Name

: Siti Nurul Falah

Class

:PBI VG

FINAL TEST CURRICULUM AND MATERIAL DEVELOPMENT

1. Curriculumm is not product, it is a process. Please describe a

systematic curriculum development process and give an example
of each process!
Definitions of curriculum
Standard dictionaries define curriculum as a course of study ofered by an
academic institution. According to Ronald Doll, curriculum is the formal and
informal

content

and

process

by

which

learners

gain

knowledge

and

understanding, develop skills, and alter attitudes, appreciations, and values

under the auspices of an academic institution. In other words, curriculum can be
defined as the total experience. From this view point, Curriculum is not only
the content selected and
delivered, but also the planned and unplanned activities in which individuals
participate as students.

way
s:

In educational literature, in short, the word curriculum has been defined

in the following

Curriculum is such permanent subjects as grammar, reading, logic,

rhetoric, mathematics, and the greatest books of the Western world that
embody essential knowledge.

Curriculum is those subjects that are most useful for living in contemporary
society.

Curriculum is all planned learning for which the institution is responsible.

Curriculum is all the experiences learners have under the guidance of the
institution.

Curriculum is the totality of learning experiences provided to students

so that they can attain general skills and knowledge at a variety of learning
sites.

Curriculum is a structured series of intended learning outcomes.

The other terms that are commonly used as synonymous to curriculum are

syllabus and course. But curriculum can refer to any level of an educational
experience, from that of a particular area within a course, to the course itself, to a
broader program of study that comprises a number of different courses around a
particular content area. Curriculum is often used to refer to a focus of study,
consisting of various courses all designed to reach a particular proficiency or
qualification; Syllabus refers to the content or subject matter, instructional
strategies and evaluation means of an individual course. The collective syllabus
of a program of study represents a map of the curriculum for that program. A
curriculum is developed through planning for a larger program of study and then
building syllabi for courses to manifest the curriculum design and plan. However,
even developing a syllabus for a specific course can be thought of as a form of
curriculum development.
The curriculum development is process systematically organizes what will be
taught, who will be taught, and how it will be taught. Each component affects and
interacts with other components. For example, what will be taught is affected by
who is being taught (e.g., their stage of development in age, maturity, and
education). Methods of how content is taught are affected by who is being taught,
their characteristics, and the setting.
Key Concept: Models of Curriculum Development
Curriculum development is understood as a process implying a wide range
of decisions concerning learning experiences, taken by diferent actors at
different levels, i.e. politicians, experts, and teachers at the national, provincial,
local, institutions and also international levels.
The Tyler Rationale
The most influential model in the field of curriculum development is Tyler's
model. It is sometimes known as the 'Tyler rationale' or the 'objectives model'.
The model provides a framework of how to construct a planned curriculum. The
rationale for the model is based on four questions which were posed in Tyler's
well-known book Basic Principles of Curriculum and Instruction.
The
sequential

questions
and

provide

four-step

approach

which

is

logical,

systematic. Figure 1 shows the relationship between the

fundamental questions and the stages.

Figure 1: The Tyler Model of Curriculum

Development
Stages
Setting
objectiv
es

Learning
experienc
es and
content

Organizin
g
learning
experienc
es

Process questions
What educational purposes should the
institution seek to attain?

What educational experiences can be

provided that are likely to attain these
purposes?

How can these educational experiences be

effectively organized?

How can we determine whether these

Evaluati
on

purposes are being attained?

Another rational/objective model was developed by Hilda Taba. It was based

upon the curriculum development process similar to Tyler's, but introduced
additional steps and called for more information to be provided for each of them.
The model is:

Step 1: Diagnosis of needs

Step 2: Formulation of objectives

Step 3: Selection of content

Step 4: Organization of content

Step 5: Selection of learning experiences

Step 6: Organization of learning experiences

Step 7: Determination of what to evaluate and the ways and means of doing
it.

Her model was an attempt to ensure that decisions about

curriculum are made on the basis of valid criteria and not whim or
fancy. She claimed that decisions should follow in the order of the
seven steps. She advocated analyzing learners' needs by considering
the society and culture in which they live and only then making
decisions about the steps that follow. Therefore, she did not neglect
contextual factors. However, her model has the same drawbacks as
Tyler's, even though it is a more expansive model. On the positive side,
the model was an advance on Tyler's and it incorporated up- to-date (at
that time) knowledge from educational psychology about learning and
teaching.
Another
rational/objective

group

of

models,

models
but

go

include

elements

of

the

beyond by viewing curriculum

development as a continuing activity and adding modifications as new

information becomes available, For example, pressure from the public
about new business or social needs might result in updating curriculum.
A new element, called situational analysis, was introduced in the
1970s to Taba's diagnosis of needs. It refers to a detailed description
and analysis of context in which a particular curriculum is to be
implemented. This model comprises the following steps.

situational analysis

selection of objectives

selection and organization of content

Selection and organization of methods of teaching.

evaluation of learning

2. Indonesian primary and secondary schools are implementing

2013 and 2006 (KTSP) curricula. What are the salient difference
between the two curricula?
Different KTSP and K-13

There are several diferences between KTSP and K-13 they are:

The first is about the ordering system of students course books. In

the previous curriculum, book publishers determine the content of the
books by referring to the standard of competence and the basic
competence, but sometimes the content is not suitable to be taught to the
students. For example, there is a case of pornography contained in the
Bahasa Indonesia course book of sixth grade students in Bogor. According
to this problem, in the Curriculum 2013, students course books will be
managed by curriculum management and its substances. It aims to hold
the content and to develop the quality. In addition, it is said that the price
of the course books will be less expensive. Secondly, there will be a
change in the institution of the teacher preparation and foundation or it is
generally known as LPTK.

The Second, there are many approaches of teacher training that

are needed to be adapted, either about the materials or the models of
training. The integrated concept between carrier level and rank is being
prepared by the assessment of the teaching profession. Then, students
knowledge of culture will be reinforced by the integrated curricular and
extracurricular activities. Guidance and counselling teachers participation
will be developed to help students improving their talents and interests.
Fifth, students are expected to get more character building about

nationality values, religious tolerance and so on. Therefore, students are

obliged to participate in the scouting activities.

The Third is about the eforts of strengthening the integration of

knowledge, language, and culture. Bahasa Indonesia is the dominant
language to deliver the content of materials from all sources of
competence for students. The content of other subjects like natural
science (IPA) and social science (IPS) is used as a context in the use of
text types in Bahasa Indonesia as a subject. The teaching and learning
process of Bahasa Indonesia as a subject, including culture content, can
be made to be contextual. According to the diferences above, it can be
said that the government has an efort to develop the quality of education
in Indonesia. The aim of 2013Curriculum is great I think but there are also
many considerations that are needed to be considered before
implementing 2013Curriculum into the system of education in Indonesia.
Therefore, there are many pros and cons in the society.

In the review of the process

1. In the curriculum the learning process more dominant is the cognitive,
psychomotor, and afective, whereas in 2013 the curriculum in the
teaching and learning process will more dominant is afective,
psychomotor, cognitive new. This means that students in the process of
further highlight the afective and phsycomotor
2. The 2013 curriculum strongly emphasizes balancing between cognitive
(intellectual), psychomotor (movement) and afective (attitude). In
contrast to the SBC 2006 at implementation stage tend to focus more on
cognitive aspects.
3. Aspects of content standards. Number of subjects in the curriculum of
each level in 2013 is reduced. Example: for a primary school which was
originally 10 to 6 subjects, but the essence is expected of every learning
still there, so the methods used in the curriculum in 2013 is the
integration of multiple lessons into other subjects. This integration is
called thematic learning. Reduction of the number of subjects on the
curriculum in 2013 but impact on additional learning time. For the
primary
school
level
penambhan
4
hours
in
one
week.
4. Standards pemebelajaran process. Significant changes occurred in
penedekatan lessons. Learning to use the first approach and kognitifisme

behaviorism, is now beginning to shift toward closeness konstrutivisme.

This will impact on the teacher in the classroom who initially tend to use
the teacher as a source of learning (teacher-centered leaning), a student
and the environment as a source of (student-centered leaning).
5. Changes in assessment standards. The curriculum SBC 2006 tends
assessments conducted using the final assessment without any judgment
on the learning process. At this new curriculum, the assessment will
participate in the learning process included. Later there will be
assessment of the forfolio forfolio to private students.
In the review of the judgment 2006 Curriculum
Curriculum 2006 contains a number of issues including:
1. Curriculum-based competition is not yet fully fit and function demands
of national education goals.
2. Competence domains holistically not describe the attitude, skills and
knowledge.
3. Some of the competencies required in accordance with the
development needs (eg character education, methodology, active
learning, the balance of soft skills and hard skills, entrepreneurship), have
not been accommodated in the curriculum.
4.Curriulum yet sensitive and respond to the social changes that occur at
the local, national and global.
5. Standards describe the learning process is not detailed instruction
sequence so that opportunities are diverse interpretations and resulted in
a teacher-centered learning.
6. The assessment standards have yet to lead to competency-based
assessment (process and results) and not explicitly demanded by largescale remediation.
7. The SBC requires a more detailed curriculum documents so as not to
give
rise
to
multiple
interpretations.
SBC 2013
1. In the 2013 curriculum future challenges faced by the globalization,
environmental concerns, advances in information technology, konfergensi
science and technology, and knowledge-based economy.
2. Competence of the future that includes the ability to communicate,
Traffic think clearly and critically, the ability to consider the moral aspects
of a problem the ability to become efective citizens, and the ability to try

to

understand

and

tolerant

of

diferent

views.

3. social phenomenon that suggests such a student fights, drugs,

corruption, plagiarism, cheating preformance various types of exams, and
social.
4. assess public perception of education has been too focused on
cognitive aspects, the student load is too heavy and loaded with
character.
In the review of its essential Curriculum 2013
1. Each course supports all competencies (attitudes, knowledge, skills).
2. The course is designed linked to one another and have a basic
competence that is bound by the core competencies of each class.
3.Indonesian as maple draft another (attitude and language skills)
4. All subjects are taught with the same approach (scientific) through
observing, ask, try, reasoning, etc.
5. Various types of learning content in teaching-related and integrated
with one another (cross or integrated curriculum vitae), integrated science
content and other learning content used as a driving force.
6. Thematic integrative class I - IV SD.
7. ICT is a learning tool, is used as a medium for learning other subjects.
8.Indonesian as a communication tool and carrier of knowledge.
9. No majors in high school. There is a compulsory subject, requests, inter
interests and deepening interest.
10. SMA and SMK have the same compulsory subjects related to the basic
- basic knowledge, skills and attitudes.
11. Majors in Vocational not too detailed (to the field of study), in which
there are groupings specialization and deepening.
SBC 2006:
1.The particular subjects to support specific competencies.
2. The course is designed to stand alone and have their own basic
competencies.
3. Indonesian parallel with other maple.

4. Each subject is taught by a diferent approach.

5. Each type of learning content is taught separately (separated
curriculum)
6. Thematic class I - III SD (yet terintegratif)
7. ICT is the subject itself.
8. Indonesian as knowledge.
9. For the high school, there are majors since XI.
10. SMA and SMK without similarity competence.
11. Majors in Vocational very detailed (up expertise).