Week 1- 3 :
CURRICULUM MODELS
Sept 27 2016
Prepared by Dinn Wahyudin
[email protected]
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Objectives
1. Define curriculum development
2. Define the concept of model
3. Identify types of curriculum
development models
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What is curriculum development?
Curriculum development is the
organized preparation of whatever is
going to be taught in schools at a given
time in a given year.
They are made into official documents,
as guides for teachers, and made
obligatory by provincial and territorial
departments
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What is curriculum development?
Curriculum Development can be defined
as the systematic planning of what is
taught and learned in schools as reflected
in courses of study and school programs.
These curricula are embodied in official
documents (typically curriculum "guides"
for teachers) and made mandatory by
provincial and territorial departments of
education
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What is curriculum development?
Curriculum development is the process
of setting up and establishing specific
guidelines of instruction for the
curriculum.
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The Curriculum: Models
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Curriculum models
Definition:
A simplified representation of reality
which is often depicted in
diagrammatic form
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Curriculum models
Purpose:
To provide a structure for examining
the elements that go to make up
curriculum planning, and how these
elements interrelate.
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Curriculum models
Model:
The literature in the area of curriculum
has accepted the use of the term model
to explain both the nature and the process
of curriculum development.
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Curriculum models
Models are used to explain:
levels of curriculum
aspects of organization practice
aspects of classroom instruction
types of decision making
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Curriculum models
Are designed to provide a basis for decisions
regarding the selection, structuring and
sequencing of the educational experiences
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1. Subjek Akademik
Model kurikulum subjek akademis, yaitu
model kurikulum tertua dan sangat
praktis. mengutamakan isi (subject
matter) yang merupakan kumpulan dari
bahan ajar atau rencana pembelajaran.
Tingkat pencapaian/penguasaan peserta
didik terhadap materi merupakan ukuran
utama dalam menilai keberhasilan belajar
siswa.
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2. Humanistik
Model kurikulum humanistik, yang muncul
sebagai reaksi atas pendidikan yang lebih
menekankan aspek intelektual siswa dan
dominasi guru. Model kurikulum ini
menganggap bahwa siswa adalah yang
pertama dan utama dalam pendidikan.
Siswa dengan potensi, kemampuan dan
kekuatannya selalu bisa dikembangkan
dari sisi intelektual, afeksi, dan sosialnya.
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3. Rekonstruksi Sosial
Pemusatan pada masalah-masalah yang
dihadapi oleh masyarakat. Melalui
interaksi dan kerja sama antara siswa,
guru, orang tua, lingkungan, masalah-
masalah yang terdapat di masyarakat
dapat terselesaiakan sehingga terbentuk
masyarakat yang lebih baik.
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4. Teknologis
Model kurikulum teknologis,yang
menekankan pemanfaatan pelbagai hasil
teknologi untuk memberikan layanan
belajar kepada setiap individu siswa.
Teknologi dalam pengertian alat lebih
dilihat dari sisi penunjang pembelajaran
yang efisien dan efektif. Dan pengertian
sistem, mengarah pada program yang
ditunjang alat dan media pengajaran.
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The curriculum process
The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
Outcomes
Content
method
assessment strategies
These decisions are made in relation to the
context in which the curriculum will
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operate. Model Kurikulum/PK/2016 16
Types of curriculum models
Rational/objectives models
Cyclical
models
Dynamic/interaction models
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A continuum of curriculum
models
Rational/objectives models:
Ralph Tyler
Hilda Taba
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A continuum of curriculum
models
Cyclical models:
Wheeler
Nichols
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A continuum of curriculum
models
Dynamic/interaction models :
Walker
Skilbeck
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Ralph Tyler's Model/Rationale
Ralph Tyler considered four
considerations in curriculum
development:
1. purposes of the school
2. educational experiences related to the
purposes
3. organization of the experiences
4. evaluation of the experiences
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Hilda Taba's Linear Model
Hilda Taba believed that teachers who
teach or implement the curriculum should
participate in developing it.
Her advocacy was commonly called the
"grassroots approach" where teachers
could have a major input.
She presented seven major steps:
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Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher
(curriculum designer) starts the process
by identifying the needs of the students
for whom the curriculum is to be planned
2. Formulation of learning objectives. After
the teacher has identified the needs that
require attention, he or she specifies
objectives to be accomplished.
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Hilda Taba's Linear Model
3. Selection of learning content. The objectives
selected or created suggest the subject matter
or content of the curriculum. Not only should
objectives and content match but also the
validity and significance of the content chosen
needs to be determined.
4. Organization of learning content. A teacher
can not just select content, but must organize
it in some type of sequence, taking into
consideration the maturity of the learners, their
academic achievement, and their interests.
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Hilda Taba's Linear Model
5. Selection of learning experiences. Content must
be presented to pupils and pupils must engage
the content. At this point, the teacher select
instructional methods that will involve students
with the content.
6. Organization of learning activities. Just as
content must be sequenced and organized, so
must the learning activities. Often the sequence
of the learning activities is determined by the
content. But the teacher needs to keep in mind
the particular students whom he or she will be
teaching.
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Hilda Taba's Linear Model
7. Evaluation and means of evaluation.
The curriculum planner must determine
just what objectives have been
accomplished. Evaluation procedures
need to be considered by the students
and teachers.
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Curriculum Development
Some curriculum
Selection of Aims
experts like Tyler 1
say that the steps
are followed in a Selection of Content &
sequence or a Learning Experiences
2
straight line.
Organization of
This model that content & Learning
assumes that 3 Experiences
curriculum decision
Evaluation of Learning
making follows a outcomes
4
straight line is called
linear model
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Curriculum Development
Other scholars argue that
curriculum decision
making is not a simple Evaluation
Aims, Goals
& Objectives
linear process that
necessarily starts with
aims.
One of them is Wheeler Organisation &
Integration of Selection of
Learning Learning
(1978) who believes that Experiences &
Content
Experiences
curriculum decision
making can start from any Selection of
Content
point and can come back
to any of the points e.g.
like a cycle
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Curriculum Development
Kerr (1968) also
believes that
curriculum process is a Objective
very complex set of
activities and decisions
and they interact a lot.
Changes made in Evaluation Content
content may
necessitate changes in
experiences, which Learning
Experience
may again bring about
changes in evaluation
etc.
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Evaluation
What was useful?
What was not so useful?
What needs to be Changed?
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TERIMA KASIH
THANK YOU
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