Komponen2 Utama Pendidikan
(Sukmadinata, 2008)
Lingkungan
Pendidik
Interaksi
Kurikulum
Isi
Proses
Evaluasi
Tujuan
pendidikan
Pendidikan
Pesertadidik
Alam,sosial,budaya,politik,pekonomi,religi
CURRICULUM
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Curir dan curere (Yunani kuno), jarak yg harus ditempuh dalam olah
raga lari.
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Zais (1976); concepts of the curriculum; 1) curriculum as the program of
studies, 2) curriculum as course content, 3) curriculum as planned
learning experiences, 4) curriculum as experiences “had” under the
auspices of the school, 5) curriculum as a structured series of intended
learning outcomes, and 6) curriculum as a (written) plan for action.
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Saylor (1981); concepts of the curriculum: 1) curriculum as subjects and
subject matter, 2) curriculum as experiences, 3) curriculum as
objectives, 4) curriculum as planned opportunities for learning.
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Unruh &Unruh (1984); curriculum development is planning process of
assessing needs, identifying goals and objectives, preparing for
instructional, and meeting the cultural, social, and personal
requirements that the curriculum is to serve.
CURRICULUM
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Oliva (1992); curriculum responds to and is changed by social forces,
philosophical positions, psychological principles, accumulating
knowledge, and educational leadership at its moment in history.
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Murray Print (1993); curriculum is defined as all the planned learning
opportunities offered to learner by the educational institutional and the
experiences learners encounter when the curriculum is implemented.
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Longstreet (1993); the curriculum should meet the needs of the
individual child, of society, of business, of the art.
Five Concurrent Curricula
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Official curriculum: the curriculum described in formal
documents.
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Operational curriculum: the curriculum embodied in actual
teaching practices and tests
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Hidden curriculum: institutional norms and values not openly
acknowledged by teachers or school officials
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Null curriculum: the subject matters not taught
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Extra curriculum: the planned experiences outside the formal
curriculum
Six Common Concepts of Curriculum
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Scope and sequence: the depiction of curriculum as a matrix of
objectives assigned to successive grade level and grouped
according to a common theme
Syllabus: a plan for an entire course, typically including
rationale, topics, resources, and evaluation
Content outline: a list of topics covered organized in outline
form
Textbooks: Instructional materials used as the guide for
classroom instruction
Course of study: a series of courses that the student must
complete
Planned experience: all experiences students have that are
planned by the school, whether academic, emotional, or social.
Planning Elements
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Objectives: What knowledge, skill, or attitudes should students acquire?
Rationale or educational philosophy behind the curriculum: Why should
they learn this? What is the value of this?
Content: What content, topics, concepts, skills, atc., should be covered?
Characteristics of target audience: Who is this for (consider interests,
abilities, background knowledge)
Activities: What should they do?
Materials: What resources will they need?
Sequencing principles: In what order should this be done?
Schedule: How long will each part take?
Teacher training and attitudes: What do the teachers need to know, be able
to do, and be committed to?
Evaluation : How will success be determined? What will count as success
Administrative structure, school facilities, and financial constraints: How
will it be implemented in a school?
Other parts of curriculum: How will it related to other subjects?
Hub. Kurikulum dan Pengajaran
(Oliva, 1992)
The Dualistic Model
Curr
Teaching
The Interlocking Model
Curr
The Concentric Model
Teaching
Curr
Teaching
Teaching
Curr
The Ciclical Model
Curr
Teaching
Kreteria
Penyusunan
Kreteria
Pemilihan
Sistem
Pengembangan
Kurikulum
Rangkaian
pengajaran
tentang hasil
belajar yang
diharapkan
Sistem
pengajaran
Konten
instrumental
Sumber (isi budaya
yang sesuai untuk
pengajaran)
(Bellack and Kliebard dalam Sanjaya, 2008)
Repentoir
Prilaku
Mengajar
Hasil
Belajar
The Process of Curriculum Analysis
Sumber: Posner, 1992
How is the
curriculum
documented?
What situation
resulted in the
development of
the curriculum?
What
perspectives
does the
curriculum
represent
Curriculum documentation
and origins
(Set 1)
What are the
purposes and
content of the
curriculum?
How is the
curriculum
organized?
How should the
curriculum be
implemented?
What can be
learned from an
evaluation of
the curriculum?
Curriculum
proper
(Set 2)
Curriculum
in use
(Set 3)
What are the
curriculum’s
strengths and
limitations?
Curriculum
critique
(Set 4)
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Pendekatan mata pelajaran
Pendekatan interdisipliner/ rumpun
Pendektan integratif
Pendekatan sistem
Grade 12
Science
Curricula
Mathematics
Spiraling
Breadth and Depth Within Discipline
Social Studies
Sumber: Fogarty, R., 1991
Language Art
Kindergarten
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Relevansi,
Fleksibilitas,
Kontinuitas,
Efektifitas, dan
Efisiensi.
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Konservatif: Melestarikan berbagai nilai budaya sebagai
warisan masa lalu, agar identitas dan jati diri sebagai
bangsa tidak hilang.
Kreatif, kurikulum harus mampu menjawab setiap tantangan
dan perubahan jaman, ok kurikulum harus mampu
mengembangkan, mengajarkan, dan memberikan kegiatan
kreatif dan konstruktif.
Kritis dan evaluatif, Kurikulum tidak hanya mewariskan semua
unsur kebudayaan yang ada, tetapi harus menilai dan
memilih yang akan diwariskan. Demikian juga dengan
kebudayaan baru/asing yang masuk, tidak semuanya jelek,
disinilah peran kritis dan evaluatif kurikulum sangat
diperlukan sebagai control sosial dalam proses pendidikan.
Crucial curriculum issues:
(McNeil, 2006)
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Development of thinking
Competition in education with other nations
Vocational education
Moral education
School safety