Semester Exam Assignment Learning Curriculum

SEMESTER EXAM ASSIGNMENT: LEARNING CURRICULUM TASK: 1. Explain the meaning of curriculum and state according to whose opinion (figure/author/source) 2. Explain the relationship between curriculum components as proposed by Robert S. Zais (1967) 3. Explain and describe each component of the curriculum in Indonesia 4. Explain each hierarchy of curriculum objectives starting from general educational objectives to specific instructional objectives. ANSWER: 1. Definition of curriculum according to several experts: • In Law number 20 of 2003 concerning the national education system, article 1 point 19 states that "curriculum is a set of plans and arrangements regarding objectives, content and learning materials as well as methods used as guidelines for implementing learning activities to achieve certain educational goals (Prayitno, p. 280, 2009). • According to Daniel Tanner and Laurel Tanner, curriculum is a directed and planned learning experience in a structured and structured manner through a systematic reconstruction of knowledge and experience under the supervision of educational institutions so that students have motivation and interest in learning (Sarinah, p. 12, 2018) . • According to Carter V. Good who states "Curriculum as a systematic group of courses or sequence of subjects required for gradation or certification in a major field of study, for example, social studies curriculum, physical education curriculum..) or in language he explains that the curriculum has a narrow and traditional meaning, where the curriculum only contains and is limited to a number of subjects given by teachers/schools to students in order to obtain a diploma or certificate (Lismina, p. 01, 2017) • Tilaar describes the curriculum as a racing arena in which there are several elements that are interconnected with each other, namely (a) racing field; (b) the horse to be raced; (c) jockeys riding horses; (d) the distance traveled by the horse. Where the elements mentioned will determine whether or not the desired goal is achieved. 2. Robert S. Zais (1976) calls the aspects or components contained in curriculum development with the term anatomy of curriculum which consists of the components aims (aims, goals, objectives), content (content), activities learning (learning activities), and evaluation (evaluation). He described these aspects or components as an integration. 3. There are four main components of the curriculum that have been proposed by the three curriculum experts. These aspects or components are (1) objectives, (2) content/materials, (3) learning strategies, (4) evaluation. • Objective Ivor K. Davies (in Hamid Hasan, 1990) suggests that the objectives in a curriculum will describe the human qualities that are expected to be developed from an educational process. The objectives are expected to be able to provide guidance regarding the direction of change that is envisioned from a curriculum which must be final in nature. Clear objectives will also provide clear instructions for the selection of content, learning strategies and media, as well as evaluation, even in various curriculum development models, these objectives are considered as the basis, direction and benchmark in determining other components. • Curriculum Content/Materials The second component after objectives in curriculum development is determining curriculum content or materials. The study of curriculum content issues occupies an important position and also determines the quality of an educational institution. Saylor and Alexander (Zais, 1976) stated that the content of the curriculum includes facts, observations, data, perceptions, sensing, problem solving, which originate from human thinking and experiences which are arranged and organized in the form of ideas, concepts. ), generalization (generalization), principles (principles), and problem solving (solution). Meanwhile, Hyman (Zais, 1976) defines curriculum content into three elements, namely knowledge (e.g. facts, explanations, principles, definitions), skills and processes (e.g. reading, writing, calculating, thinking). critical thinking, decision making, communicating), as well as values (eg beliefs about good and bad, right and wrong, beautiful and ugly). • Learning strategies This learning strategy is related to the problem of the method or system for delivering curriculum content (delivery system) in order to achieve the goals that have been formulated. The definition of learning strategy in this case includes approaches, procedures, methods, models and techniques used in presenting curriculum material/content. Nana Sudjana (1988) stated that learning strategies are essentially real actions from teachers or teacher practices in carrying out teaching in certain ways that are considered effective and more efficient. In other words, this strategy is related to the politics or tactics used by teachers in implementing the curriculum systemically and systematically. • Evaluation Evaluation activities are an inseparable part of curriculum development, both at the macro and micro levels. This evaluation component is intended to assess the achievement of predetermined goals, as well as assess the overall curriculum implementation process, including assessing the evaluation activity itself. The results of this evaluation activity can be used as feedback to make improvements and refine the development of curriculum components. In the end, it is hoped that this evaluation can act as input for policy makers in curriculum decision making in particular, and education in general. 4. The Hierarchy of Indonesian Education Goals is divided into four, namely: • National Education Goals It is a goal to be achieved nationally which is based on state philosophy. The nature of this goal is ideal, comprehensive or comprehensive, complete and becomes the parent for the goals below it. • Institutional Goals Goals that are expected to be achieved by an educational institution. • Curricular Objectives Explanation of institutional objectives containing educational programs that are targeted by a subject. • Instructional Objectives Lower level goals that must be achieved after a learning process. Before implementing the education unit level curriculum (KTSP), these instructional objectives were further broken down into general instructional objectives (TIU) and Specific Instructional objectives (ICT).