Curriculum and Development
Eureka Education . In the discourse of the improvement of national education, the curriculum in general can never be separated from the discussion. It is based on the view that the curriculum in something very much in the implementation of national education. To change this curriculum, always casts its own reactions from various parties. So to be wise to understand something in the substance, it requires understanding of the relevant curriculum and the fundamental basis for the development of the national curriculum.
The first appearance word curriculum not actually the same is connected to the world of education again. Etymologically the curriculum of a fragment from two Greek words derived, namely curir runners and Carere means that means a place to go. Consequently, it goes without saying that the curriculum was originally used on a sports field, which means that the distance that must be taken by runners from the starting line to the finish line. Then is used on the development of the curriculum in the training of etymology. 1855 New term used in the curriculum, which means a number of subjects at school. In Webster's Dictionary curriculum defined in two ways, namely :.
a.Sejumlah topics taken the students or studied in high school or college to
must be specific diploma
b.Sejumlah topics ranging from an educational institution or department offered.
Based on a simplistic view, it is understood that the curriculum is defined as an educational program that includes a variety of themes or topics that learners are studied from primary to university which applies to the school system. In this case is related to the curriculum lesson plans, learning plans for students and learning experience that students are obtained from the school or college. Thus, the curriculum is concerned only with the activities of the learners who are as extracurricular activities in a class known. The curriculum is first analyzed in a single run in the form of a number of subjects are interpreted and should be controlled by the learners so that the main aspect of the development of knowledge.
understanding of the curriculum development is not only related to the subject alone. Hamid Hasan (in Hidayat, 2013: 22) describes the concept of the curriculum in the modern view of the curriculum in four dimensions Rate: 1) curriculum as an idea generated by the theories and research, especially in the areas of curriculum and education becomes. 2) curriculum as a written plan on how to implement the curriculum includes as an idea in the objectives, materials, activities, tools and time. 3) curriculum as an activity that is an implementation of the curriculum as a written plan; in the form of teaching practices. 4) curriculum as a result, is a consequence of the curriculum as an activity that can be reached in the form of curriculum achieve the goals of changes in behavior or certain abilities of learners.
The modern view, to understand more substance into the curriculum, because it not only addressed issues, but contains ideas, learning materials, learning activities and learning outcomes. By this view, outlining the national education system, the curriculum as it existed No.20 of 03 (Article 1, paragraph 9) in the law that "A number of plans and arrangements in relation to the objectives, content and learning materials and resources , reading used to reach to lead the implementation of learning activities specific educational goals ".
When viewed through the sociology of education, curriculum role quite complex. Since under the training curriculum is formulated based on the conditions and the expectations of society. According to Brown (in Hamadi, 04: 129), the curriculum is a group situation for teachers and school administrators (administrator) provided behavioral changes in the current to create that is through the school doors infallible of children and adolescents. So in this case, it can be understood that the curriculum to change the situation and the state of the adjustment of children. This definition is the understanding that the circumstances which aimed to set targets exist in the formal educational environment. In fact, contains the curriculum: subject, school organization and classroom management and measurement.
Then, according to Payne (in Hamadi, 04: 130), is the curriculum of all situations at school, so that they can investigate and deliberately for the purpose of personal development students with the aim to organize their behavior changes. The concept of the school as implementers of social control means that the curriculum will not be immediately forced out of the child's interests, but must be organized in the knowledge of social values. So it is not limited behavioral changes immediately, but also behavioral changes in society must be consulted. Therefore, it stands to reason that the curriculum has to achieve the goal, the national education goals, inextricably linked to the dynamics of society, in fact. Because basically, national educational goals, not only limited to the development of personality alone, but also one who can play a role in the dynamics of society.
Specifically, Rustaman (05: 21) provide an understanding that the curriculum for preparing long term. Because it must have the properties of the expectation, which means it should be able to see far into the future, predicting future events. The curriculum includes components that support an educational process, such as what should be learned accurately. Curriculum always be dynamic in order to adapt the various developments of knowledge and requirements of the time better, and to consolidate the learning outcomes in line with the objectives.
was
even changed the national curriculum repeatedly, the curriculum in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 04, 06 and 2013. Hamalik (in Hidayat 03: 1) argues that curriculum change influenced by several factors: 1) the purpose of the national education philosophy, which served for the formulation of institutional objectives as a basis, which in turn became the foundation is an education unit curriculum objectives. 2) Social prevailing culture in community life. 3) The environment (inter, cultural and geokologi biokologi), 4) need Poleksosbudhankam development. 5) The development of science and technology in accordance with the system of values and human and national culture.
Generally curriculum change usually starts from a basic conceptual changes by structural changes followed. Renewal is said to be partial when only occurs in certain components, such as intentionally only, contents only any method or system of assessment. Change A comprehensive curriculum when includes all components change the curriculum. Sudjana (1993: 37) As in the general structural changes in curriculum includes curriculum components, namely:
a.Perubahan in interest
are on a view of life and the philosophy of the nation, these changes based. Without a clear purpose
not bring meaningful change.
b.Perubahan content and structure of
These issues change in the structure of the subjects for learners
including the content rate of each subject. These changes may include the course content, given the activity of
children's learning, the experience for children, the organization or the approach of the eye
teaching these subjects. inform If separately ( subject of the curriculum )
whether the activities and experiences of children ( activity curriculum ) or kept prioritize
approach interdisciplinary ( correlated curriculum ), or the proportion of each type, where
, the education, training includes public to see academic training and others.
c.Perubahan Strategy Curriculum
The change will affect the implementation of the curriculum itself, the changes and learning theory includes
teaching, changes in the management systems, guidance and counseling, changes in the result evaluation system
learning.
d.Perubahan curriculum
means This change quality and quantity keteganaan terms and material resources
in the form of school supplies, such as laboratories, libraries, props includes.
e.Perubahan in Curriculum Evaluation System
This change relates to the method or the most appropriate way to measure or examine the degree to which
curriculum is effective and efisisen, relevant and productivity of tutorials as
a system of curriculum.
Such is the curriculum of the reason is not only on the issues related. Because the curriculum is generally associated with all the activities in the schools and colleges that are not separated by the dynamics of the community dynamics. Thus followed the development of curricula, the dynamics that exist in society.
library materials: Ahmadi, Abu. 04. Sociology of Education . Jakarta: rineka Copyright
Hidayat, Sholeh. 2013 New curriculum development . Bandung: PT Youth Rosdakarya
Rustaman, Nuryani. 05. Biology teaching and learning strategies . Malang. The Malang State University Press
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