In material "Materials Public Test Curriculum 2013" from the Ministry of Education and Culture there are some elements of the changes in the curriculum SKL 2013 compared with previous curriculums.
Elements of competency in primary and junior high idealizes an increase and balance soft skills and hard skills covering three aspects of competence-which by Benjamin S. Bloom termed-attitude (affective), skills (psychomotor), and knowledge (cognitive). Notable difference between Curriculum 2013 and the Education Unit Level Curriculum (SBC) located on the competence aspect of knowledge. SBC precedence over competence domain competency knowledge attitudes and skills, while the Curriculum 2013 "as" more priority on attitude than skill competencies, and knowledge. Authors dare use the word "like", because the curriculum in 2013, in addition to practical untested in any educational institution that "guarantee" success attitude precedence over competence competence other unproven, are also faced with the problems experienced by educators when entering the implementation of assessment of learners as a result of performance competencies. In summary, the assessment of competency that departs from Bloom's Taxonomy has not been able to fully mastered by educators in every level of the educational unit.
In terms of subject position elements (content), Curriculum 2013 makes the competencies to be achieved by learners which was originally derived from the subjects, turned into subjects of competence developed. In other words, the mouth of every learning process derived from the competency of students then developed by educators in each subject. While Competency Standards (SK) and the Basic Competency (KD) in the SBC, is the derivative of each subject so it is not possible for educators to integrate SK and KD of subjects one to the other subjects.
Seen from the approach to the structural elements of the subjects at primary school level, curriculum development methods in 2013 using thematic-integrated in all subjects are focused on natural, social, and cultural approach to science. A result of changes in the pattern of this learning approach, the burden of school hours increased to 4 hours per week, although there is reduction in the number of subjects from 10 to 6.
As for SMP, Curriculum 2013 makes ICT (Information and Communication Technology) as a medium for all subjects. While ICT in SBC intangible separate subject to the allocation of 2 hours per week. Number of subjects also experienced a reduction of 12 to 10, but the burden of teaching hours be increased as much as 6 hours per week due to changing patterns of learning approaches.