BSD 4
A. The Nature Of Curriculum
The term "curriculum"
has various interpretations formulated by experts in the field of curriculum
development since the past until the present. The berdeda interpretations vary
from one another, in accordance with the gravity core and the views of the experts
concerned. The term comes from the Latin curriculum, namely
"Curriculae" means the distance that must be taken someone runners.
At that time, the notion of curriculum is a period of education that must be
taken by students who aim to obtain a diploma. In this case, a diploma
essentially a proof that the student has taken the form of curriculum lesson
plans, as well as a runner has to take a distance from one place to another,
and finally reach the finish. In other words, a curriculum is regarded as a very
important jenbatan to reach the end point of a journey and is characterized by
the acquisition of a specific diploma. Several other interpretations presented
below is (Hamalik, 2008: 16-17).
The curriculum contains the content and subject matter. The curriculum is a number of subjects that must be taken and studied by students to acquire some knowledge. Courses (subject matter) is seen as the experience of a parent or clever people of the past, which have been arranged systematically and logically. For example, the talent and the experience of past discoveries, then held elections and further developed systematically, ie according to a certain order, and logical, meaning that make sense and mind. The course fills the subject matter presented to the students, so as to obtain some knowledge useful to him. The more experiences and discoveries so the more eyes ajaramn to be prepared in the curriculum and should be studied by students in schools (Hamalik, 2008: 16-17).
Judging from his origin, derived from the Greek language curriculum that originally used in the field of sports, the word meaning currure mileage run. In the normal run of course there is the distance that must be taken starting from the start until the finish. The distance from the start until the finish called currure. On the basis of the understanding curriculum applied in the field of education.
Many education experts and curriculum specialists are limiting sense curriculum is formulated with a few definitions differ though on contained the same purpose. As an illustration, there is some sense curriculum developed by some of the experts. Hilda Taba in his book, Curriculum Development, Theory and Practice (1962), defines curriculum as a plan for learning. J.F Kerr (1966) defines curriculum as:
1. A written materials which contain descriptions of a school education program, implemented from year to year;
2. The written material that is intended to be used in carrying out the teaching of teachers to students;
3. An attempt to convey the principles and the most important features of an education plan in a form such that it can be implemented in the school teachers.
4. The objectives of teaching, learning experience, learning tools and means of assessment are planned and used in education; and
5. An education program that is planned and executed to achieve specific educational goals.
The definitions can be classified into two groups, namely the curriculum as a program that is planned and implemented in the school and the curriculum as a program planned and implemented in a real classroom.
There is a curriculum specialists who points out that "the curriculum includes goals, objectives, content, processes, resources, and means of evaluation for all the learning experiences planned for the learners both inside and outside the school and community", and further limit the" syllabus as a statement of a plan for every part of the curriculum elements of the evaluation of the curriculum it self; ... syllabus should be viewed in the context of the curriculum development process in progress "(Robertson 1971: 584; Shaw 1977 in Tarin, 1993: 5 ).
1. A written materials which contain descriptions of a school education program, implemented from year to year;
2. The written material that is intended to be used in carrying out the teaching of teachers to students;
3. An attempt to convey the principles and the most important features of an education plan in a form such that it can be implemented in the school teachers.
4. The objectives of teaching, learning experience, learning tools and means of assessment are planned and used in education; and
5. An education program that is planned and executed to achieve specific educational goals.
The definitions can be classified into two groups, namely the curriculum as a program that is planned and implemented in the school and the curriculum as a program planned and implemented in a real classroom.
There is a curriculum specialists who points out that "the curriculum includes goals, objectives, content, processes, resources, and means of evaluation for all the learning experiences planned for the learners both inside and outside the school and community", and further limit the" syllabus as a statement of a plan for every part of the curriculum elements of the evaluation of the curriculum it self; ... syllabus should be viewed in the context of the curriculum development process in progress "(Robertson 1971: 584; Shaw 1977 in Tarin, 1993: 5 ).
In addition, there are various meaning given to the term curriculum. There is a very broad sense and vice versa terdpat narrow sense. Words are not the words Indonesian curriculum original, but comes from a foreign language, the Greek language. In the Webster's dictionary in Pembina Team Subjects Didactic methodical (1995: 97) there is some sense of the curriculum, among which are as follows :
1. Points race, distance to go buggy race runners.
2. specific lessons given in schools or universities that aims to achieve a degree.
3. Overall lessons given in an educational institution.
Typically, the curriculum is seen as a plan drawn up to launch the process of teaching and learning under the guidance and responsibility of the school or educational institution along with its teaching staff (Nasution, 2006: 5). Understanding the broader curriculum is then given by the education that is "all business schools to influence children's learning in the classroom, on school grounds or on the outside" or "all activities under the responsibility of the school that affect children in education" (Team Pembina Mata Didactic Lecture methodically, 1995: 97).
This opinion arises because educators now suggest, by observing the effect of hidden curriculum desperately needs thoughts and considerations a wider and perhaps a greater cost than the planned curriculum is written. Which included hidden curriculum, for example by providing a library room cozy and complete books that will in itself increase the passion of reading students.
Another characteristic of the curriculum vitae mainly stated as follows.
a. The curriculum should be flexible, easily modified toward perfection, according to kubutuhan and the advancement of science.
b. The curriculum is a description or a description of the plan or program to be implemented.
c. The curriculum usually contains various subject areas (areas of learning).
d. The curriculum can be reserved for a student alone or arranged for a large group.
e. The curriculum is always associated with or a program of an educational institution (educational center).
(Team Patrons Subjects Didactic methodical, 1995: 100).
B. Basic Concepts Curriculum
The concept of developing a curriculum in line with the development of the theory and practice of education, also varies according to the school or educational theory espoused. According to the old view, the curriculum is a set of subjects that must be submitted by teachers or learned by the students. This assumption has been around since ancient Greece, in the neighborhood or a particular relationship to this view is still used today, namely the curriculum as "... a raccecourse of the subject matter to be mastered" (Robert S. Zais, 1976: 7 in Sukmadinata, 1997 : 4). Many parents and even teachers, when asked about the curriculum will provide answers about the field of study or subjects. More specifically the curriculum may be defined only as the content of the lesson.
Opinions that appeared subsequently have switched from emphasis on contents to be more emphasis on the learning experience. According Caswel and Campell in their famous bukku Curriculum Development (1935), the curriculum ... to be composed of all the experiences children have under the guidance of teachers. Change of emphasis on this experience more clearly emphasized by Roland C. Doll (1974: 22 in Sukmadinata, 1997: 4).
The commonly accepted definition of the curriculum has changed from the content of courses of study and a list of subjects and courses to all the experiences the which are offered to learners under the auspices or direction of the school ..
Doll definition not only showed a shift in emphasis from the content to the process, but also showed the presence of changes in the scope, of the concept of a very narrow to wider. What is the experience of students who are directed or the responsibility of the school implies a fairly extensive. The experience can take place at school, at home or in the community, along with a teacher or without a teacher, with lessons pertaining directly or not. This definition is also efforts encourage teachers in the experience as well as various facilities that support them.
Mauritz Johnson (1967: 30 in Sukmadinata, 1997: 5) objected to Doll. According to Johnson, the experience will only occur if there is interaction between the student and his environment. Interactions like that is not a curriculum, but teaching. Curriculum describing or anticipate the outcome of teaching. Johnson firmly distinguish between curriculum. All relating to the planning and implements selected, such as content planning, learning activities, evaluation, including teaching, curriculum while hasi-only with respect to the expected learning outcomes achieved by students. According to Johnson curriculum is ... a structured series of intended learning outcomes (Johnson, 167: 130 in Sukmadinata, 1997: 5)
Aside from being a field of study according to Beauchamp, the curriculum as well as teaching plans and as a system (system curriculum) which is part of the school system. As a teaching plan, curriculum contains objectives to be achieved, the material will be presented, teaching activities, teaching tools and time table. As a systems of the curriculum is a part or subsystem of the overall framework of the organization of the school or school system. The curriculum as a system involves the determination of all the policies on curriculum, personnel composition and procedures of curriculum development, implementation, evaluation, and perfected. The main function of the curriculum system is in the development, implementation, evaluation, and perfected, either as written documents and application and keep the curriculum remain dynamic.
“ All the learning which is planned or guided by the school, whether it is carried on in groups or
individually, inside of or outside the school”.
Of the three of these definitions can be
concluded that the curriculum is an activity and learning activities are
planned, programmed for students under the guidance of the school, both inside
and outside the school. Operations on the basis of the curriculum can be
defined as follows.
Regardless of the pros and cons
of Mauritz Jonhson opinion, some experts view the curriculum as educational or
teaching plan. One of them is Mac Donald (1965: 3 in Sukmadinata, 1997: 5)
According to him, the school system is formed of four sub-systems, namely
teaching, learning, teaching, and curriculum. Teaching (teaching) is an
activity or professional treatment given by the teacher. Learning ((learning)
is an activity or effort that dilakun students in response to the activities
assigned by the teacher. Overall engagement activities that allow and respect
to the teaching and learning interactions is called learning (intruction). The curriculum
(curriculum) is a plan that provides guidance or grip in the process of
teaching and learning.
The curriculum also often
distinguished between the curriculum as a plan (curriculum plan) with a
functional curriculum (curriculum functioning). According to Beauchamp (1968: 6
in Sukmadinata, 1997: 5) "A curriculum is written roomates document may
contain many ingredients, but basically it is a plan for the education of
pupils given during Reviews their enrollment in school". Beauchamp more
emphasis that the curriculum is an educational plan or teaching. Implementation
has been included teaching. Furthermore, a written document alone, but must be
assessed in the performance of its functions in the classroom. The curriculum
not only a written plan for teaching, but a functional operating in the
classroom, which gives guidance and set linhkungan and activities that take
place in the classroom. A written plan is curriculum documents (curriculum
vitae document or inert), while operated in class is a functional curriculum
(functioning, live operative curriculum).
Hilda Taba (1962 Sukmadinata, 1997:
6) has a different opinion premises opinions are different from the opinions
it. The difference between the curriculum and instruction according to him does
not lie in its implementation, but the breadth of coverage. The curriculum
regarding the content and scope of interest into a special method of teaching
duties. According to Taba they form a continuum, the curriculum is located at
the end of a general purpose or long-term goals, while teaching at the other
end that is more specialized or near the destination.
According to Taba, the boundary
between the two CPU is very relative, depending on the interpretation of the
teacher. For example, in the curriculum (written), is to be described in as
much detail, as specific as possible so easy to understand the teacher, but
quite broad and general that allows covering all the materials that can be
selected by teachers according to the needs and interests of students as well
as the ability of teachers. The curriculum provides a guideline for the
implementation of classroom teaching, but it is the duty and responsibility of
the teacher to describe it.
The Scope curriculum theory or areas of study include (1) the concept of curriculum, (2) the determination of the curriculum, (3) development of curriculum, (4) the design of the curriculum, (5) implementation and (6) evaluation of the curriculum.
Aside from being a field of study according to Beauchamp, the curriculum as well as teaching plans and as a system (system curriculum) which is part of the school system. As a teaching plan, curriculum contains objectives to be achieved, the material will be presented, teaching activities, teaching tools and timetable pengajran. As a systems of the curriculum is a part or subsystem of the overall framework of the organization of the school or school system. The curriculum as a system involves the determination of all the policies on curriculum, personnel composition and procedures of curriculum development, implementation, evaluation, and perfected. The main function of the curriculum system is in the development, implementation, evaluation, and perfected, either as written documents and application and keep the curriculum remain dynamic.
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