12-13, 2016, Banda Aceh, Indonesia POSNER’S ANALYSIS ON INDONESIAN CURRICULUM 2013 Nyak Mutia Ismail * and Ika Apriani Fata Syiah Kuala University, Banda Aceh, INDONESIA * Corresponding author: nyakmutiaismail2010@gmail.com Abstract This research is aimed at analyzing the Indonesian curriculum 2013 (K13) using Posner's Curriculum Analysis Framework: Curriculum origin, curriculum proper, curriculum in use, and curriculum critique. The analysis process was carried out by employing qualitative method, mainly document analyses and interviews with teachers and parents. This study is expectedly considered as a bridge to a more trustworthy effort in K13's implementation, especially for teachers and parents in providing more supportive actions and behaviors pertaining to the youths’ pedagogical provisions. The result depicts that the curriculum origin has been derived from the goal of better citizenship characters which are needed in imprinting the students' intellectual and psychological growth. K13 consists of Core competence and Basic competence for elementary, junior, senior high-school, and higher education in attempt to reach students' higher-order thinking skill enhancement. Concerning on its implementation as well as limitation, K13 emphasizes on technology use, knowledge, and skill from various stakeholders, such as from parents, schools, and policy-makers. In conclusion, the K-13 curriculum is a well-designed curriculum but in its implementation it needs further review. Keywords: Posner’s analysis framework, Indonesian curriculum 2013, curriculum analysis. INTRODUCTION Curriculum has become one of the success determinant factors in reaching the purposes of education. To this purpose, the government has arranged -the modified curriculum named Kurikulum 2013 (K13) which is basically the revised version of the former Indonesian curriculum, Kurikulum Tingkat Satuan Pendidikan or School-Based Curriculum released in 2006. What differentiates between K13 and KTSP -is that K13 has supplementary considerations concerning the character-based education system, changing elements that include various standards such as graduation standards, content standards, process standards, and assessment standards. This curriculum is a Process Model curriculum since it engages students rather than teachers and accentuates on social and life skills (O’Neill, 2010). In the search of K13’s early implementation progress, the authors were determined to comply with the Posner’s Curriculum Analysis which takes four fundamental elements into account; they are the curriculum origin, curriculum proper, curriculum in use, and curriculum critique (Posner, 2004). Curriculum Origin seeks the factors and histories behind the curriculum development and revision. All aspects concerning to philosophical, theoretical, empirical, and jurisdictional aspect of K13 are intertwined in this study. In addition, the Curriculum Proper clarifies the structure and content embraced in K13. Next, in the Curriculum in Use frame, the implementation process of K13 is