BASELINE COMPETENCIES FOR DIFFERENTIATED CAREER PATHWAY- PENGAJARAN &PEMBELAJARAN

CURRICULUM DESIGN FOR

HIGHER EDUCATION:

Tyler’s Model PROF. MADYA DR. SANITAH BTE MOHD YUSOF

Sekolah Pendidikan, FSSH

Peranan Pensyarah

Pembina

Pelaksana + tambahbaik

Penilai

Activiti 1

• Bincangkan peranan pensyarah

sebagai

pembina@pereka/pelaksana/penilai

• Apakah platform untuk mereka bentuk

pengajaran dan pembelajaran di IPT

@UTM

Definisi Kurikulum: Satu Cabaran

“The planned, formal curriculum focuses on goals,

objectives, subject matter, and organization of instruction

The unplanned, informal curriculum deals with

socio-psychological interaction among students and teachers,

especially their feelings, attitudes, and behaviors. We must also

realize the power of the hidden curriculum—

the part of the curriculum that, while not written, will certainly

be learned by students. [Ornstein & Hunskin, 2018]

Kementerian Pendidikan

MalaysiaKurikulum merupakan segala rancangan

pendidikan yang dikendalikan oleh sesebuah

sekolah atau institusi Pendidikan untuk mencapai

matlamat Pendidikan. Ia adalah suatu rancangan

yang meliputi segala ilmu pengetahuan,

kemahiran, nilai-nilai dan norma, unsur-unsur

kebudayaan dan kepercayaan masyarakat untuk

diperturunkan kepada ahli-ahlinya

Fungsi Kurikulum

Curriculum

OrganizedKnowledge

As an Instructional Plan

As Cultural Reproduction

As Measured Instructional Outcomes

AsasKurikulum

Falsafah

TeoriPembelajaran

LatarbelakangSejarah

KehendakMasyarakat

Activiti 2

• Apakah intipati Falsafah

Pendidikan Negara?

• Apakah Falsafah UTM?

Falsafah Pendidikan Negara

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah

memperkembangkan lagi potensi individu secara menyeluruh

dan bersepadu untuk mewujudkan insan yang seimbang dan

harmonis dari segi intelek, rohani, emosi dan jasmaniberdasarkan kepercayaan dan kepatuhan kepada Tuhan.

Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu

pengetahuan, berketerampilan, berakhlak mulia,

bertanggungjawab dan berkeupayaan mencapai

kesejahteraan diri, serta memberi sumbangan terhadap

keharmonian dan kemakmuran keluarga, masyarakat dan

negara.

FALSAFAH UTM

Hukum Allah adalah dasar kepada sains dan teknologi. Maka

Universiti Teknologi Malaysia berusaha secara menyeluruh dan bersepadu memperkembangkan kecemerlangan sains

dan teknologi untuk kesejahteraan dan kemakmuran sejagat

sesuai dengan kehendakNya.

The divine law of Allah is the foundation for science and technology.

UTM strives with total and unified effort to attain excellence in

science and technology for universal peace and prosperity in

accordance with His will.

MOTTO“Kerana Tuhan untuk Manusia”

Pembinaan Kurikulum

•Behavioral • Managerial

• Systems

• Academic

• Humanistic

• Post Modern

Model TylerRalph W. Tyler’s(1902–1994)

https://padlet.com/psanitah/tyler

Content

Pengalaman/Aktiviti PdP

Penilaian

Matlamat/Tujuan/Objektif

Langkah-Langkah Dalam Model Tyler

Menentukan matlamat dan objektif.

Memilih pengalaman pembelajaran atau kandungan pelajaran bagi mencapai matlamat dan objektif.

Pengalaman pembelajaran atau kandungan pelajaran perlu disusun secara sistematik.

Hasil menggunakan kurikulum perlu dinilai bagi menentukan pencapaian objektif.

Matlamat, Tujuan dan Objektif

Matlamat, Tujuan dan

Objektif

• Matlamat : misi/ visi

• Tujuan : motto institusi

• Objektif : PLO @CLO

UTM enVision UTM 2025

UTM Core Values

Activiti 3

• Apakah perbezaan matlamat, tujuan dan objektif?

• Cadangkan aktiviti yang anda perlu lakukan sebelum mereka bentuk matlamat sesuatu kursus.

Sumber matlamat/tujuan/objektif

Empirical

Falsafah

Bidang/subject matter

DOMAINS OF LEARNING OUTCOMES

1. COGNITIVE - thinking, knowledge.

2. PSYCHOMOTOR - doing, skills.

3. AFFECTIVE - feeling, attitude.

Bloom Taxanomy (1956)

KognitifAnderson’s Revised Taxonomy levels and definitions

AfektifDavid,R Krathwohl

Psikomotor

Content @ Isi kandungan

Conceptions of Content

Those facts, observations, data, perceptions,

discernments, sensibilities, designs, and solutions

drawn from what the minds of men have

comprehended from experience and those

constructs of the mind that reorganizes and

rearrange these products of experience into love,

ideas, concepts, generalizations, principles, plans and solution

Criteria for Selecting Content

• Self-Sufficiency

• Significance

• Validity

• Interest

• Utility

• Learnability

• Feasbility

Self-Sufficiency

Economical manner-economy of teaching effort

and educational resources, economy of student effort and economy of subject matter

Content chosen should address self –sufficiency so that individual learners commence transforming themselves into more complete individual and social beings.

Significance

Contribute to the basic ideas, concepts, principle,

generalizations and so on of the overall aims of the curriculum.

Content should also consider the development of particular learning abilities, skills, processes, and attitude formation

Validity

The authenticity of the content

ICT-knowledge become obsolete and even incorrect

new knowledge- content become misleading or even false

Interest

Knowledge exist in the learner when it is meaningful to his/her life

The content of the curriculum must be selected with student’s interest in mind/welfare of the student

Utility

Usefulness of the content current utility and future utility

Learnability

Optimal placement and appropriate organization and sequencing of the content

Content selected –in the range of students experience

No bias

Kaedah Penyusunan Kandungan

3 Prinsip

Prinsip Kesinambungan @ Principle of Continuity

Prinsip Ketertiban @Principle of Sequence

Prinsip Kesepaduan @ Principle of Integration

Pengalaman Pembelajaran

Pengajaran Berkesan

Effective teaching can be

defined in many ways

including teacher behavior

(warmth, civility, clarity),

teacher knowledge (of

subject matter, of students), teacher beliefs, and so forth.

Here we define effective

teaching as the ability to

improve student

achievement as shown by research.

Pembelajaran

Pembelajaran juga

merupakan proses merubah

tingkah laku yang aktif yang

dilalui oleh seseorang individu

khususnya apabila menerima

maklumat dan pengalaman

baru ia mengintepretasi atau

membentuk makna tertentu

berdasarkan persepsi, idea

dan perasaannya sendiri

Criteria of Selecting the Learning

Experiences

• Aims, Goals and Objectives

• Foundational Commitments

-background of our thoughts, society,

learning, knowledge demands

• Content

• Students experience (ability [present & future], culture, interest)

Criteria for The Organization of

Learning Activities

• Continuity

• Sequence

• Integration

Penilaian dalam Kurikulum

Penilaian Kurikulum

The process of deciding, collecting and

making judgments about systems,

programs, materials, procedures and

processes

The process of determining to what extend

educational objectives are being

attained, (Tyler, 1950)

Kerangka Perkembangan Kurikulum

Objektif

Refleksi

1. Perancang kurikulum perlu memastikan kurikulum yang digubal memenuhi keperluan semasa dan akan datang. Cadangkan langkah-langkah yang anda boleh ambil untuk menentukan kurikulum program anda menepati keperluan tersebut.

2. Analisis keperluan adalah langkah yang penting dalam perkembangan kurikulum. Bagaimanakah anda boleh melakukan analisis keperluan dan nyatakan kepentingannya dalam penggubalan kurikulum.