CURRICULUM DEVELOPMENT MODEL
Prepared to fulfill the assignment of the Education Management course
Lecturer:
Prof. Dr. H. Nur Ali, M.Pd Abdal Malik Fajar Alam, M.Pd
By:
Amelia Wahyuningtyas Utami (220106110045) Manyingarri Alfianoor Ibrahim (220106110116)
PROGRAM STUDI MANAJEMEN PENDIDIKAN ISLAM FAKULTAS ILMU TARBIYAH DAN KEGURUAN
UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM MALANG 2024
i
FOREWORD
Assalamualaikum Wr. Wb.
Praise and thanks be to Allah SWT who has given us extraordinary favours, steadfastness and strength to complete this work. Shalawat and greetings may be showered upon our Prophet Muhammad SAW and his family.
In preparing this paper, we have tried as much as possible and of course with the help or references from various sources to facilitate the preparation of this paper.
For this we are can‘t forget to express my sincere thanks to all those who have helped our in the preparation of this paper.
We are hoped that this paper can provide sufficient insight into the development of curriculum models. we would like to thank Prof Dr H. Nur Ali, M.Pd and Mr Abdal Malik Fajar Alam, M.Pd as lecturers of the Curriculum and Learning course for giving us the opportunity to prepare this paper.
We are well aware that this paper is far from perfect. Therefore, the author would be grateful for any constructive input or criticism in order to improve it in the preparation of future papers.
Wassalamualaikum Wr. Wb
Malang, 23rd September 2024
The author
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INTRODUCTION
A very important factor in the development of the nation is education, education serves to improve and develop skills and improve the quality of life and human dignity.
in the learning process, a curriculum is needed as a reference for compiling objectives in the teaching and learning process. this curriculum is a tool that is used so that learning can be directed and conducted well in accordance with established government regulations.
The curriculum is a very important tool in achieving the success of education.
without a good and appropriate curriculum, it will be difficult to achieve the desired goals and objectives. the curriculum is dynamic, in the definition that the curriculum will always undergo changes according to the needs of the times. because if it is not updated or developed, it will be difficult to follow the times. for this reason, it is necessary to develop the curriculum so that it continues to exist following the developments and can adapt to the times1. Like Indonesia, whose curriculum has been developed 13 times, namely 1947, 1952, 1964, 1968, 1973, 1975, 1984, 1994, 1999, 2004, 2006, 2013 and 2022, which is called the Merdeka Curriculum2.
The development of learners' creativity can be developed in many ways. one of them is by presenting curriculum content that is full of activities that encourage the creativity of these learners. and the challenge is to adapt the content of the curriculum to the level of development of the learners. this is in line with the opinion of Confrey
& Stohl who state that the content of the curriculum must be aligned to the abilities of all learners and must take into account the ability and support of the teachers. because it is known that each student has different learning potential, it is very important to
1 Ahmad Zubaidi, “Model-Model Pengembangan Kurikulum Dan Silabus Pembelajaran Bahasa Arab,”
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan 13, no. 1 (2015): 107, https://doi.org/10.21154/cendekia.v13i1.240.
2 Farah Dina Insani, “Sejarah Perkembangan Kurikulum Di Indonesia Sejak Awal Kemerdekaan Hingga Saat Ini,” As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 1 (2019): 43–64,
https://doi.org/10.51226/assalam.v8i1.132.
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adapt the curriculum development that will be implemented for the learning of the students3.
The above information shows that curriculum and its development are closely related to the field of education, especially due to global changes. Therefore, this discussion aims to increase knowledge and insight into the curriculum and its different development models.
DEFINITION OF CURRICULUM MODELS
A model is a theoretical construction of a concept. On the other hand, curriculum is an important tool that has a system of planning and organising learning materials to achieve training objectives in the teaching and learning process. Etymologically, the term "curriculum" comes from the English "curriculum", which means "lesson plan", and the Latin "currere", which means "to do quickly", "to advance quickly", "to persevere", "to strive". Article 1 item 19 of the Law No. 20 of 2003 on the National Education System explains that the curriculum is a set of plans and arrangements regarding the objectives, content and learning materials as well as the methods used as guidelines for organising learning activities in order to achieve certain educational objectives4.
A curriculum model is a systematic framework or pattern used to design, implement and evaluate educational programmes. This model provides guidelines to educators in setting goals, selecting learning materials, determining learning methods, and determining assessment methods so that the learning process goes according to plan. The curriculum model also makes the object of the goal more focused and more directed in every process5.
3 Wati, Kabariah, and Adiyono, “Penerapan Model-Model Pengembangan Kurikulum.”
4 JDIH BPK, “UNDANG UNDANG REPUBLIK INDONESIA NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL,” Demographic Research 49, no. 0 (2003): 1-33 : 29 pag texts + end notes, appendix, referen.
5 Merdeka.com, “Pengertian Kurikulum, Fungsi, Manfat Dan Landasan Pengembangan Kurikulum,”
Www.Wawasan-Edukasi.Web.Id/2017/10/Kurikulum.Html, no. 1967 (2017): 1–6.
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CURRICULUM DEVELOPMENT MODEL
When choosing a curriculum model, it is important to consider not only its advantages and disadvantages, but also what kind of educational system or educational management system will be applied and what kind of educational model will be used.
In carrying out curriculum development, there are various curriculum development models that have different approaches depending on the educational objectives and socio-cultural context. Here are some models of curriculum development, including6: 1. The Role Of Administrative (line staff)
This model of curriculum development is based on a top-down approach, which is considered effective in implementing change, including curriculum change.
The administrative/line staff model has the following steps:
1) Educational administrators/top administrators (leaders) form a steering committee.
The steering committee is tasked with formulating a master plan, developing guiding principles, and creating a statement of philosophy and goals for the entire region.
2) Curriculum development working committee is formed to develop the curriculum operationally, covering all curriculum components, taking into account the foundations and principles of curriculum development.
3) The Steering Committee reviews the work of the Working Committee and refines certain parts if deemed necessary. As this administrative model of curriculum development is based on top-down concepts, initiatives and directives, it will take years to work properly. This is due to the demands of preparing the implementers of the curriculum.
The administrative development model is the oldest and most widely accepted model. Initiatives and development ideas come from educational administrators and
6 Rahmiyati Rikha Dhani, “Peran Guru Dalam Pengembangan Kurikulum,” Jurnal Serunai Administrasi Pendidikan 9, no. 1 (2020): 46, http://dx.doi.org/10.1038/s41421-020-0164-
0%0Ahttps://doi.org/10.1016/j.solener.2019.02.027%0Ahttps://www.golder.com/insights/block- caving-a-viable-alternative/%0A???%0Ahttp://dx.doi.org/10.1038/s41467-020-15507-
2%0Ahttp://dx.doi.org/10.1038/s41587-020-05.
4
use administrative procedures, so this model is called the administrative model.
Curriculum development using this model is not always quick because it requires the willingness of the implementers, especially the teachers. its implementation requires intensive monitoring, observation and supervision as well as guidance in its implementation. the administrative curriculum model is easily implemented in countries that adhere to the centralisation system.
2. The Role Of Grass-Roots
This role of curriculum development is the opposite of the administrative role in terms of the source of initiative and curriculum development efforts. If the administrative role is all initiatives and curriculum development efforts from above, then the common people role (grass-roots) all initiatives and curriculum development efforts from below.
The grass roots model can be interpreted as a curriculum model as opposed to regulation. the impetus and thinking comes from educators. in schools, educators form groups to create or refine educational plans, either from one or several programmes of education. In contrast to the administrative model, the underlying understanding of the grass-roots model of curriculum development is democratic curriculum development, which comes from below. Teachers as planners, implementers, and also as perfectionists of teaching in their classes, teachers who know the needs of their classes best, so they are the ones who are competent in developing the curriculum7.
Curriculum development using this model may only be applicable to a particular field of study or a particular school, but it is possible that it can be implemented for similar studies in other schools, or all fields of study in a region.
The grass roots model has several positive impacts, one of which is that the curriculum develops from the foundation. By using this development model, the curriculum prepared by the public authority is corrected by educators below it down to the foundation, so it becomes a big task for schooling specialists to take part in discussing the benefits and disadvantages of the curriculum.
7 Afiatut Dina, Model Pengembangan Kurikulum Pendidikan Agama Islam, Inovasi Kurikulum, vol. 18, 2021, https://doi.org/10.17509/jik.v18i2.35798.
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In developing a curriculum using the grass roots model, you must pay attention to the following points:
1) educators must have qualified capacity;
2) the educator should be totally involved with curriculum improvement, taking care of curriculum issues;
3) instructors should be directly associated with target detailing, choice of materials, and assurance of assessment;
4) educator comprehension meetings are successive and will result in agreement on objectives, standards, and plans8.
The implement the grassroots curriculum, what must be done is:
1) Need to investigate.
2) Review the education plan.
3) Identify neighbourhood problems.
4) Solving problems fairly.
5) Curriculum development.
6) Introduction of new education planModel Beauchamp.
The system formulated by G.A. Beauchamp (1975) in his book Curriculum Theory, 3rd ed.9 "Curriculum development using the Beauchamp model has five decision-making parts. The five stages of decision-making are:
1) Deciding on the arena of curriculum development, a decision that lays out the scope of the development effort.
2) Selecting and engaging curriculum development personnel, a decision that establishes the personnel of the curriculum development effort.
3) Organisation and procedures for curriculum development.
4) Curriculum implementation, an activity to implement the curriculum as decided in the scope of curriculum development systematically.
8 Yani Pratiwi et al., “Role Model Pengembangan Kurikulum Grass Root Di Sekolah Dasar,” Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 5, no. 2 (2022): 188–203,
https://doi.org/10.54471/bidayatuna.v5i2.1680.
9 Sinta Wahyuni and Novia Juita, “Model - Model Pengembangan Kurikulum Bahasa Di Sekolah” 06, no. 02 (2024): 11485–503.
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5) Curriculum evaluation, which includes 4 (four) aspects, namely:
a) evaluation of curriculum implementation by teachers, b) evaluation of curriculum design
c) evaluation of student learning outcomes, and d) evaluation of the whole curriculum system.
The data obtained from evaluation activities are used to refine the curriculum system and design, as well as the basic principles for implementing.
3. The Role Of Tyler
The tyler mode is a curriculum development model that consists of four stages, which start from determining objectives to assessment10.
1) Determine the purpose of the Curriculum. Determining the objectives of curriculum development, of course before developing the curriculum must determine the objectives of curriculum development.
2) Learning experience. Determine the learning experience that will be obtained in order to achieve the intended goal.
3) Organisation of learning experiences. This organisation is divided into 2 types, namely vertically and horizontally. by connecting the learning experience of a study of the same science at different levels is a vertical relationship while the horizontal relationship connects the learning experience of several fields.
4) Evaluation. Assessment of learning objectives as the main component. evaluate the effectiveness of learning experiences to determine whether educational goals have been achieved.
THE FUNCTION ROLE OF CURRICULUM
After knowing the models of the curriculum, we must also know the function of the curriculum model itself in the world of education. Some of the functions include:
10 Rosnaeni Rosnaeni et al., “Model-Model Pengembangan Kurikulum Di Sekolah,” Edukatif : Jurnal Ilmu Pendidikan 4, no. 1 (2021): 467–73, https://doi.org/10.31004/edukatif.v4i1.1776.
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1. Adaptive Function. This function helps individuals adjust to their entire environment.
2. Integration feature. This curriculum will help train general human resources.
3. Differential function. The curriculum should cater to individual differences in society. Differentiation makes people think critically and creatively.
4. Preparatory function. The curriculum is designed to prepare students to continue learning on a larger scale and equip them with the ability to continue learning.
5. Selection function. Choice means giving people the opportunity to choose what
they want or are interested in.
6. Diagnostic function. The curriculum supports and guides students in understanding and accepting themselves so that they can reach their full potential.
Then, through exploration and prediction, he/she improves his/her own weaknesses and develops his/her strengths11.
By understanding these functions, educators and curriculum developers are expected to be more effective in designing and implementing a quality curriculum that is not only relevant and responsive to students' needs, but also able to prepare them to face future challenges.
QUR'ANIC INTEGRATION AND CURRICULUM MODELS
1. Surah Al-Hasyr ayat 18
َهاللّٰ َّنِاۗ َ هاللّٰ اوُقَّتا َو ٍۚ دَغِل ْتَمَّدَق اَّم ٌسْفَن ْرُظْنَتْل َو َ هاللّٰ اوُقَّتا اوُنَمٰا َنْيِذَّلا اَهُّيَآٰٰي َن ْوُلَمْعَت اَمِبۢ ٌرْيِبَخ
“O you who have faith, be wary of God and let every soul consider what it has sent on ahead for tomorrow, and be wary of God”
In this one verse He mentions godwariness twice. First is the godwariness of the common people, namely the avoidance of forbidden things. Second is the godwariness of the elect, namely the avoidance of everything other than the Real. It
11 Andi Achruh, “Komponen Dan Model Pengembangan Kurikulum Pendidikan,” Jurnal Pendidikan Dan Konseling 4, no. 6 (2022): 1707–15.
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has also been said that the first alludes to the root of godwariness and the second to the perfection of godwariness. No one can pass over the steep road of the resurrection without the perfection of godwariness. One must be detached from all objects of desire, one must seize on not reaching one's desires, and one must consider all sweet drinks as poison. When someone's feet reach this point, he has reached the perfection of godwariness.
WāsiṬī said, “When the folk of godwariness act proudly toward the sons of this world, they are making claims in godwariness.” For, if this world had no impact on their hearts, they would not be proud about turning away from it.
A great one said, “This world is a shard of pottery seen in a dream. The next world is a pearl found in wakefulness. The man is not someone who is wary of a shard in a dream- the manly man is he who is wary of a pearl found in wakefulness.”
In short, know that the steps of the travelers in the road of godwariness are three: The step of the Shariah illuminates the door of the bodily frame. The step of the Tariqah illuminates the door of the heart. The step of the Haqiqah illuminates the door of the spirit. When those who travel in the bodily frame arrive, the hospitality of Surely the godwary will be in the midst of gardens and a river [54:54] will be brought for them. When those who travel in the heart arrive, the hospitality of a seat of truthfulness [54:55] will be brought for them. When those who travel in the spirit arrive, the hospitality of at an Omnipotent King [54:55] will be brought for them.
2. Hadist
نَم َناَك ُهُم وَي ا ًر يَخ ن ِم ِهِس مَا َوُهَف ُحِبا َر نَم َو . َناَك ُهُم وَي لثم هس مَا نوُب غَموهف
نَمو . ناك ا ًّرَشهموي
ن ِم هسما وهف
نوُع لَم
"Whoever is better today than yesterday is one of the lucky ones. Whoever has the same day as yesterday is a loser. Whoever is worse today than yesterday is cursed."
The above hadith is familiar to most people. In various study forums, teachers or preachers teach this hadith. One of the purposes of the Prophet's hadith is as a motivation for all of us that the coming day must be better than the past day. Not even worse.
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But what about the quality of the hadith? Because it is rare for preachers to mention its degree. Questions also arise about the validity of the hadith 'Today must be better than yesterday'.
There are several scholars who narrated the hadith, including Abu Nu'aim Al Ashbahani, Al Harith bin Abdillah Al A'war, Abu Bakr Al Qurasyi, Al Baihaqi. There are doubts about these narrators. There seems to be a flaw or weakness in the chain of transmission of this hadeeth.
CONCLUSION
1. The importance of curriculum in education and its different development models.
Education plays a crucial role in nation building and the curriculum serves as a tool to guide the teaching and learning process to achieve the expected goals.
2. Curriculum models, such as the administrative model, the grass-roots model, the Beauchamp model and the Tyler model, each have different approaches and characteristics. The choice of an appropriate model depends largely on the educational context and the needs of the students. With a good understanding of curriculum models, educators are expected to develop a more effective and relevant curriculum to improve the quality of education and learners' creativity. In addition, the importance of regular curriculum evaluation and adjustment is also key to keeping up with the times and meeting the needs of society.
3. In addition to the models, we also need to know the functions of the models described.
There are 6 general functions described in the above explanation of the overall function of the models described.
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