The Core Curriculum both in Finland and in Indonesia

The development of technology is now growing rapidly. Changes made by technology has changed the world from second to second, minute to minute. The use of technology in education should be able to improve students' achievement. That is what I did in giving computer lessons at the senior high school of Sukma Bangsa. However, the specific guidelines regarding the use of technology in learning are needed. Curriculum in education as a learning framework or guidelines should be able to adjust the changing times. For that, based on the curriculum, I will discuss the similarities and differences between the computer lessons in Indonesia and Finland.
Computer subjects in Indonesia have ups and downs in the implementation. In the period 2007 - 2012, I taught computer lessons to students at Sukma Bangsa Lhokseumawe, from elementary until senior high school. Then in the year 2012 - 2014, I taught computer lessons to students at the senior high school of Sukma Bangsa Bireuen. In the national curriculum, 2015, computer lessons dispensed and it was integrated with other lessons. The contents learning in the computer lessons between junior high school and senior high school is almost the same. For example, the subject matter Ms. Word between junior high school and senior high school is not much different. In addition, the computer curriculum in Indonesia emphasizes that the students are able to use computers and do not encourage students to think what could be done with computers yet. Another case, students in Indonesia are not familiar with coding from an early age.
Teacher-centered method occurs in which teachers actively participate in the lesson. This occurs because the students in the class did not have good basic skills in computers. For even higher levels such as universities or polytechnics already provided by the computer department. At the level of university or polytechnic, students in Indonesia can choose the specifications skill, software or hardware. Software skills are called information system department and hardware skills are called a technical information department. Most of the students in Indonesia at the time of choosing two majors, they do not have the basics computer skills. They have to learn from the basic again and usually can take a long time to become an expert. Normally for computer science, it will take 4 years, but if students already have the basic skills of a computer, study time could be faster.
Based on the Finland curriculum, computer lessons are inclusive compulsory education and high schools, ICT is (or at least ought to be) integrated into various school subjects. This means that computer education is compulsory to be obtained by students in Finland where these subjects integrated with other subjects. Students and teachers in Finland may be more accustomed to using computers in the learning process, where there is the use of computer integrated with other subjects and it has lasted a long time. Moreover, in my view, computer facilities are used in Finnish schools is up to date.
From some explanation above, in my view, the similarities between the curriculum in Indonesia and Finland are computer lessons integrated with other subjects. Others, computer lessons are taught from the elementary level to the highest level. However, there are fundamental differences issues in learning contents. Learning contents in Finland put forward the students to produce something through coding, such as the creation of games. Students In Indonesia should be able to use a computer. In other words, students in Finland are targeted to make something (mastery) rather than to use something (just knowing).