A.
Introduction
Curriculum theory is a
prerequisite for developing a curriculum as a discipline. Curriculum theory
serves as an intellectual activity to understand the nature of education and
teaching experience in internal and existential. Curriculum
is an area of vital importance to the professional teacher. It is after all,
the very substance of schooling and the raison for teachers in schools. Islam
regards curriculum as a tool to educate young people well and help them to open
up and develop the willingness, talents, strengths and skills of their manifold
and prepare them to exercise the rights and obligations properly, taking self
responsibility, family, community, and nation, participate
actively to the betterment of society and nation. In addition, the curriculum
as well as a tool to create the desired change in the habits, beliefs,
attitudes, systems and people's lifestyles.
Muslims as government, educational
reformer, or even students see curriculum as core of the
educational process and the first way to reach the goal of education.
B.
Discussion
1.
Definition of curriculum
Curriculum is defined as all the planned learning
opportunities offered to learners by the educational institution and the
experiences learners encounter when the curriculum is implemented. This is
includes those activities that educators have devised for learners which are
represented in the form of a written document[1]
The most important
concept that needs to get an explanation in the theory of curriculum is the
concept of curriculum. There are three concepts of the curriculum, the
curriculum as the substance, as a system, and as a field of study such as:[2]
• The curriculum
as a substance: A curriculum, viewed man as a plan of learning
activities for students at school, or as a set of objectives to be achieved. A curriculum can also
refer to a document that contains the formulation of objectives, teaching
materials, teaching and learning activities, schedules, and evaluation. A
curriculum can also be described as a written document as a result of mutual
agreement among the drafters of the curriculum and educational policy holders
with the public. A curriculum can also include a specific scope, a school, a
district, province, or across the country.
• The curriculum
as a system: Curriculum system is part of the school system, education system,
even the public system. A curriculum system includes personnel structure and working procedures how
to prepare a curriculum, implement, evaluate, and refine them. A result of a
curriculum system is compilation of a curriculum, and functionality of the
system is how to maintain the curriculum of the curriculum in order to remain
dynamic.
• The curriculum as a field of study: This is a
field of study curriculum experts and educational experts and teaching.
Objectives of the curriculum as a field of study is to develop knowledge about
curriculum and curriculum system. Those who study the
field of curriculum study the basic concepts of the curriculum. Through
literature studies and various research activities and experiments, they found
the barn things that can enrich and strengthen the field of curriculum studies.
2.
Curriculum Foundations
Ø Philosophical
Sources
Philosophy
and philosophical assumptions are basic to all curriculum foundations as they
are concerned with making sense of what we encounter in our lives[3]. Philosophy
have important role in curriculum development. First, philosophy can determine the goal of education. Second, Philosophy can determine content
or subject. Third, Philosophy can
determine strategy or method to achieve the goal. Fourth, Philosophy can measure the achievement of education[4].
The aim of school is to educate children to become a good man. What is good is
essentially determined by the values, ideals or philosophy that embraced the
State, as well as teachers, parents, community and even the world. The
curriculum must have a close relationship with the philosophy of the nation and
the State, especially in determining the man who aspired for goals to be
achieved through formal education. For example:
In Dutch era, Indonesia use curriculum that is oriented to political interest
of dutch. After Indonesia get freedom and use pancasila as basic and philosophy
so the curriculum is appropiated into values in pancasila.
Basically,
there are three aproach of philosophy that can give influences for curriculum
development :[5]
·
Philosophy of Idealism
According to philosophy of idealism human is spiritual and social creature,
so the goal of education must be developed in order to formulate character,
talent, and good socialization suitable with the nature of human
·
Philosophy of Realism
According to philosophy of realism, human is depend on something that they
do, so the goal of education should be formulated to adaptation and social
responsibility. Curriculum must be developed comprehensively involve sains,
social, or the content of value in the form of subject centered.
·
Philosophy of pragmatism
According to philosophy of pragmatism there is no limitation for the goal
of education (lifelong education). The goal of education more emphasize to
obtain useful experience for solving problem in individual or social life.
Ø Sociological
Sources
Society
and culture exert enormous influences on the formation of the school curriculum
o indeed any curriculum. Every society has norms, customs
which can not be known and realized no children in the past stated in his
personal conduct. Every society has different value that was followed. Each
child will be different cultural backgrounds. This difference should be considered
in the curriculum. In terms of our republic must keep, so that this principle
should not be exceeded dominate causing community-centered curriculum or
society-centered curriculum.
Influences of
society and culture on curriculum: [6]
·
The
societal and cultural influences that affect curriculum developers are evident
in both conscious and unconscious ways and their impact is certainly profound
·
Society
and culture influence curriculum developers
simply because they are members of a particular society
·
Social
and cultural influences on the curriculum which
deserves specific attention is
that of culturally induced bias
Ø Psychological
Sources
Curriculum as tool to achieve
the goal of education have relationship with learner’s change behaviour. So
that to develop curriculum have to use phsicological foundation.
There
are two areas of psychology that underlies the development of curriculum:[7]
·
Developmental
psychology: In the developmental psychology studied about the nature of development,
phases of development, aspects of development, individual development tasks, as
well as other matters related to development of the individual.
·
Psychology
of learning: is the study of individual behavior in the context of learning, examines
the nature of learning, learning theories, and various other aspects of
individual behavior in learning.
Ø Technology
Sources
Curriculum
as tool of education must be renewal that must suitable with human development.
The important point that must be understood related with technology
·
Changing
of life style
There are several areas of
science and technology that have a profound influence on people's lives either
directly or indirectly. These areas are communications, transport, industry and
the mechanization of agriculture, and weaponry. Education also had considerable
influence of science and technology, long ago, technology has been applied in
education, but the technology used is simple just like using Blackboard and
chalk, pen and ink, and etc. Following development time, this is used in a
modern technology, just like audio, video cassette, overhead projectors, slide
film, motion film computer, internet and etc. Thus, there is a close
relationship between the curriculum and technology. Due to a very close
relationship that the technology became one of the basic curriculums is very
important.
3.
Component
of Curriculum
Ø Goal
Hummel
(1997) describe three kinds that must be considered to achieve the goal of
education:[8]
·
Autonomy; gives individuals and groups the maximum awareness,
knowledge, and ability so that they can manage their personal and collective
life to the greatest possible extent.
·
Equity; enable all citizens to participate in
cultural and economic life by coffering them an equal basic education.
·
Survival; permit every nation to transmit and
enrich its cultural heritage over the generation but also guide education
towards mutual understanding and towards what has become a worldwide
realization of common destiny.
Ø Content
Component program content and structure / material is material that is programmed to achieve the educational goals have been set. Content or material that is usually in the form of material fields study, for example; Mathematics, Indonesian Language, Science, Social Studies, Morals, tasyri, Arabic and others. Areas of study are tailored to the types, levels and pathways existing education and fields of study are usually already included or loaded in the structure of a school curriculum program.
Component program content and structure / material is material that is programmed to achieve the educational goals have been set. Content or material that is usually in the form of material fields study, for example; Mathematics, Indonesian Language, Science, Social Studies, Morals, tasyri, Arabic and others. Areas of study are tailored to the types, levels and pathways existing education and fields of study are usually already included or loaded in the structure of a school curriculum program.
Nana Syaodih Sukamadinata (1997)
explores the sequence arrangement of learning materials, namely:
1. Chronological
sequences; arrangement of learning materials that contain a sequence of time.
2. Causal
sequences; composition containing instructional material causality.
3. Structural
sequences; arrangement of learning materials that contain the structure of
matter.
4. Logical
and psychological sequence; sequence is a logical arrangement of learning
materials at the beginning of the section towards the whole, from the simple to
the complex. While the psychological opposite of the whole sequence to the
parts, and from simple to complex. According to the logical sequence of
learning materials compiled from real to abstract, from the object to the
theory, from function to structure, from the issue of how the problem of why.
5. Spiral
sequence; arrangement of learning materials that focus on particular topics or
materials that are popular and simple, then developed, deepened and expanded
with more complex materials.
6. Sequence
circuit to the rear; in this teaching sequence begins with the final step and
retreat backward. Examples of problem-solving of a scientific nature, involves
5 steps as follows: (a) restrictions on the issue, (b) preparation of a
hypothesis, (c) data collection, (d) testing the hypothesis, and (e)
interpretation of test results.
7. In teaching, teachers start with
step (a) to (d), and learners are asked to make the interpretation of the
results (e). On the other chance
teacher presents data on other issues of step (a) to (c) and learners are asked
to conduct hypothesis testing (d) and so on.
8. Sequences
based on the hierarchy of learning, the learning procedure begins analyzing the
objectives to be achieved, then look for a hierarchical sequence of learning
materials to achieve a goal or competency. Hierarchy describes the sequence of
behaviors that must be mastered early learners, successive straight up to the
final behavior.
Ø Strategy
In teaching and learning, an
educator or teacher needs to understand the strategy. The strategy should be care about the approach,
methods and the teaching tools that may be needed in teaching and learning
process. Strategy instruction can be understood as way owned by a teacher in
the learning process. Thus, the strategy has a comprehensive meaning that must
be understood and intended to apply by
an educator to prepare their students from teaching to the evaluation. By using
the right strategy, it is expected for results that are obtained in the learning process
may be satisfactory for both educators and students. However, the use of
precise and accurate strategy is largely determined by the level of competence
of educators. Educators recently have started to lead to the two communications
Airways in the process of learning and teaching in the classroom.
Ø Evaluation
To see how far the success of the
performance of curriculum implementation, evaluation is required. Given the
evaluation component is closely related to another component, then the way the
assessment or evaluation will determine the objectives of the curriculum,
materials or ingredients, as well as teaching and learning process.
In evaluating, usually an educator will evaluate students with the material or materials that have been taught, or at least something to do with who has been taught. It is very important, given the assessment results or results that are owned by students rarely a barometer of the success of the process of teaching in a school and is closely related to future students.
Further, the assessment is very important not only to show the extent to which the level of achievement students, but also a source of input in an effort to repair and update the curriculum. Observation, in the broadest sense, can be done not only by educators, but also the wider community and those who are authorities in education.
In evaluating, usually an educator will evaluate students with the material or materials that have been taught, or at least something to do with who has been taught. It is very important, given the assessment results or results that are owned by students rarely a barometer of the success of the process of teaching in a school and is closely related to future students.
Further, the assessment is very important not only to show the extent to which the level of achievement students, but also a source of input in an effort to repair and update the curriculum. Observation, in the broadest sense, can be done not only by educators, but also the wider community and those who are authorities in education.
4.
Conclusion
Curriculum
is defined as all the planned learning opportunities offered to learners by the
educational institution and the experiences learners encounter when the
curriculum is implemented.
The foundation of curriculum include some aspects such as
philosopical foundation, pshycological foundation, sociological foundation, and
technological foundation that become basic of curriculum.
The componen of curriculum involve the goal, content,
strategy, and evaluation that have relationship and can’t be separated each
other.
BIBLIOGRAPHY
Syaodih, Nana. 1997. Pengembangan Kurikulum Teori dan Praktik.
Bandung: Remaja Rosdakarya
Print, Murray. 1987. Curriculum Development and Design. Australia
Sanjaya, Wina. 2008. Kurikulum dan Pembelajaran.
Jakarta: Prenada Media Grup
Sukirman, Dadang. Kurikulum dan Pembelajaran. PDF
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