PPP6144

REKABENTUK KURIKULUM
DAN INSTRUKSIONAL
Curriculum and Instructional
Design)

Definisi kurikulum dan pengajaran

(Definition of curriculum and instruction)
 Apakah perbezaan di antara istilah-istilah seperti:
- Pendidikan
- latihan
- pembelajaran
Apakah hubungan di antara pendidikan, latihan,
pembelajaran dengan kurikulum?

What is the difference among the following terms:

Education
Training
Learning
What is the relationship among education, training,
and learning with curriculum?
EDUCATION
A process and a series of activities which aim at
enabling an individual to assimilate and develop
knowledge, skills, values and understanding that
are not simply related to a narrow field of activity
but allow a broad range of problems to be
defined, analyzed and solved.
DISTINCTIONS OF TRAINING AND
EDUCATION
TRAINING EDUCATION
OBJECTIVE

DURATION

CONTENT

METHOD

EFFECT
COMPARING TRAINING AND
EDUCATION
1. TheTRAINING
process of EDUCATION
developing skills
1. The process of
for a specific job
imparting knowledge
or task
or information
2. Emphasizes doing 2. Emphasizes knowing
3. Emphasizes a 3. Emphasizes an open
closed system system perspective:
perspective: There are often many
There are specific ways to achieve the goal;
creativity & critical
right and wrong ways
thinking are encouraged
of performing a skill
COMPARING TRAINING AND
EDUCATION
TRAINING EDUCATION
4. Emphasizes
4. Emphasizes knowing
performance levels in
order to perform a
information not
specific job necessarily linked to a
specific job or career
5. Emphasizes a 5. Emphasizes an
comprehensive listing of open-ended approach
skills required to perform to achieve a goal; not
a specific behaviour; every step in the
each step in the process process is always
is prescribed. prescribed.
LEARNING
The process whereby individuals acquire
knowledge, skills and attitudes through
experience, reflection, study or instruction.
TRAINING, EDUCATION AND
PLANNED EXPERIENCE
The ability of an individual to acquire knowledge,
skills and attitudes in a training context may
depend directly or indirectly on the quality of
previous educational experiences.
Planned experiences must not be overlooked.
Training, education and planned experience are
interdependent and equal partners with regard to
their potential contribution to learning and
development.
 Definisi kurikulum
(Definition of curriculum)
Apakah kurikulum?
(What is curriculum?)
 Yang mana antara tafsiran umum
kurikulum ini adalah betul? (Which
definition is correct?)
1. A plan for action or a written document that includes
strategies for achieving desired goals or ends.
2. Kurikulum dilihat sebagai pengalaman pelajar yang
dirancang. Tafsiran ini mengambil kira hampir semua
elemen dalam sekolah dan luar sekolah (selagi ianya
dirancang) sebagai sebahagian daripada kurikulum.
3. Kurikulum sebagai satu sistem untuk mengurus
manusia dan proses menyusun atur pekerja serta
tatacara bagaimana sistem tersebut dilaksanakan.
4. Kurikulum sebagai satu bidang pengajian yang
merangkumi asas-asas, kajian, teori dan prinsip.
5. Kurikulum sebagai senarai matapelajaran dan isi
kandungan matapelajaran (bagaimana maklumat
tentang matapelajaran tersebut disusun dan
disampaikan).
Why Curriculum? (Tujuan kurikulum)

How we conceive of curriculum and

curriculum making is important
because our conceptions and ways of
reasoning about curriculum reflect and
shape how we see, think and talk
about, study and act on the education
made available to students.

(Cara kita konsepsikan kurikulum dan

rasional kita berkaitan kurikulum
membentukkan cara kita memikir,
melihat dan membincangkan
kurikulum.)
Why Curriculum? (Tujuan kurikulum)

Our curriculum conceptions, ways

of reasoning and practice cannot
be value free or neutral. They
necessarily reflect our
assumptions about the world,
even if those assumptions remain
implicit and unexamined.

(Pengkonsepsian kurikulum tidak

boleh bebas dari nilai).
 Further, concern with conceptions is
not "merely theoretical".
Conceptions emerge from and enter
into practice." (Cornbleth, 1990).

(Pengkonsepsian kurikulum bukan

semata-mata berasaskan teori.
Pengkonsepsian wujud dari amalan
pendidikan dan dilaksanakan ke dalam
pendidikan.)
Curriculum
Decision making in curricular matters involves
considering, examining, and formulating the
ends of education.
Questions:
What knowledge is most worth?
What knowledge should be introduced to
the learner?
What are the criteria for selecting
knowledge?
What is valuable for the learner as a
person and as a member of society?
Types of Curriculum
(Jenis-jenis kurikulum)
Recommended Standards as defined by experts
in their field.
Written State standards, local goals and
objectives (ie., curriculum binders).
Supported Curriculum for which materials are
actually available, such as textbooks and
software.
Types of Curriculum
Tested What is actually assessed at
the state and local level.
Taught The content that teachers
actually deliver.
Learned The content that students
learn.
Hidden curriculum?
How Do We Define Curriculum?
(Bagaimana suatu kurikulum
didefinisikan?)
Curriculum is all planned
learning for which the school
is responsible.
Curriculum is all the
experiences learners have
under the guidance of the
school.
John Delnay (1959.)
How Do We Define
Curriculum?
According to Bandi & Wales (2005), the
most common definition derived from
the word Latin root, which means
racecourse.
Bandi & Wales (2005) also stated that
for many students, the school
curriculum is a race to be run, a series
of obstacles or hurdles (subjects) to be
passed.
How Do We Define
Curriculum?
It is important to keep in mind that
schools in the Western Civilization have
been heavily influenced since the
fourth century B.C. by the philosophies
of Plato and Aristotle and the word
curriculum has been used historically
to describe the subjects that are being
taught during the classical period of
Greek Civilization.
Definition by
Purposes e.g. to transmit cultural
heritage
Contexts e.g. child-centered
curriculum
Strategies e.g. problem solving
technique, scientific method
National Philosophy of Education
(NPE)

Education in Malaysia is an on-going effort towards

further developing the potential of individuals in a
holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually,
emotionally and physically balanced and
harmonious, based on a firm belief in and devotion
to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, who
are responsible and capable of achieving a high level
of personal well-being as well as being able to
contribute to the betterment of the family, society
and the nation at large.
(Ministry of Education, Malaysia, 1996)
Soalan: Cuba analisiskan definisi kurikulum sekolah
kita dari segi tujuan, konteks, dan strategi.
 Rekabentuk kurikulum
Cara kurikulum dikonsepsikan dan bagaimana
komponen utama kurikulum disusun.
Komponen utama kurikulum mengandungi,
antaranya: matlamat, objektif, kandungan
kurikulum, kaedah, media, penilaian.
Jenis rekabentuk kurikulum: tumpuan
matapelajaran, tumpuan pelajar, tumpuan
penyelesaian masalah.
Sumber-sumber rekabentuk kurikulum:
pelajar, masyarakat, matapelajaran?
 Rekabentuk kurikulum yang berasaskan
standard.
Berasaskan standard kandungan dan
standard pembelajaran yang perlu dicapai
oleh murid.
Rekabentuk kurikulum yang berbentuk
modular.
Mengandungi kandungan yang telah
diorganisasikan dan disampaikan dalam
bentuk bahagian atau unit dan bahagian
unit.
Bagaimanakah kurikulum kebangsaan di
Malaysia dibangunkan? (Kurikulum Prasekolah
SOALAN PERBINCANGAN
Pilih dua (2) pembangunan sosial, kejadian
atau tekanan (social development, events or
pressures) di negara anda dalam 15 tahun
kebelakangan ini yang telah menyebabkan
perubahan-perubahan dalam kurikulum
kebangsaan, dan huraikan perubahan-
perubahan berkenaan.
Choose two (2) social development, events
or pressures in your country for the last 15
years that influenced the changes in the
national curriculum, and describe those
changes.
Apakah instruksi?
(What is instuction?)
Kurikulum ialah apa (content) yang
diajar.
(Curriculum is the content taught.)
Jadi, apakah instruksi?
(So what is instruction?)
Apakah instruksi?
(What is instuction?)
Kurikulum ialah apa (content) yang
diajar.
(Curriculum is the content taught.)
Jadi, apakah instruksi?
(So what is instruction?)
Instruksi ialah kaedah untuk mengajar
kandungan itu.
(Instruction is the method used to teach
the content.)
Apakah hubungan di antara kurikulum dan
instruksi? (What is the relationship between
curriculum and instruction?)
Model-model untuk hubungan
kurikulum dan instruksi (Models
relating curriculum and instruction
are):
Dualistic
Interlocking Concentric
Cyclical
Integrated?
Dualistic Model
Kurikulum dan pengajaran adalah
berasingan atau tidak berkaitan (Curriculum
and instruction are separate entities or not
related).

Curriculum Instruction
Interlocking Model
Terdapat integrasi antara kurikulum dan instruksi.
Mengajar kurikulum tanpa memikirkan instruksi akan
memberi kesan buruk. (There is some integration
between curriculum and instruction. Teaching the
curriculum without thinking about instruction brings
bad effect).

Curriculum
Instruction
Yang mana difikirkan dahulu? Kurikulum atau instruksi?
Apakah akan berlaku sekiranya instruksi didahulukan
sebelum kurikulum dirancang? (Which should be thought of
first? Curriculum or instruction? What will happen if we think
of instruction first before curriculum is planned?)
Concentric Model
Instruksi adalah subsistem kurikulum.
Kurikulum adalah subsistem kepada _______?
(Instruction is subsystem to curriculum.
What is curriculum subsystem to?)
Curriculum

Instruction

Bolehkah kurikulum menjadi subsistem instruksi?

Boleh! Sekiranya kurikulum terpaksa mengikuti
instruksi global.
(Can curriculum be subsystem to instruction?
Yes! When curriculum has to follow global
Cyclical Model
Kurikulum dan instruksi adalah entiti berasingan
tetapi ada hubungan circular berterusan berasaskan
maklumbalas. Curriculum and instruction are separate
entities but has a continuous circular relationship
based on feedback.

Curriculum Instruction

Instruksi ditentukan selepas membuat

kurikulum. Seterusnya kurikulum diubah
setelah pengajaran dilaksanakan dan dinilai.
(Instruction is determined after developing
curriculum. Next, curriculum is modified after
Integrated Model
Bagaimanakah satu integrated model
dilukiskan? (How should an integrated
model be drawn?)
Apakah faktor-faktor lain yang juga
dimasukkan ke dalam model?
(What are the factors that should be
included in the model?)
Soalan opsyen
(Optional question)
Apakah perbezaan peranan antara
seorang pakar kurikulum daripada
seorang penyelia kurikulum
(contoh guru besar, nazir, )?
What is the role difference
between a curriculum expert from
a curriculum supervisor (e.g.
headmaster, school insprector, )
Who is a curriculum specialist? (Apakah
peranan yang dimainkan oleh seorang
pakar kurikulum?)
A philosopher
A psychologist
A sociologist
A supervisor
A human relations expert
A theoretician
A historian
A scholar in one or more disciplines
An evaluator
A researcher
An instructor
A system analyst
.?