English for Education (Group 7) PBI-VI-B

CHAPTER I INTRODUCTION A. Background

As we know that the curriculum there are several important aspects, such as understanding, components, methods, curriculum development and the basics of curriculum development. Therefore, in this paper we describe some important aspects of the curriculum. In the preparation of this paper we take from a few theories about the curriculum itself. Because we know that the curriculum is an important aspect in education. An education system will be implemented properly if the curriculum is located in a well-crafted. At this point we know that the regular curriculum is designed or arranged by educational institutions in the following, in addition to central educational institutions. So thus, each institution will develop a curriculum should be really aware and skilled in carrying out the steps to be taken in developing the curriculum itself. In the discussion of this paper we will describe the things to be taken by a planner or a constituent rather than the development of curriculum to the curriculum itself can bring a significant positive impact on the existing education system.

B. Purposes
1. To find out about the understanding of the curriculum. 2. To learn about the components of the curriculum. 3. To learn about curriculum development. 4. To learn about the basics/foundations of curriculum development.

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CHAPTER II DISCUSSION A. Definition of Curriculum

Curriculum has numerous definitions, which can be slightly confusing. In its broadest sense a curriculum may refer to all courses offered at a school. This is particularly true of schools at the university level, where the diversity of a curriculum might be an attractive point to a potential student. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her curriculum, meaning all the subjects that will be taught during a school year. On the other hand, a high school might refer to a curriculum as the courses required in order receiving ones diploma. They might also refer to curriculum in exactly the same way as the elementary school, and use curriculum to mean both individual courses needed to pass, and the overall offering of courses, which help prepare a student for life after high school. Usually, students in high school and colleges have some degree of choice in pursuing their education. They often have an individual curriculum which helps them attain a degree or to specialize in a certain field. Even at the high school level, curriculum may be separated into courses that make one eligible to attend certain colleges, and courses that will merely earn students a diploma. Some high schools have curriculum specially designed for students who plan to work in a trade after finishing high school. In those cases, a high school may offer certification in secretarial or construction skills when a student follows a specific curriculum. In colleges, specific courses make up the individuals curriculum, allowing one to obtain a degree or certification in a certain field. Usually an individual will have to complete a certain amount of general education courses, and then specialist courses within a chosen field. In this way, the curriculum is individualized to the persons desire

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for a certain type of expertise. Not following the prescribed curriculum may mean not obtaining a degree. There are many definitions about curriculum by experts, which are: John Franklin Bobbitt Said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. To Bobbitt, the curriculum is a social engineering arena. Hence He defined the curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form people to who and what they are. NTNC (2002)

Curriculum as a program of courses to be taken in pursuit of a degree or other objective. Wojtczak (2002) Curriculum as an educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation. George A. Beauchamp (1986)

A Curriculum is a written document which may contain many ingredients, but basically it is a plan for the education of pupils during their enrollment in given school. Caswel and Campbell (1935)

Curriculum to be composed of all the experiences children have under the guidance of teachers.

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B. The Components of Curriculum

Curriculum plays an important role in an educational system. It is somehow a blueprint which leads the teacher and the learner to reach the desired objectives. The four components of the curriculum are: These four components of the curriculum are essential. These are interrelated to each other. Each of these has a connection to one another. 1. Curriculum Aims, Goals and Objectives The curriculum aims, goals and objectives spell out what is to be done. It tries to capture what goals are to be achieved, the vision, the philosophy, the mission statement and objectives. Further, it clearly defines the purpose and what the curriculum is to be acted upon and try what to drive at. According to Hummel (Uyoh Sadulloh, 1994) the goals of education in a universal have 3 parts, that is: a. Autonomy: gives individuals and groups the maximum awareness, knowledge, and ability so that they can manage their personal and collective life to the greatest possible extent. b. Equity: enable all citizens to participate in cultural and economic life by covering them an equal basic education. c. Survival: permit every nation to transmit and enrich its cultural heritage over the generation but also guide education towards mutual understanding and towards what has become a worldwide realization of common destiny. The goals of national education according to the laws on No.20.,year of 2003 about national education system , said that : Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.

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2. Curriculum Content or Subject Matter ( material of Learning) What subject matter is to be included the learning experiences what instructional strategies, resources and activities will be employed? Curriculum has content. In here, it contains information to be learned in school. It is an element or a medium through which the objectives are accomplished. A primordial concern of formal education is primarily to transmit organized knowledge in distilled form to a new generation of young learners. The traditional sources of what is taught and learned in school is precisely the foundation of knowledge, therefore, the sciences and humanities provide the basis of selecting the content of school learning. Mastery material of learning is important features. In this case, material of learning arranged in logic and systematic, in the form: Theory Concept Generalization Principle Procedure Fact Technical term Examples or illustration Definition preposition 3. Curriculum Experience For the third component, the curriculum experience, instructional strategies and methods are the core of the curriculum. These instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome. 4. Curriculum Evaluation For the fourth component, the curriculum evaluation is an element of an effective curriculum. It identifies the quality, effectiveness of the program, process and product of the curriculum. Based on Wright, he said that curriculum evaluation may be defined as the estimation of growth and progress of students toward objectives or values of the curriculum.

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Based on Doll, the conditions of curriculum evaluating, those are: Acknowledge presence of value and valuing Orientation to goals. Comprehensiveness. Continuity, diagnostics worth and validity and integration.

Hilda Taba explains about what should be evaluating in curriculum are: Objective, its scope. The quality of personnel in charge of it. The capacity of students. The relative importance of various subjects. The degree to which objectives are implemented. The equipment and materials and so on. The components of a curriculum are distinct but interrelated to each other. These four components should be always present in a curriculum. These are essential ingredients to have an effective curriculum. For example, in a curriculum, evaluation is also important so one could assess whether the objectives and aims have been meet or if not, he could employ another strategy which will really work out. Curriculum experience could not be effective if the content is not clearly defined. The aims, goals and directions serve as the anchor of the learning journey, the content or subject matter serve as the meat of the educational journey, curriculum experience serves as the hands on exposure to the real spectrum of learning and finally the curriculum evaluation serves as the barometer as to how far had the learners understood on the educational journey.

C. Curriculum Development
Curriculum in Latin means "playing field" (race course) is the arena where the students ran to the finish, new in 1955 the term of curriculum is used in education. When the curriculum was to have traced a variety of meanings, namely: 1) The curriculum is defined as a lesson plan

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2) The learning experience gained by student from school 3) Plan for student learning According to UU No. 2 of 1989 curriculum is a set of plans and regulations, concerning the content and learning materials, as well as the way he used in carrying out teaching and learning activities. Many opinions about the meaning of the curriculum, but the core curriculum is actually a learning experience that much to do with doing various activities, social interaction, in the school environment, the process of working with groups, even the interaction with the physical environment such as school buildings and school rooms. Thus it is not just studying the experience of subjects, but the important thing is the experience of life. 1. The principles adopted in Curriculum Development In curriculum development, in accordance with the principles of the 1975 curriculum, there are some basic principles that must be considered, so that the curriculum is implemented member expectations of all parties, namely, students, parents, community and government. Prof. Winarno Surachmad (1977: 23) put forward the principles are: a) The principle of relevance, namely, curriculum and instruction must be prepared in accordance with the needs and demands of life of learners. b) The principle of effectiveness, which is related to the achievement of curriculum implementation. c) The principle of efficiency, which is related to the ratio between the energy, time, funds, and the means by which the results obtained. d) The principle of continuous, the curriculum various grade levels and levels of education arranged on an ongoing basis. 1) Continuity between the various levels of school Curriculum should be considered in the preparation of these things: Material lessons given in a higher school should be a continuation of the previous school. Materials that have been given lessons in the lower schools should not be given a higher school.

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2) Continuity between the various fields of study The point is that the material taught in a particular field of study has links with other fields. Therefore, care should be taken in such a way in determining the order of presentation of the relationship can be considered in order to run properly. e) The principle of flexibility which in addition to the program that applies to all children, there is also an opportunity for children to take the option programs. f) The principle of integrity, the curriculum should consider the relationship between the various educational programs in the framework of the establishment of an integrated personality. 2. Depth in Curriculum Development. a) Develop an institutional level includes activities to develop the institutional goals and program structure. b) Development of level of subject areas / subjects After studies in the areas specified next step is to develop GBPP, by taking the following steps: 1) Establish curricular goals and instructional objectives of each general field of study. 2) Identify the topics / subjects are expected to be used as material for study by students in order to achieve the objectives that have been formulated. 3) Select the topics most relevant, functional, effective and comprehensive for the achievement of the objectives that have been identified. 4) Establish methods and learning resources for each subject group. c) Development of an operational level / class description of the development at the operational level are more emphasized on the efforts of teachers in further developing GBPP. Steps of Curriculum Development 1) Phase of development of program level institutions

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Development of the institute includes the formulation of institutional objectives, the determination of the content and structure of the program and the preparation of curriculum implementation strategy. a. Formulation of the objectives of the institution (institutional) It is the formulation of educational objectives which consists of the formulation of knowledge, skills and attitudes that children are expected to be achieved after completing the entire educational program at a particular school. The characteristics of the institutional goal (a school can be reviewed in terms of categories, as measured aspect and level specificity, are as follows: i. Categories of institutional goals An institutional goal has two general categories of institutional goals and specific institutional goals. Institutional goals describe general aspects of knowledge, skills, and attitudes of a general nature. While the specific institutional goals are descriptions of common institutional goals, which contain the formulation of the knowledge, skills and attitudes as well, that even though the formulation is general in nature. ii. iii. Aspects covered in the formulation of institutional goals are aspects of knowledge, skills and attitudes. level of specificity Institutional goals are descriptions of the national objectives which are then translated again to the curricular goals and instructional objectives. b. Determination of the content and structure of the program It is the determination of fields of study that will be taught in the curriculum. While the definition of the determination of the structure of the program includes: i. ii. iii. Types of educational programs (public, academic, teacher training, vocational, specialization, etc.). System and the number of classes as well as the unit of time used. The number of subjects taught per week / per day.

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iv.

Number of class hours for each field of study per week or per day.

c. Preparation of curriculum implementation strategy Measures of curriculum implementation strategy as a whole, which includes: i. ii. iii. iv. Implement the teaching, Conducted an assessment, Conduct guidance and counseling, and Carry out administration and supervision.

2) The development phase of each field of study program The steps to implement the development program of each field of study: a. Formulate the objectives of the curriculum It is the formulation of the knowledge, skills and attitudes expected of students in any field of study, after students completed the educational program in schools as a whole. b. Formulate the instructional objectives It is the formulation of the knowledge, skills and attitudes that a breakdown of curricular goals, as the basis for establishing the subject / sub subject in every field of study. c. Specify the subject / sub subject On the basis of the above instructional purposes, then the next step specify the subject / sub subject to any field of study. d. Prepare teaching outlines, comprising: i. On the basis of curricular goals, instructional goals and subject / sub subject, then drafted the outlines of teaching (GBPP) that contains the purpose of teaching, teaching materials (main / sub subject) that has been compiled per class per semester and are accompanied by a description number of hours and the source material can be used.

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ii.

After GBPP completed, then made specific guidelines implement the teachings of their respective fields of study such as the manner / method used, equipment used, how to assess and so on.

3) The development phase of teaching in the classroom program Assignments of teachers to develop teaching programs are: i. ii. Setting the unit of discussion of instructional materials listed in GBPP. Developed a teaching program for each unit subject which will be implemented in the classroom.

D. Curriculum Development Foundation

In the previous description was not at least explaining the notion of curriculum development or at least have been implied in the concepts and theories that have been conveyed. But it helps us to formulate more clearly again. Curriculum development (curriculum development) is planning learning opportunities that are intended to bring students to the desired changes and to assess where the changes have taken place on students. While the definition of learning opportunities is a relationship that has been planned and controlled between the students, teachers, materials equipment, and a desirable environment in which learning is expected to occur. In fact the above understanding of curriculum development is a cyclical process, a never-ending. This is evident by looking at the following process: Objectives study and describe all sources of knowledge and consideration of the purposes of teaching, both with regard to the subjects and the curriculum as a whole. Methods and materials, developing and using methods and materials for achieving school goals were to match the opinion of the teacher. Assessment, assess the success of the work that has been developed in relation to the purpose. Feedback, feedback from all the experiences that have been obtained which in turn became the starting point for further studies.

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As for the basics in developing a curriculum that are: Curriculum designed to achieve the national education system. The curriculum at all levels of education developed by the capability approach. The curriculum should be in accordance with the hallmark of the education unit at each level of education. The curriculum at all levels of education developed in accordance with the needs, potential, and interests of learners and the demands of the parties who need and interest. The curriculum at all levels of education developed in accordance with environmental demands. The curriculum at all levels of education including religious aspects of spiritual, intellectual, character self-concept, learning skills, entrepreneurship, life skills worth it and dignified, healthy lifestyles, aesthetics and sense of nationhood. Foundation and Depth in Curriculum Development Foundation The commonly, in developing the curriculum we can hold on to the following principles: a. Philosophical principle Provide direction on the philosophical foundations of all human decisions and actions, because philosophy is a philosophy of life: people, society, and nation. In relation to the educational philosophy of giving the direction of education as the essence of education, its purpose, and how to achieve goals. Therefore, it is natural that the curriculum is always closely related to educational philosophy, because philosophy determines the goals to be achieved in that a curriculum tool. b. Psychological principle This principle is concerned with human behavior. Psychological foundation concerned with the way students learn, and what factors may inhibit their willingness to learn. In addition, provide the foundation to think about the

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psychological nature of the process of learning and developmental levels of learners. The curriculum is basically structured so that learners can grow and develop properly, this means that the curriculum and teaching are carried out by considering the students as a major participant in the learning process will further enhance the success of the curriculum, rather than a curriculum that ignores the psychological factors of learners. c. The principle of sociological This principle with respect to the delivery of culture, the socialization process of individuals and reconstruction of society, socio-cultural foundation was not solely used in developing the curriculum at the national level, but also for teachers in curriculum development or even the school level teaching. d. Organizationally principle This principle with regard to the curriculum organization. Judging from the organization, there are three types of forms of curriculum: 1. The curriculum contains a number of subjects separated (separated subject curriculum) 2. The curriculum contains a number of similar subjects in the connection between (Correlated curriculum) 3. The curriculum consists of fusion of all / almost all subjects (integrated curriculum)

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CHAPTER III CONCLUSION

Based on the above discussion, the authors concluded that the existence of the curriculum is the plan of the experiential learning that students are expected to be obtained during his education at the school. There are times when the plan was formulated only in the form of a variety of subjects on offer, details of the contents of each subject, the objectives to be achieved, or formulated a complete range of aspects related to the learning experience to be gained for the students to attend a school. The curriculum has a strong link with the teaching, because: 1. Teaching is an integral part of the curriculum 2. Teaching is an implementation of the curriculum 3. Curriculum with no teaching will not be realized, while teaching the curriculum can be no unplanned activities. Assessing the curriculum is not only solely on one component only. But for all components, objective, material, organization, methods, and the evaluation process itself.

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GLOSSARY

Autonomy

: gives individuals and groups the maximum awareness, knowledge, and ability so that they can manage their personal and collective life to the greatest possible extent.

College

: an educational institution or a constituent part of an educational institution.

Curriculum Equity

: a plan that serves as a guide in organizing the educational process. : enable all citizens to participate in cultural and economic life by covering them an equal basic education.

Foundation

: a non-governmental entity that is established as a nonprofit corporation or a charitable trust, with a principal purpose of making grants to unrelated organizations, institutions, or individuals for scientific, educational, cultural, religious, or other charitable purposes.

GBPP Institution

: the outlines of teaching and learning. : commonly applied to customs and behavior patterns important to a society, as well as to particular formal organizations of government and public service.

Survival

: permit every nation to transmit and enrich its cultural heritage over the generation but also guide education towards mutual understanding and towards what has become a worldwide realization of common destiny.

Course Syllabus

: serious of lessons, lectures : list of subject, etc in a course of study.

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REFERENCES
Idi, Abdullah . 2007. Pengembangan Kurikulum Teori dan Praktik. Yogyakarta: Ar-Ruzz. Hamalik, Oemar. 2008. Manajmen Pengembangan Kurikulum. Bandung: Rosdakarya. Nasution.2008. Asas-Asas Kurikulum. Jakarta: PT Bumi Aksara. http://www.wisegeek.com/what-is-curriculum.htm http://en.wikipedia.org/wiki/Curriculum http://www /components-of-curriculum-cayadong.html

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