fundaments of curriculum
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8/8/2019 Fundaments of Curriculum
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Fundamentals of
curriculum development
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Curriculum development is a process of
designing and planning the content of
teaching and learning process and materials
that should be learned by students and
prepared by teacher, and how to learn them.
It is an intended process to produce a
curriculum which will guide the process of teaching and learning
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Curriculum development process
It is never ending process:
orietation
development
implementation
evaluation
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orientation
The educational goal, shows the direction to
where is school going to direct students
Perception about learners Perception about learning process
Perception about environment
Concept about teacher
Learning assessment and evaluation
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What should be considered in
curriculum development
Range of activity
Institutional purposes
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Range of activity
1. Planning of curriculum polecy
± Is the responsibility of the aothority/ principles
±
includes what should be taught ± It function is as guidance
± Based on in depth thinking approach and study
2. Planning of study program, which involves:
± Considering the objectives, sequence and the
depth of materials of each subject
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3. Planning of teaching and learning activity,
which then distributed into years andsemester, and into each meeting.
4. Developing learning materials and learningresources
Therefore, curriculum development activityincludes developing curriculum as teaching
and learning guidance as well as developinginstructional guidance (for implementing thecurriculum)
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Instructional purposes
Curriculum development should be in line with thevision and mission of the school, as curriculum isdeveloped in order to reach the schools goal
Zais (1976) explained that curriculum developmentshould be based on some philosophical assumptionsthat is a value system or national way of life. Based onthat value system, epistemology the nature of knowledge, socio-cultural, perception about learners
(individual), and learning theories were developed.
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Model kurikulum Zais
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Lawtons (1978) theory of curriculum
development
Curriculum development activity is based on 3
resources:
1. Studies of nature and value of knowledge asa philosophical aspect
2. Studies of life as socio-cultural aspect
3. Studies of learners and learning theories aspsychological aspect
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Lawtons concept of curriculum development
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Principles of
curriculum development
1. Relevance
± Internal relevance: its components should be
relevance; objectives, content, materials, learningactivity, method of teaching, and assessment shoudbe relevance
± External relevance: there should be a relevancyamong components of curriculum with society needand demand. It should be relevance withenvironment, with condition, and with workingdemands
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2. Flexibility
curriculum should be able to apply in any circumstances3. Continuity
tere should be correlation among materials in each level aswell as corelation among levels. The concept of sequencingshould be considered
4. Efectivity ± efectifity for teachers in implementing the curriculum
± Efectivity for students in conducting the learning processes
5. Efficiency
it compares the human resources needed, times, costeffectiveness with the result of learning. Curriculum isconsidered as efficient if it requires minimal cost andresources but produces maximal quality of results
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Fundaments of
curriculum development
1. Philosophy
philosophy is one of fundament of curriculumdevelopment. It answers questions such as:where are we going to direct our students, whatkind of society that we will produce through thiseducation, what are some principles aspectsthat should be learned by students, what kinds
of norms and social values that would beinheritanced to students, how should thelearning processes be conducted? Etc.
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The function of philosophy in curriculum
development:1. As a value system of philosophy of life, it
directs in designing the goal of education
2. it directs in designing the content andmaterials of education
3. It directs in considering the appropriatestrategy to reach the goal
4. It directs to the consideration of choosingappropriate method for measuringachievement of learning.
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Philosophy and educational goal
Hummel (1977) suggest that at least there are threeeducational goals:
1. autonomy: gives individuals and groups the maximumawareness, knowledge and ability so that they can
manage their personal and collective life to the greatestpossible extent
2. Equity: eable all citizens to participate in cultural andeconomic life by coffering them an equal basic education
3. Survival: permit every nation to transmit and enrich its
cultural herritage over the generation, but also guideeducation towards mutual understanding and towardswhat has become a worldwide realizations of commondestiny
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Philosophy as thinking process
Phylosophical thinking is radical, systematic and
universal.
Radical: deep thinkingSystematic: logic, step by step and responsible
for every step
Universal: global
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Four traditions of philosophy
Idealism: thruth is from God. It thinks that knowledge wasfrom God which was discovered by scientist
Realism: people find and learn reality as universal law.Knowledge can be acquired through fact and reality tat can
be sensed. Pragmatism: the fact is in social relationship among people.
Knowledge can be acquired through social observation andsocial context is important for community life.
Existensialim: every individual has weaknesses, however
they can improve in accordance with norms and believeswhich he appointed by himself. Every individual hasfreedom to choose.
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Psychological foundation
Understanding of childrens psychology is
important for curriculum developer/ designer
What should be considered are:
± Developmental psychology of children
± Learning psychology
Behaviorism
Cognitivism
constructivism
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Sociological and technological foundation
of curriculum development
Social power can influence curriculum ± Comunity is not static. The changes does not only
occur in the value system, but also on the pattern of life, social structure, societys demand and need.
Technological progress as a consideration of curriculumdevelopment
± The development of information and communicationtechnology leads to dilution and cultural friction whichinfluences the existance of society.
± The emerges of problems due to technologicaldevelopment leads to educational tasks become morecomplex.
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Things that should be anticipated
1. Lifestyle changes
± Work pattern. In agrarian society people tend to
be regular, meanwhile in industrial society people
tend to be irregular and use long time for working.
This facts provides consequences for the
strategies to be adopted by educational
institution. Curriculum should be design to
establish productive human being who not only
works but also love his job.
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2. Social and political change
related to the changes in political life, some thingsthat should be considered by curriculum planners are:
Considering the needs of society as defined in the law
Analyze the culture of community around the school
Analyze the strength of and potentials of the region
Analyze requirements and demands of works
Interpret the needs of individuals within theframework of public interest.
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