Definition and principles of development of Syllabus
Eureka Education . teaching materials consists of a curriculum learning , RPP ( Lesson Plan ), teaching materials, LKS ( Student Worksheet ), media learning , linen review. Here are today, each teaching materials.
A. Syllabus
1. to the curriculum
to understand the curriculum derived from the Latin "curriculum", which means the list, writing, overview, summary, the contents of the book (Komaruddin, 00). Syllabus can be called "Outline, Summary, abstract, or the main points of the content or subject matter" (Salim, 1987) are defined. Syllabus is used to describe a product development curriculum in the form of further elaboration of the basic standards of competence and efficiency, can be achieved, and the key points and a description of the material to be learned learners achieve standards of competence and basic. Syllabus made for a period of one semester or a year. Thus, the curriculum is an outline of the learning program for one semester / year.
The curriculum has a number of plans and implementation modalities of learning and assessment systematized contains components that mastery of basic skills are interlinked reach (Yulaelawati: 04).
2. benefits curriculum
Syllabus were in the preparation of lesson plans central, learning plans for both the professional qualifications and a basic Competence. Syllabus are useful to provide a guide to the development of learning as a learning plan for the process of learning in schools, carried out within a certain time, such as administration of learning activities, since it provides an overview of the main points of the program, in a subject, for example be achieved, classic, small learning groups or individual learning and development review system in the implementation of competency-based learning evaluation system always refers to the standard of competence, basic competence and included in the curriculum learning, so as a measure of the success of a learning program and other benefits such as a written documentation of the assessment (witten document) as a responsibility of a program learning .
3. principles curriculum development
to be considered in the development of the curriculum some principles. The principle is a rule that is the implementation of the educational unit level curriculum animate. There are several principles that should be used as a basis for the development of this curriculum, namely: scientific, relevant, systematic, uniform, adequate / appropriate, actual / contextual, flexible and comprehensive as it determines in the Department of National (08 : 16).
a Scientific
While the overall material and activities, the charge must be in the curriculum scientifically correct and be verifiable. Considering the curriculum overview of the content / learning materials, learners has to be examined, the materials / learning content must meet scientific truth. To this end, suggested in a curriculum expert scientific fields each include subjects that matter learning is valid.
b. principle of relevance
The principle of relevance indicate the direction that the scope, depth, degree of difficulty and the order of presentation of the material must be physical in the curriculum according to the level of development, intellectual, social, emotional and spiritual learners. The principle of relevance is underlies the election documents, strategies and concepts in the learning activities, timing, judgment of sources and media learning and strategies penialian learning outcomes.
c. systematic principle
The principle of direction systematically that the curriculum should be systemic and systematic. If the curriculum seen as a system tutorial outline the systemic nature of the curriculum synergistic component of basic competence in the performance should. So are the components that should be functionally interconnected to achieve competence in the curriculum because the curriculum is basically a system, therefore it is in their preparation is carried out systematically. Basic skills should be a reference in the development of indicators, the standard material, penetuan time, the choice of sources and media learning and assessment standards.
d. principles consistency
, the principle of continuity that advise in the development of the curriculum of a relationship that is consistent ( steady, consistent) between the basic competencies, indicators, subject, learning experiences, resources learning and assessment instruments are unidirectional dala to achieve the competency standards.
e. principle of sufficient
This principle is the direction that coverage indicators, subject to learn experiences, learning resources and is evaluation systems sufficient to support the implementation of basic skills.
f. principle Actual and contextual
is this principle direction that coverage indicators, materials main, learning experience, learning resources and Rating systems pay attention to the development of science, technology embodied in the reality of life. Science and technology develop rapidly in the development of society and science and technology. Context means curriculum development in the context of the time should be reasonable and the lives of young people. develops learning experiences, the curriculum should situations using real life is in the middle of life happens learners.
g. principle flexibility
This principle is the direction that the entire component curriculum can accommodate the diversity of learners, educators, learning environment and the dynamic changes in society and the local education units. Syllabus should be flexible, depending on the conditions and needs of learners and society.
h. Whole
This principle gives direction, should in the development of indicators curriculum the entire field of competence (cognitive, affective, psychomotor) include. In addition to ideal fit with the development of learning materials, learning activities and assessment of learning. The overall principle must be placed in achieving kompetensi- manifested as penecerminan knowledge, values, attitudes and actions, and in a variety of life skills.
4. Development of Syllabus
in the curriculum 2013 curriculum development no longer teachers but was prepared curriculum developers from a relatively teams both at the central and regional, so the teachers develop lesson plans remained based on the book Guiding teachers, books learner and book sources lead where all prepared. Thus, in relation to the curriculum lesson plans in 2013, the teachers do not care about a written plan to develop, which is folded, because there is already guidance and mentoring. In this case, is the most important, and to understand the guidelines for teachers and guidance counselors learners kemudain Master to understand the material taught. Thereafter, then develop a lesson plan written briefly about what will happen in the opening to learn the formation of character and competence of the learners and the cover. News on this curriculum based, that a large part of learning, especially in the primary schools in an inclusive manner. Therefore, teachers need to understand the curriculum of thematic integrative context fully the various issues before implementing learning.
includes the development of the curriculum for each field of study, carried out by a team of curriculum developers, the different types of educational institutions, with berbegai activities as follows:
- identify and the types of skills and goals of the individual fields of study
- develop competence determined and the main points of discussion, and they qualified under the range of knowledge, pehamanan (skills), values and attitudes
- Description of skills and classify them in accordance with the scope and skuensi
- development of indicators for each competency and criteria pencapaianya.
- for the national curriculum, curriculum in 2013, and the components were put together by the Centre for Curriculum, Research and Development, Ministry of Education and Culture relating to the curriculum. For curriculum area, curriculum by the development team curriculum developed area. However, schools that have an independent ability to create a curriculum in accordance with local conditions and kebidayaan (Province, District / City). Syllabus can be done with the involvement of experts or government agencies, the private sector, including business and industry or college. Support and technical advice for the creation of the curriculum are necessary to the curriculum center can be provided.
REFERENCES
Akbar, Sa'adun. 2013 Instruments Pembelajaran.Bandung unit: PT Youth Rosdakarya
Arifin Zainal (2013) concept and curriculum development model. Bandung: PT Youth Rosdakarya
Dananjaya, Utomo. 2013 Active Learning Media. Bandung. Nuance Cendikia
Goddess, Mariana. 2013 Development of device intelligence compound beroirentasi developmental biology student learning in class XI SMA cellular material. Semarang. Semarang public universities
Gora, Winastwan. Pakematik innovative ICT-based learning strategy. Flex Media Komputindo
Hidayat, Salah (2013) Development of the new curriculum. Bandung: PT Youth Rosdakarya
Lestari, Ika. 2013. Based teaching materials development expertise. Padang. Akademia gem
Majid, Abdul. 2013.Perencanaan learning teacher to develop competency standards. Bandung :. PT Youth Rosdakarya
Curriculum Implementation Training Module 2013 SMP / MTS science. Jakarta: Ministry of Education and Culture in 2013
Mulyasa. 2014 Development of Curriculum Implementation 2013 PT Youth Rosdakarya
Niron, Maria Dominicans. 09 Development of curriculum and lesson plan in the SBC. Yogyakarta. MONE UNY
Prastowo, Andi. 2011. Free Creative development of innovative teaching materials. Yogyakarta. DIVA Press
Rahman Misran. LEARNING WITH CARD CONCEPT IN MATH FIELD STUDY GROUP LEARNING PACKAGE B
Suparlan. 2011 FAQ for curriculum development and learning materials (Curriculum & Learning Material Development). Jakarta: Earth Literacy
Suprihatiningrum, Jamil. 2012 Learning Strategy Theory and Applications. Yogyakarta: Ar Ruzz media
Notes: Bibliography is based on the following items, by definition, and component LKS
Nice work. Thanks.
BalasHapus