<![CDATA[This study aims to historically analyze the evolution of education curricula in Indonesia during the implementation of the 1975, 1984, and 1994 Curricula and to identify the direction of curriculum policy changes toward the Reform Era. This study employed a literature review method using a descriptive-historical approach. Data were obtained through an examination of educational policy documents, scholarly literature, books, and other relevant sources concerning curriculum development in Indonesia. The data were analyzed descriptively and interpretively by examining the characteristics, learning orientations, driving factors, and implications of each curriculum for educational practices. The findings indicate that curriculum evolution reflects changes in educational orientation influenced by social dynamics, development needs, and government policies. The 1975 Curriculum emphasized systematic and structured instruction oriented toward the achievement of learning objectives within a centralized educational framework. The 1984 Curriculum strengthened student involvement through the Active Student Learning approach (Cara Belajar Siswa Aktif/CBSA), while the 1994 Curriculum integrated national and local content but was characterized by excessive material density and learning burdens. Entering the Reform Era, curriculum policy shifted toward educational decentralization and competency-oriented learning. These changes demonstrate that curriculum evolution represents an adaptive process in responding to changing societal needs and developments in national education policy]]>
