CHAPTER II THEORITICAL FRAMEWORK
B. Component of 2013 Curriculum
According to Loekloek EndahPurwati and Sofan Amri (2003,p.202) The curriculum has five main components, namely: (1) goals; (2) material; (3) strategy, learning; (4) curriculum organization and (5) evaluation. The five components are closely related and cannot be separated. For more details, below will be explained about each of these components. To be able to understand more clearly, the following researchers describe each component of the curriculum.
a. Aim
The purpose of education is recommended as the development of balanced growth of the total human potential and personality, through spiritual, intellectual, feeling and physical sensitivity training, so as to become a Muslim man who
continues to grow in terms of faith, devotion to Allah SWT and noblein personal life, society, nation and state.
According to Muhammad Athiyyah Al-Abrasyi (2003,p.13) that Islamic education experts have agreed that the purpose of education is not to fill the brains of students with all kinds of knowledge they have never known, but: a. Educate their character and soul. b. Planting a sense of virtue (fadhilah).c. Familiarize them with high politeness. d. Prepare them for a holy life entirely with sincerity and honesty.
Referring to the educational objectives above, (Ibid,p.13) said that the goal of Islamic education is to educate character and soul formation or briefly the main and main objectives of Islamic education are fadhilah (virtue). The purpose of national education which is education at the macroscopic level, is then translated into institutional objectives, namely the educational goals to be achieved from each type and level of school or certain educational units. In Permendikbud No.
69 of 2013 stated that the purpose of education in 2013 curriculum is: 2013 curriculum aims to prepare Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative, and affective and able to contribute to the life of society, nation, state, and world civilization. ( Permendikbud No.69 Tahun 2013).
b. Learning materials
In determining the learning material or teaching material cannot be separated from the philosophy and theory of education developed. In this case, learning material is arranged logically and systematically in the form of:
1).Theory; construct or concept, definitions or prepositions that are interconnected, which presents a systematic opinion about symptoms by specifying relationships - the relationships between variables with the intention of explaining and predicting these symptoms.
2) .Concept; an abstraction formed by an organization from specificities, is a short definition of a group of facts or symptoms.
3).Generalization; general conclusions based on specific matters, sourced from analysis, opinions or evidence in the study.
4). Principle; namely the main idea, the scheme of patterns that exist in the material that develops the relationship between several concepts.
5). Procedure; that is a series of steps that are sequential in the subject matter that must be carried out by students.
6). Facts; a number of specific information in material that is considered important, consisting of terminology, people and places and events.
7). Terms, new and special treasury words introduced in the material.
8). Example / illustration, which is a matter or action or process that aims to clarify a description or opinion.
9). Definition: that is an explanation of the meaning or understanding of a thing / word in the outline.
10). Preposition, which is the method used to convey learning material in an effort to achieve the curriculum objectives.
According to Munarji (2004,p.84-85) that the curriculum content contains clear target achievement, standard material, standard education outcomes consisting of core local, extracurricular and personality programs.
Loekloek Endah Purwati and Sofan (2013,p.255) said the success of learning as a whole is very dependent on the success of the teacher designing learning material. The learning material is essentially an inseparable part of the syllabus, namely the planner, predictions, and projections about what will be done during the learning activities. Broadly speaking, it can be stated that learning materials (Instructional materials) are knowledge, skills, and attitudes that must be mastered by students in order to recognize the competency standards applied.
c. Learning strategies
The implementation strategy of a curriculum is illustrated from the way taken in carrying out the teaching, the way in conducting an assessment, the way in carrying out guidance and counseling and how to regulate school activities as a whole. The way to carry out the teaching includes the methods that are applicable in presenting each field of study, including the method / method of teaching and the learning tools used. In this case the teacher can) Theory; a set of apply many
possibilities to determine learning strategies and each learning strategy has its own weaknesses and advantages.
According to M. Fadillah (2013,p.180) that In learning K13 there are several principles that must be considered jointly by teachers in implementing learning, including: (1) centering on students, (2) developing students' creativity;
(3) creating pleasant and challenging conditions; (4) contains values, ethics, aesthetics, logic, and kinesthetic; (5) providing a diverse learning experience through the implementation of various fun, contextual, effective, efficient and meaningful strategies and learning methods.
d. Curriculum Organization
The variety of views that underlie curriculum development has led to diversity in organizing the curriculum. According to the Loekloek Endah Purwati and Sofan Amri (2013,p.107), there are at least six different types of curriculum organization, namely:
Subjects are isolated (isolated subject); The curriculum consists of a number of separate subjects, which are taught individually without any connection with other subjects. Each is given a certain time and not considering the interests, needs, and abilities of students, all materials are given the same.
1) Subjects correlate; Correlation is held as an effort to reduce weaknesses as a result of separation of subjects. The procedure adopted is conveying correlated points to make it easier for students to understand certain lessons.
2) Field of study (broad field); namely the curriculum organization in the form of collecting several similar subjects and having the same characteristics and correlated (functioned) in one teaching field.
3) Child centered program, which is a curriculum program that focuses on the activities of students, not on subjects.
4) Core Problems (core program), which is a program in the form of problem units, where problems are taken from a particular subject, and other subjects are given through learning activities in an effort to solve
the problem. The subjects which become the knife of analysis are provided in an integrated manner.
5) Ecletic Program, which is a program that seeks a balance between a curriculum organization that focuses on subjects and students.
e. Curriculum Evaluation
In a broader sense, curriculum evaluation is intended to examine the overall performance of the curriculum in terms of various criteria. The performance indicators evaluated are not only limited to effectiveness, but also relevance, efficiency, feasibility of the program. The extent or absence of a curriculum evaluation program is actually determined by the purpose of the curriculum evaluation. Is the evaluation intended to evaluate the entire curriculum system or certain components in the curriculum syestem. One important curriculum component that needs to be evaluated is with regard to student learning processes and outcomes.