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ASSIGNMENT BLOK 3.2
ESSAY
DEFINISI KURIKULUM MENURUT PARA AHLI
Nurul Fauziah
13/356446/PKU/14008
PROGRAM PASCASARJANA ILMU PENDIDIKAN KEDOKTERAN
FAKULTAS KEDOKTERAN UNIVERSITAS GADJAH MADA
YOGYAKARTA
2013
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DEFINISI KURIKULUM MENURUT PARA AHLI
Kurikulum adalah perangkat lunak dalam sebuah institusi pendidikan. Proses terbentuknya kurikulum diawali dengan menetapkan profil lulusan (Dikti, 2008). Tetapi sebelum menyusun kurikulum, alangkah lebih baik jika kita sebagai perencana mengerti apa sebenarnya yang dimaksud dengan kurikulum? Beberapa orang ahli telah merumuskan definisi kurikulum dari berbagai sudut pandang. Berikut ini adalah beberapa pendapat ahli mengenai definisi kurikulum.
Definisi kurikulum dapat dibedakan atas dua bentuk (Ellis, 2004, p. 4., Dikutip dari Glatthorn, Boschee, Whitehead dan Boschee, 2012, p. 3) yaitu:
1. Prescriptive curriculum / Kurikulum Preskriptif memberikan definisi mengenai apa yang "seharusnya" terjadi, memiliki sebentuk rencana, sebuah program yang memiliki tujuan, atau semacam pendapat ahli tentang apa yang perlu dilakukan dalam program studi.
2. Descriptive curriculum / Kurikulum deskriptif adalah pengalaman. Kurikulum ini disebut kurikulum yang terlaksana / curriculum in action
Prescriptive Curriculum
No. Tahun Penulis Definisi
1. 1902 John Dewey Curriculum is a continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (Dewey, 1902, pp. 11–12, Glatthorn, Boschee, Whitehead, Boschee, 2012, p. 3)
2. 1918 Franklin Bobbitt Curriculum is the entire range of
experiences, both directed and undirected, concerned in unfolding the abilities of the individual. (Bobbit, 1918, p. 43, dikutip dari Glatthorn et al., 2012, p. 3)
The curriculum maybe define in two ways: (1) it is the range of experiences both indirect and direct, concern in unfolding the abilities of the individual, or (2) it is a series of conciously directed training experiences that the schools use for completing and
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perfecting the individual (Bobbit, 1942, p. 10, dikutip dari Wiles & Bondi, 2011, p. 5)
3. 1927 Harold O. Rugg [The curriculum is] a succession of experiences and enterprises having a maximum lifelikeness for the learner . . . giving the learner that development most helpful in meeting and controlling life situations. (Rugg, 1927, p. 8, dikutip dari Glatthorn et al., 2012, p. 3)
4. 1935 Hollis Caswell & Doak Campbell in Caswell & Campbell
The curriculum is composed of all the experiences children have under the guidance of teachers. . . . Thus, curriculum considered as a field of study represents no strictly limited body of content, but rather a process or procedure. (Caswell & Campbell, 1935, pp. 66, 70, dikutip dari Glatthorn et al., 2012, p. 3)
5. 1957 Ralph Tyler [The curriculum is] all the learning experiences planned and directed by the school to attain its educational goals. (Tyler, 1957, p. 79, dikutip dari Glatthorn et al., 2012, p. 3)
6. 1967 Robert Gagne Curriculum is a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units (in the sequence) have already been mastered by the learner. (Gagne, 1967, p. 23, dikutip dari Glatthorn et al., 2012, p. 3)
7. 1970 James Popham & Eva Baker
[Curriculum is] all planned learning
outcomes for which the school is responsible. . . . Curriculum refers to the desired
consequences of instruction. (Popham & Baker, 1970, p. 48, dikutip dari Glatthorn et al., 2012, p. 3)
8. 1997 J. L. McBrien & R. Brandt
[Curriculum] refers to a written plan outlining what students will be taught (a course of study). Curriculum may refer to all the courses offered at a given school, or all the courses offered at a school in a
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9. 2010 Indiana Department of Education
Curriculum means the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. (n.p.)
Descriptive Curriculum
No. Tahun Penulis Definisi
1. 1935 Hollis Caswell & Doak Campbell
All the experiences children have under the guidance of teachers.
2. 1941 Thomas Hopkins Those learnings each child selects, accepts, and incorporates into himself to act with, on, and upon, in subsequent experiences.
3. 1960 W. B. Ragan All experiences of the child for which the school accepts responsibility.
4. 1987 Glen Hass The set of actual experiences and perceptions of the experiences that each individual learner has of his or her program of education.
5. 1995 Daniel Tanner & Laurel Tanner
The reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of
subsequent knowledge and experience.
6. 2006 D. F. Brown All student school experiences relating to the improvement of skills and strategies in thinking critically and creatively, solving problems, working collaboratively with others, communicating well, writing more effectively, reading more analytically, and conducting research to solve problems.
7. 2009 E. Silva An emphasis on what students can do with knowledge, rather than what units of knowledge they have, is the essence of 21st-century skills.
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Dari beberapa sumber lainnya, beberapa orang ahli juga mendefinisikan kurikulum. Definisi tersebut ditampilkan dalam tabel berikut ini:
No. Tahun Penulis Definisi
1. 1957 B. O. Smith, W. O. Stanley & J. H. Shores
Curriculum is a sequence of potential experiences that is developed by the school for the purpose of disciplining children and youth in group ways of thinking and acting (Smith et al., 1954, p.3, dikutip dari Wiles & Bondi, 2011, p. 4)
R. Doll The curriculum is now generally considered to be all of the experiences that learners have under the auspices of the school (Doll, 1970, p.9, dikutip dari Wiles & Bondi, 2011, p. 4)
2. 1962 Hilda Taba The curriculum is all of the learning of students which is planned by and directed by the school to attain its educational goals (Taba, 1962, p. 11, dikutip dari Wiles & Bondi, 2011, p. 4)
3. 1970 M. Johnson We define curriculum as a plan for providing sets of learning opportunities to achieve broad goals and related specific objectives for an identifiable population served by a single school center (Johnson, 1970, p. 25, dikutip dari Wiles & Bondi, 2011, p. 4)
4. 1995 D. Tanner & L. Tanner
Curriculum is concerned not with what students will do in the learning situation, but with what they will learnas a consequence of what they do. Curriculum is concerned with result (Tanner & Tanner, 1995, p. 67, dikutip dari Wiles & Bondi, 2011, p. 4)
5. 2001 R. M. Harden The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and programme of work (Harden, 2001, p. 123)
6. 2011 Jon W. Wiles & Joseph C. Bondi
Curriculum is a desired goal or set of values that can be activated through a development process, culminating in experiences for learners (Wiles & Bondi, 2011, p. 4)
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7. 2012 Dirjen Dikti Kurikulum pendidikan tinggi merupakan seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan ajar serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan Pendidikan Tinggi (Dikti, 2012)
Dari beberapa definisi kurikulum di atas, saya lebih memahami definisi yang dijelaskan oleh R. M. Harden; The curriculum is a sophisticated blend of educational strategies, course
content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and programme of work (Harden, 2001, p. 123). Harden mengemukakan pendapatnya mengenai kurikulum
dengan jelas dan mendetail. Dalam definisinya, Harden mempertimbangkan segala hal secara menyeluruh dan menjadikannya bagian dari proses pembuatan kurikulum mulai dari dtrategi pendidikan, course content, LO, pengalaman, assessment, lingkungan pendidikan, learning
style siswa dan alokasi waktu. Komponen-komponen ini secara nyata membentuk kurikulum
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DAFTAR PUSTAKA
Glatthorn, A. A., Boschee, F., Whitehead, B. M., Boschee, B. F. (2012). Curriculum
Leadership: Strategies for Development and Implementation – Third Edition. USA: Sage
Publication. Inc.
Harden, R. M. (2001). AMEE Guide No. 21: Curriculum Mapping: A Tool for Transparent
and Authentic Teaching And Learning. Medical Teacher, 23, 123 – 138
Kemenkumham. (2012). UU RI No.12 Tahun 2012 Tentang Pendidikan Tinggi. Jakarta: Penulis
Wiles, J. W., Bondi, J. C. (2011). Curriculum Development: A Guide to Practice – Eighth
Edition. USA: Pearson Education. Inc.
Dirjen Dikti. (2008). Buku Panduan Pengembangan Kurikulum Berbasis Kompetensi
Pendidikan Tinggi (Sebuah Alternatif Penyusunan Kurikulum). Diunduh dari www.dikti.go.id/files/atur/PanduanKBK-Dikti2008.pdf
