<![CDATA[Before the 2013 Curriculum was set by the government, Indonesian only played a role as a subject and a vehicle for communication in schools. This role appears to be increasing along with the shift in the Indonesian language learning paradigm through text-based learning. This research aims to explore the role of Indonesians in the 2013 Curriculum and the implications of its methodology for learning. The method used is descriptive qualitative using library documents. The research data is in the form of Indonesian language teaching materials for junior high schools sourced from books issued by the government. The research results show that the function of the Indonesian language is confirmed by its existence as a catalyst and vehicle for science, technology, and art (science and technology). The increase in the function of the Indonesian language is also in line with the application of text-based learning methods through four learning stages, namely building context, modeling text, building text together, and building text independently. In this context, Indonesian is at the forefront of absorbing science and technology; conveying information through ideas and opinions; and binding the diversity of languages, ethnicities, and religions in the form of complete diversity.]]>
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