CURRICULUM AND INSTRUCTION
By: Putri Anjarsari, M.Pd
CURRICULUM???
• A running course/race course
• Bahasa perancis: couries (to run/berlari)
• In general, there are 2 views of curriculum: 1. Old opinion (sequence of subject matter) 1. Old opinion (sequence of subject matter) 2. New/modern opinion (all of the organized
courses, activities, and experiences which pupils have under direction of school, wether in classroom or not)
Implications of old views:
1. Curriculum is a set of subject matter, and subject matter is an ancerstor’s experience in the past.
2. Subject matter is a set of information or 2. Subject matter is a set of information or knowledge (teaching subject matter can make student have an intelligent thinking) 3. Subject matter draws culture in the past,
so teaching means delivery culture to young generation.
4. Goals of mastering subject matter is to
get certificate. So if person gets certificate, it means that the person have mastering a set of subject matter.
5. Each student has the same responsibility to mastering the same subject matter.
(interest and needs of student is ignored) 6. Methode of teaching: pouring water into
Modern views implications:
1. The intepretation of curriculum become wider (all the …. which people have……) 2. Co-curricular included in curriculum
2. Co-curricular included in curriculum
3. The implementation of curriculum is not only in the class, but also out of the class.
4. Methodes of teaching adjusted by the materials.
5. Goals of education are not only delivering course or subject, but also preparing
course or subject, but also preparing
student to learn how to learn, how to live in global society.
Interpretation of Curriculum
• Curriculum is:
1. that which is taught in school 2. a set of subject 3. content 4. a program of studies 4. a program of studies 5. a set of materials 6. a sequence of courses
7. a set of performance objectives 8. a course of study
• Curriculum is:
9. everything that goes on within the school,
including extra class activities, guidance, and interpersonal relationships
10.that which is taught both inside and outside of school directed by the school
school directed by the school
11.Everything that is planned by school personnel
12.A series of experiences undergone by learners in school
13.That which an individual learner experiences as a result of schooling
Curriculum?
• Carter V.Good’s Dictionary of education: A systematic group of courses or sequence
of subjects required for graduation or certification in a major field of study, for certification in a major field of study, for example, social studies curriculum,
physical education curriculum.
• Hollis L. Caswell and Doak S. Campbell: all the experiences children have under the guidance of teachers.
“all curricula, no matter what their particular design, are composed of aims and of certain elements.”
A curriculum usually contains a statement of aims and of spesific objectives; it indicates some selection and
organization of content; it either implies or manifest organization of content; it either implies or manifest certain patterns of learning and teaching, whether
because the objectives demand them or because the content organization requires. Finally, it includes a program of evaluation of outcomes.”
Definition by purposes, contexts, and strategies
• Purposes
“What curriculum does” or “what curriculum should do”
• Context
Arises from a special philosophical context • Strategies
curriculum: “processes, strategies, and technique”
So, what is curriculum?
a plan or program for all the experiences which the learner encounters under the
THE MAIN COMPONENTS OF
CURRICULUM
ROLE OF CURRICULUM
1. Conservative
in sense the conservative role provides what may be called "social cement'. it contributes to like-mindedness and
contributes to like-mindedness and
provides for behaviour which is consistent with values already accepted.
2. Critical and evaluative
curriculum as a social control because of the culture and enviromental changing. (to determine which values will be eliminated/ determine which values will be eliminated/ adapted/modified using critical thinking)
3. creative
to produce and arrange something new in accordance with the needs of society in present and future.
Curriculum Function
Alexander Inglis (Principles of secondary school education):
Curriculum have 6 functions:
1. The adjustive of adaptive function 1. The adjustive of adaptive function
(fungsi penyesuaian)
Kurikulum harus dapat mengantarkan siswa agar mampu menyesuaikan diri dalam kehidupan sosial masyarakat.
2. The integrating function (integrasi)
Kurikulum harus dapat mengembangkan pribadi siswa secara utuh.
3. The differentiating function (diferensiasi) 3. The differentiating function (diferensiasi)
Kurikulum harus dapat melayani setiap siswa dengan segala keunikannya.
4. The propaedeutic function (persiapan) Kurikulum harus dapat memberikan
pengalaman belajar bagi anak baik untuk melanjutkan penddikan ke jenjang yang melanjutkan penddikan ke jenjang yang lebih tinggi, maupun untuk kehidupan di masyarakat.
5. The selective function (pemilihan) Kurikulum yang dapat memberikan
kesempatan kepada setiap siswa untuk belajar sesuai dengan bakat dan
minatnya. minatnya.
6. The dignostic function (diagnostik) Mengenal berbagai kelemahan dan kekuatan siswa agar bisa
Relationship Between Curriculum and
Instruction
• Curriculum : which is taught : “what”
: program, plan, content, learning experiences
: producting of plans for the further action
action
• Instruction : the means used to teach that which is taught
: “how”
: methodes, the teaching act,
implementation, and presentation : putting the plans into operation
Models of The Curriculum-Instruction Relationship
1. The dualistic model
curriculum instruction
2. The Interlocking Model
Models of The Curriculum-Instruction Relationship 3. Concentric Model curriculum instruction instruction curriculum 4. Cyclical Model instruction curriculum
COMMON BELIEFS
1. Curriculum an instruction are related but different
2. Curriculum and instruction are 2. Curriculum and instruction are
interlocking abd interdepent
3. Curriculum and instruction may be
studied and analyzed as separate entities but cannot function in mutual isolation.
Curriculum as a dicipline...???
Curriculum as a dicipline...???
Characteristics of a dicipline
• Principles
any dicipline worthy of study has an organized set of *theoritical constructs or *principles that govern it.
govern it.
*(curriculum itself is a construct or concept, a verbalization of an extremely complex idea or sets of idea)
*(a mayor characteristics of any theoritical principle is its capacity for being generalized an applied in more than one situation)
• Knowledge and Skills
any dicipline encompasses a body of knowledge and skills pertinent to that dicipline
• Theoriticians and Practicioners
a dicipline has its theoriticans and its practicioners.
Curriculum Practicioners
1) Curriculum Spesialist
• Make a unique contribution by creatively
transforming theory and knowledge into practice.
practice.
• Encourgae the use of results of research
to continue efforts to improve the curriculum.
• A philosopher, a psychologist, a
2) Teacher
• Curriculum worker who engages in
curriculum planning in varying degrees, in variying settings, on different occasions, variying settings, on different occasions, generally under the leadership of
specialist, be that person a coordinator, consultant, supervisor, team leader,
3) Supervisor
• Specialist who works in three domains: 1. instructional development
2. Curriculum development 2. Curriculum development 3. Teacher development
SEKIAN
SEKIAN
• Developing the curriculum (peter F.Oliva): Harper Collins Publisher. Edisi ke3 PANDU fotokopi
• TUGAS
Menurut kelompok kalian, jelaskan:
1. Berikan contoh konkret bahwa kurikulum dapat dipandang
ssebagai disiplin ilmu!
2. Tunjukkan dengan bukti-bukti bahwa kurikulum yang kita gunakan
saat ini sudah sesuai sebagai kurikulum modern (yang menganut pandangan baru)!
3. Selidiki apakah kurikulum 2013 khususnya untuk SMP telah
