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Short Explanation abaut CURMADEV
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Preface
The 21st century brings a revitalization to the education of students with
learning and behavior problems. The era of the impact of No Child Left Behind
and standards-based education and assessment continuously challenges educators
to provide relevant and authentic education to our students. Although progress has
been made in the education of these students, building upon those efforts is
critical if our schools are to move toward achieving effective education for all
students, whether in inclusive or spe-cial education settings. One of the most
emphasized and fundamental areas within education is the curriculum to which
students are subjected and that they are taught, along with the associated
assessment of their learning. Since the beginning of formal education in our K
through 12 system, educators have discussed, modifi ed, tested, revised, and
adapted curricula. Although many of these efforts have contributed to effective
change, many students still do not learn within prescribed curricula. These
students require continuous curriculum differentiation, or adaptation, in order to
succeed in today’s classrooms, schools, and home environments.
Here are some explanation about curriculum and how to implement it. The
writer hope that this small information can satisfy the reader curiosity.
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Contents
Preface.....................................................................................................................1
Contents...................................................................................................................2
1. What is a Curriculum?....................................................................................3
2. The Importance Of Curriculum......................................................................4
3. Kinds of curriculum.........................................................................................5
4. The components of Curriculum......................................................................6
5. The English curriculum of Senior High School in Indonesia.......................9
6. Curriculum Aims / Goals...............................................................................11
7. Curriculum Contents.....................................................................................13
8. How to Implement..........................................................................................14
9. Conclussion and suggestion..........................................................................15
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1. What is a Curriculum?
The word curriculum comes from the Latin word meaning "a course for
racing." It's interesting how closely this metaphor fits the way in which educators
perceive the curriculum in schools. Teachers often speak about "covering"
concepts as one would speak about "covering" ground. And that coverage is often
a race against the testing clock.
School mission statements often wax poetic about the development of the
"total child." However, what drives the everyday functioning of those schools is
the official curriculum and the tests that hold teachers and students accountable to
that curriculum.
In many literature curriculum is defined as: a written plan document or the
quality of education that must be possessed by the learner through a learning
experience. This understanding means that the curriculum must be contained in
one or more documents or a written plan. Documents or written plan that contains
a statement about the qualities a student should possess the following the
curriculum. Understanding the quality of education here implies that the
curriculum as a plan document quality learning outcomes that should be possessed
of students, the quality of the material / content to be learned education of
students, the quality of the educational process that should be experienced by
learners. The curriculum in physical form are often the main focus in any
curriculum development process as he describes the ideas or thoughts of the
interface as a decision-making basis for curriculum development as an experience.
Aspects that are not expressed explicitly but is implicit in the definition of
curriculum as a document is intended that the plan was developed based on a
certain idea about the quality of education is expected. Differences thoughts or
ideas would lead to differences in the resulting curriculum, either as a document
or as a learning experience. Therefore Oliva (1997:12) says "Curriculum itself is a
construct or concept, a verbalization of an extremely complex idea or set of
ideas".
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2. The Importance Of Curriculum
Every successful concept and project in life requires a proper framework and
planning. This relates to all processes, including education. Whenever we embark
on any new plan or procedure, we need to make sure that we have all the plans
drawn up. What is on offer, what are the resources that we have, what are the
steps, which we need to take and what are the goals that we need to achieve are
some elements that need to be looked upon. A similar set of constraints when
applied to education in schools and colleges gives birth to curriculum. A
curriculum is a set of courses, including their content, offered at a school or
university. The curriculum often contains a detailed list of subjects and the
elements of teaching them.
John Franklin Bobbitt’s “The Curriculum” published in 1918 mentions
curriculum as an idea that has its roots in the Latin word ‘race-course’. He also
explained “The Curriculum” as the course of deeds and experiences through
which children grow up into adults and get going for success in the society. A
curriculum is more than putting together a set of academically required subjects. It
must consider all aspects of the student life, the learning needs of students, the
time available for the sessions and the teachers’ idea, capability and workload.
Now that we know the constitution of a curriculum, let us study its importance in
the lines that follow.
a) All the things learned in the curriculum is closely related to one another.
Students not only learn the facts unravel and less functional to solve the
problems faced.
b) The curriculum is consistent with the new theory of learning activities based
on experience, ability, maturity and interests of learners.
c) The curriculum is more likely the close relationship between the madrasas
and the public, because the public can be a laboratory where students practice
activities.
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3. Kinds of curriculum
1. Explicit
This type of curriculum is what appears in documents and teachers' plans.
2. Implicit (or Hidden)
This type of curriculum has to do with how particular assumptions about
schooling and learning manifest in practice. For example, when a teacher has
her or his desk at the front of the classroom and "teaches" from this area, the
message that is being learned by students is that the teacher is in control,
including being the knowledge authority, and is the center of attention.
3. Null
The null curriculum is what is not taught. Not teaching some particular idea
or sets of ideas may be due to mandates from higher authorities, to a teacher’s
lack of knowledge, or to deeply ingrained assumptions and biases.
4. Commentary
These three types of curricula can allow us to identify the nature and
emphases of the curricula in use in various schools and school districts.
Once you know the components of curriculum, it will be found that the types of
curriculum includes:
1. Separated Subject Curriculum (Curriculum Subjects Separated Or Not
Converge).
The curriculum is said to be so because the data presented lessons to
students in the form of a subject or subjects that are separate from one another.
2. Correlated Curriculum (Curriculum Correlations Or Mutually Associated
lesson).
Subjects in the curriculum must be connected and arranged in such a way
so that one reinforces the other, that one complements the other.
3. Integrated Curriculum (Integrated Curriculum).
Integrated Curriculum here means some subjects put together or combined. By
eliminating the boundaries of subjects and learning materials are presented in the
form of units or whole.
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4. The components of Curriculum
Curriculum has 4 components:
A. Component 1: Curriculum Aims, Goals and Objectives
Aims: Elementary, Secondary, and Tertiary
Goals: School Vision and Mission
Objectives: educational objectives
Domains:
1) Cognitive – knowledge, comprehension, application, analysis, synthesis,
evaluation
2) Affective – receiving, responding, valuing, organization, characterization
3) psychomotor – perception, set, guided response, mechanism, complex
overt response, adaptation, origination.
B. Component 2: Curriculum Content or Subject Matter
Information to be learned in school, another term for knowledge ( a compendium
of facts, concepts, generalization, principles, theories.
1) Subject-centered view of curriculum: The Fund of human knowledge
represents the repository of accumulated discoveries and inventions of man
down the centuries, due to man’s exploration of his world
2) Learner-centered view of curriculum: Relates knowledge to the individual’s
personal and social world and how he or she defines reality.
Gerome Bruner: “Knowledge is a model we construct to give meaning and
structure to regularities in experience” Criteria used in selection of subject matter
for the curriculum:
a) self-sufficiency – “less teaching effort and educational resources, less
learner’s effort but more results and effective learning outcomes – most
economical manner (Scheffler, 1970)
b) significance – contribute to basic ideas to achieve overall aim of
curriculum, develop learning skills
c) validity – meaningful to the learner based on maturity, prior experience,
educational and social value
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d) utility – usefulness of the content either for the present or the future
e) learnability – within the range of the experience of the learners
f) feasibility – can be learned within the tile allowed, resources available,
expertise of the teacher, nature of learner
Principles to follow in organizing the learning contents (Palma, 1992)
a) BALANCE . Content curriculum should be fairly distributed in depth and
breath of the particular learning are or discipline. This will ensure that the
level or area will not be overcrowded or less crowded.
b) ARTICULATION. Each level of subject matter should be smoothly
connected to the next, glaring gaps or wasteful overlaps in the subject
matter will be avoided.
c) SEQUENCE. This is the logical arrangement of the subject matter. It
refers to the deepening and broadening of content as it is taken up in the
higher levels.
The horizontal connections are needed in subject areas that are similar so that
learning will be elated to one another. This is INTEGRATION.
Learning requires a continuing application of the new knowledge, skills, attitudes
or values so that these will be used in daily living. The constant repetition, review
and reinforcement of learning is what is referred to as CONTINUITY.
C. Component 3 – Curriculum Experience
Instructional strategies and methods will link to curriculum experiences,
the core and heart of the curriculum. The instructional strategies and methods will
put into action the goals and use of the content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction. Among these are
time-tested methods, inquiry approaches, constructivist and other emerging
strategies that complement new theories in teaching and learning. Educational
activities like field trips, conducting experiments, interacting with computer
programs and other experiential learning will also form par of the repertoire of
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teaching. Whatever methods the teacher utilizes to implement the curriculum,
there will be some guide for the selection and use, Here are some of them:
1) teaching methods are means to achieve the end
2) there is no single best teaching method
3) teaching methods should stimulate the learner’s desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual
4) in the choice of teaching methods, learning styles of the students should be
considered
5) every method should lead to the development of the learning outcome in
three domains
6) flexibility should be a consideration in the use of teaching methods
D. Component 4 – Curriculum Evaluation
To be effective, all curricula must have an element of evaluation.
Curriculum evaluation refer to the formal determination of the quality,
effectiveness or value of the program, process, and product of the curriculum.
Several methods of evaluation came up. The most widely used is Stufflebeam's
CIPP Model. Focus on one particular component of the curriculum. Will it be
subject area, the grade level, the course, or the degree program? Specify
objectives of evaluation.
1) Collect or gather the information. Information is made up of data needed
regarding the object of evaluation.
2) Organize the information. This step will require coding, organizing, storing
and retrieving data for interpretation.
3) Analyze information. An appropriate way of analyzing will be utilized.
4) Report the information. The report of evaluation should be reported to specific
audiences. It can be done formally in conferences with stakeholders, or
informally through round table discussion and conversations.
5) Recycle the information for continuous feedback, modifications and
adjustments to be made.
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5. The English curriculum of Senior High School in
Indonesia
Competency-Based Curriculum (KBK) or the Curriculum 2004, is the
curriculum in the education sector in Indonesia which was implemented since
2004, although already there are schools that started using this curriculum since
before the implementation. Materially, this curriculum is actually no different
from Curriculum 1994, the difference is only in the way students learn in class.
In the previous curriculum, students are conditioned by the system quarterly.
While the new curriculum, students are conditioned in the semester system. In the
past too, the students only learn the content of the subject matter alone, which
received materials from the teacher alone. In the 2004 curriculum, students are
required to actively develop the skills to apply science and technology without
leaving the cooperation and solidarity, even among students actually compete with
one another. So here, the teacher acting only as facilitators, but even so the
existing education is education for all. In activities in the classroom, students are
no longer objects, but the subject. And every student activity counts. Since the
academic year 2006/2007, imposed a new curriculum called Education Unit
Level Curriculum (KTSP), which is an improved curriculum 2004. The essence
of the emergence of the KBK is in line with the meaning of the current reform of
education and learning are always carried out from time to time and never
stopped. Education and competency-based learning is an example of the changes
meant for the purpose of improving quality of their education and learning.
Our future is marked and inundated by information technology and also
changing very fast (massive). This is because the world community has been
plagued by a revolution in science, technology and art, as well as the currents of
globalization, so it demands the readiness of all parties to adapt to existing
conditions. This means we must be able to face a very complex society and
global.
In this context, reforms in education and learning is always carried out
from time to time and never stop (never ending process). Education and
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competency-based learning is an example of the changes meant for the purpose of
improving quality of their education and learning.
Competency-based education emphasizes the ability to be possessed by
graduates of an education. Competence is often called a standard of competence
is the ability of graduates in general must be mastered. Competence according to
Hall and Jones (1976: 29) is "a statement which describes the appearance of a
certain ability unanimously that a blend of knowledge and skills that can be
observed and measured". Competence (ability) is the main capital of graduates to
compete on a global level, because competition is happening is the ability of
human resources. Therefore. The application of competency-based education is
expected to produce graduates who can compete at a global level. The
implications of competency-based education is the development of the syllabus
and competency-based assessment system.
Paradigm of competency-based education that includes curriculum, learning and
assessment, emphasizing the achievement of learning outcomes in accordance
with the standards of competence. The curriculum contains the teaching materials
given to students / student through the learning process. The learning process is
implemented using the principles of learning that includes development of
material selection, strategy, media, assessment, and resource or learning materials.
The success rate of learning achieved by students / students can be seen on the
ability of the student / students in completing the tasks that must be controlled in
accordance with certain procedures staniar.
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6. Curriculum Aims / Goals
The curriculum provides educators with numerous options for entering into
discussions and undertaking projects with students and community members to
foster greater understanding.
The goals of the curriculum are as follows:
Institution should define overall goals and aims for the curriculum.
Specific measurable knowledge, skill/ performance, attitude, and process
objectives should be stated for the curriculum. Learning goals and outputs for
every course and subject should be compatible with mission of institution. It
means that achieving of learning goals of different subjects and courses will lead
to reaching mission of institution at the end of student studding process. Planning
of new curriculum and reform of old one asks for defining of philosophy which is
` behind ` the curriculum and all its elements. Learning goal and outputs should
also determinate the educational philosophy and institutional culture. So, mission
of institution, educational philosophy and institutional culture are key elements of
educational settings necessary for curriculum implementation.
An aim indicates the direction or orientation of a course in terms of its
content. An aim is written in terms of level, teaching intentions and management
of learning. The aims of the course encapsulate the purpose of the course and what
the institution trying to do in providing the course. Aims are therefore more about
teaching and the management of learning.
Learning Outcome is an expression of what a student will demonstrate on
the successful completion of a course. Learning outcomes are related to the level
of the learning; indicate the intended gain in knowledge and skills that a typical
student will achieve and should be capable of being assessed. Learning outcomes
are more about the learning that is actually to be achieved by the learner.
Outcomes ten formulated as competences. The outcomes are coherent with the
educational vision. These objectives make it also clear to the student what may be
expected of the course.
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The aims and learning outcomes of a course should determine the choice
of teaching processes through which the module is presented. The teaching
processes should be matched to the processes required of the student in attaining
the intended learning outcomes of the course. Since a course will normally have
several intended outcomes, different components of the course will be suited to
different teaching and learning processes, and such a course should be presented
through a variety of appropriate methods.
(Educational) objectives are the end qualifications that are aimed to be
reached by the student at the end of the study program. Curriculum is in
continuous process of tuning objectives to the expectations of external actors
(stakeholders) and internal actors (clients)
Tuning of curriculum and objectives clarifies which course subjects or which
groups of subjects contribute to the different objectives.
It is an instrument to make sound decisions for the learning environment.
It is an instrument for evaluating subjects reliably.
Students can derive from the objectives what they may expect from a
study program; the list of objectives guides their studies.
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7. Curriculum Contents
The contents of the curriculum program is anything that is given to students
in the teaching and learning activities in order to achieve the goal. Curriculum
includes the types of subjects that are taught and the content of the program each
field study. Fields of study are tailored to the type, level and educational paths
exist. Criteria that can help in the development of curricula in determining the
content of the curriculum. Natara other criteria:
1. Curriculum content must be suitable, appropriate and meaningful to
students' development.
2. Curriculum content should reflect the social reality.
3. The contents of the curriculum should contain a time-tested scientific
knowledge
4. Curriculum contains clear learning materials
5. Curriculum content can grow achievement of educational goals.
Curriculum materials is essentially the content of the curriculum developed and
compiled with the following principles:
1. Curriculum materials in the form of learning materials composed of study
materials or topics of the lessons that can be studied by the students in the
learning process
2. Referring to the achievement of the objectives of each unit lesson
3. Directed at achieving national education goals.
The content / curriculum materials are essentially all the activities and
experiences that are developed and designed to achieve educational goals. In
general, the content of the curriculum can be grouped into:
1. Logic, namely one based on knowledge of the true scientific procedure.
2. Ethics, the knowledge of good and evil, and moral values
3. Aesthetics, knowledge of the beautiful-ugly, which is the value of art.
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8. How to Implement
A plan for implementation, including timelines and resources required,
should be created. A plan for faculty development is made to assure consistent
implementation.
A. Management of curriculum implementation
Clear responsibility of certain bodies, comities and individuals should be one of
key elements in the process of curriculum implementation. Role of the students in
process of curriculum management should be clearly defined. The committee for
coordination among courses in order to synchronize objectives of courses and
overall curriculum should be established. Clear feedback on customer requests
should be defined.
B. Teaching environment
Very important aspect of successful implementation of curriculum is teaching
environment and fact whether the atmosphere inside the institution is
encouraging for the people with ideas, initiatives and cooperation among
students. It is desirable to establish a sort of “department of curriculum
development”. The role of this department should be strengthening and
expanding of faculty and curriculum development programs at the medical
school and its clinical affiliates, with the purpose of enriching and advancing the
school's educational mission. It should play a key role in the educational
activities of the medical school, it works in collaboration with faculty to design,
implement, and assess new courses, innovative teaching methods, and distance
learning and educational technology initiatives. This department should provide
programs in numerous aspects of classroom and clinical teaching, so that faculty
can expand their knowledge base in education and enhance their teaching skills;
develops workshops and seminars upon faculty request; assists individual faculty
who would like to improve their teaching; and provides faculty with consultation
on and assistance with projects in medical education
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9. Conclussion and suggestion
Evaluation of curriculum presents the final stage inside cyclic process of
improvement and development of curriculum. Without evaluation procedure it
would be hard to imagine monitoring of institution progress toward desired needs.
This process is necessary to provide the evidences that institution made a step in
the right direction, as well as useful information to stakeholders. It helps in the
process of identification of problems inside curriculum and institution, solving of
problems and redesigning of certain aspects of curriculum. Evaluation can be
performed as short-term and long-term evaluation. Short-term evaluation has a
role of “friendly” criticism, while the long term evaluation is a crucial one, with
much deeper impact. Department for quality assurance is usually in charge for
conducting of such procedures and it is up to them to decide about many aspects
of this process. Evaluation of curriculum can be made through evaluation of many
different aspects as:
Psychological and
interpersonal skill
Continuing learning
Professional satisfaction
Practice behavior
Educational achievement and
cognitive development
Institutional issues
Student passing rates
Making of clinical mistakes
Clinical problem solving
Educational cost per student
Cost efficiency of graduates
as practitioners
It is very important to carefully define the appropriate time for evaluation for
each of these areas as well as the methods for its measuring. Evaluation will only
have full meaning if it is followed by action in order to improve areas which are
estimated as weak points of curriculum. This action is obligatory for relevant
bodies and management structures and should be described precisely inside
document policy agreement.
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