Curriculum Development Model

CURRICULUM DEVELOPMENT MODEL A. Background Curriculum is one of the important dimensions for the world of education. Curriculum is a description of educational goals that are the basis for the learning process. This learning process is carried out as an effort to achieve the goals formulated in the curriculum. The development of a curriculum from time to time is also caused by many factors. For example, the development of science and technology. This factor can cause the curriculum to be developed which will later produce a curriculum development model. The model as a basic concept regarding the implementation and assessment of learning in the scope of education is a reference in selecting and determining the curriculum used. The curriculum development model here contains ideas or concepts, procedures for implementation and evaluation of final results. In this paper we will discuss the definition of the curriculum development model, the concept model of curriculum development, the steps of the curriculum development model, the top-down and grassroots levels in the curriculum development model, and the curriculum organization model. B. Definition of Curriculum Development Model According to Good (1972) and Traves (1973) in (Sanjaya, 2008) a model is an abstraction of the real world or a representation of complex events or systems, in narrative, mathematical, graphic and other symbols. Models are basically related to designs that can be used to translate something into reality, which is more practical in nature. Models function as a means to facilitate communication, as a guide that is perspective in making decisions, and as a guide for planning management activities. In curriculum development, a model is a theoretical review of a curriculum process as a whole or one part of the curriculum. There are models that question the entire process and there are also those that only focus on the mechanism of compiling the curriculum. (Arifin, 2012). The concept of curriculum development is a curriculum plan that aims to obtain a better curriculum in order to achieve certain goals, namely changes in student behavior. Some ideas that underlie curriculum development are obtained from 1). Changes in the development of the vision, mission, goals and objectives carried out. 2). Rapid changes in science and technology. 3). Results of evaluation of the previous curriculum. 4). Changes in stakeholder needs. 5). Views or suggestions from experts or specialists. 6). Demands of the global world and so on. (Wahidmurni, 2010). It can be concluded that the curriculum development model is a model used to develop a curriculum, where curriculum development is needed to improve or perfect the curriculum that is made to develop itself either from the central government, local government or school. C. Concept of Curriculum Development Model There are 4 types of curriculum development model concepts, namely: a) Subject Academic Curriculum a. The academic subject model curriculum is a curriculum whose material or content develops previously existing sciences. Such a concept is based on the philosophical thinking of Perennialism and Essentialism. The orientation of this concept is to look at the past for the future. The sciences that already exist from previous thinkers or inventors are selected according to the vision, mission and goals of the school or madrasah. The function of education according to this concept is only to maintain and pass on the results. The learning strategy and focus are teacher-centered scientific generalizations, while the curriculum design is structured from top to bottom. Adjustment of subjects to child development Academic subject curriculum developers prioritize the arrangement of materials logically and systematically rather than aligning the sequence of materials with children's thinking abilities. They generally pay less attention to how students learn and prioritize the structure of the content, namely what will be taught. The learning process taken by students is as important as mastery of concepts, principles, and generalizations. Academic subject curriculum experts also view the material to be taught as universal, they ignore student characteristics and the needs of the local community. To overcome the weaknesses above, several improvements were made in further developments: • To balance the emphasis on the thinking process, they began to encourage the use of intuition and guesswork. • There are efforts to adapt lessons to individual differences and local needs. • Utilization of facilities and resources available in the community. The characteristics of the academic subject curriculum have several characteristics regarding the objectives, methods, content organization, The purpose of the academic subject is to provide solid knowledge and train students to use ideas and research processes. With knowledge in various disciplines, students are expected to have concepts and methods that can continue to be developed in the wider society. Students must learn to use their thinking and be able to control their impulses. Schools must provide opportunities for students to realize their ability to master cultural heritage and if possible enrich it. The most widely used methods in the academic subject curriculum are expository and inquiry methods. The ideas given by the teacher are then elaborated (implemented) by students until they master them. The main concepts are arranged systematically, with clear illustrations for further study. In the material of the discipline obtained, various important problems are sought, then formulated and solutions are sought. Through this process, students will find that the ability to think and observe is used in natural sciences, logic is used in mathematics, form and feeling are used in art and coherence in history. They study standard books to enrich their knowledge, and to understand past cultures and understand current conditions. b. Humanistic Curriculum. The concept of humanistic curriculum in macro terms holds that education aims to make students become humane people so that the learning that is carried out must also be learning that humanizes humans. The concept of this curriculum, its content, process, and results prioritize how humans understand human identity, potential human talents-interests, human life goals, human rights and obligations and so on. This curriculum is based on the concept of personal education (Personalized education). This school of thought gives more priority to students. They start from the assumption that children or students are the first and foremost in education. He is the subject that is the center of educational activities. They believe that students have the potential, have the ability, and the strength to develop. Humanist educators also adhere to the concept of Getsalt, that individuals or children are a whole unit. Education is directed at fostering whole humans not only in terms of physical and intellectual aspects but also social and affective aspects (emotions, attitudes, feelings, values, etc.). Their views developed as a reaction to education that emphasized the intellectual aspect with the main role held by the teacher. Humanistic education emphasizes the role of students. Education is an effort to create a permissive, relaxed, and friendly situation. Thanks to this situation, children develop all their potential. Their education emphasizes more on how to teach students (encourage students), and how to feel or behave towards something. The goal of teaching is to expand self-awareness and reduce distance and alienation from the environment. There are several schools of thought that are included in humanistic education, namely Confluent education, Radical criticism, and modern mythicism. Confluent education emphasizes personal needs, individuals must respond completely (both in terms of thoughts, feelings, and actions), to the complete unity of the environment. Radical criticism originates from the naturalism or romanticism of Rousseau. They view education as an effort to help children discover and develop all their own potential. Education is an effort to create a situation that allows children to develop optimally. Educators are like farmers who try to create loose soil, sufficient water and air, free from various pests, for the growth of plants that are full of potential. In education there is no coercion, there is only encouragement and stimulation to develop. And in the learning process, teachers are required to implement and increase motivation so that students find self-awareness (Learner Centered). c. Social Reconstruction Curriculum The concept of Social Reconstruction Curriculum is a curriculum concept that is based on problems that arise in society. The orientation of the curriculum is expected that the results of education can help solve these problems. So the function of this curriculum views that the most important education is interaction. Schools or madrasas must be able to participate in the development of society, and conversely the community can support the development of the curriculum in schools. the content or material is the renewal of society, while the focus of the learning is the learning carried out by individuals (Future Learning). Social reconstruction teaching is widely implemented in areas that are classified as underdeveloped and whose economic levels are also not high. The implementation of this teaching is directed to improve their living conditions. In accordance with the potential that exists in society, schools study these potentials, with financial assistance from the government, schools try to develop these potentials. In agricultural areas, for example, schools develop agriculture and animal husbandry, in industrial areas they develop industrial fields. d. Technology Concept The concept of technology curriculum is a curriculum concept that always follows the development of science and technology. The curriculum is attempted to follow the dynamics of science and technology, so that education is not out of date, but up to date. This is because technological developments for all aspects of life. Education is software and technology is its medical tool. While if education is hardware, technology is a tool or media that will help the educational process that is carried out. The curriculum developed from the concept of educational technology has several special characteristics, namely: • Objectives, directed at mastering competencies formulated in the form of behavior. • Method, which is a learning activity is often seen as a process of reacting to the stimuli given and if the expected response occurs, the response is strengthened. • Organization of teaching materials. • Evaluation. The implementation of teaching consists of the following steps: • Confirmation of objectives • Implementation of teaching • Knowledge of results D. Curriculum Development Steps 1) Needs analysis: Needs analysis must look at three aspects, namely student needs, community demands, and government expectations. From these three needs, they can be analyzed using approaches, including − Needs Study Conducting a survey of graduate users in analyzing needs by conducting interviews with a number of people, the community, the government, stakeholders and users related to what students, the community, and the government need in relation to the curriculum as an educational program. Competency Study Conducted by analyzing the competencies needed by graduates of a type and level of educational program. − Task Analysis Approach Analyze each type of task that must be completed, the task can be related to cognitive, affective, and or psychomotor aspects. With the final results of this needs analysis and diagnosis activity will be used as input data for the next step in curriculum development and goal formulation. 2) Curriculum Design Development: Competency standards => Curricular objectives are objectives that must be achieved by each field of study or subject. Therefore, curricular objectives can be defined as qualifications that students must have after completing a particular field of study in an educational institution. Curricular objectives are basically intermediate objectives to achieve the goals of the educational institution. Thus, each curricular objective must be able to support and be directed to achieve institutional objectives. The formulation of other curricular objectives for fields of study can be seen in the elementary school curriculum in the GBPP (Outlines of the Teaching Program). − Basic competencies => General Instructional Objectives (TIU) are teaching objectives in which changes in student behavior that are still internal changes that cannot be seen and measured. The verbs in general teaching objectives still reflect behavioral changes that generally occur in humans, so that they still give rise to several different interpretations. Example of TIU: "after doing the lesson, students are expected to be able to understand addition correctly". The verb "understand addition" is a general verb because understanding addition can be interpreted differently. − Indicator => Specific Instructional Objectives (TIS) are teaching objectives where behavioral changes can be seen and measured. Verbs that describe behavioral changes are specific so that measurements can be made without causing various differences in interpretation. For example, ICT which is formulated as follows: "Students will show a positive attitude towards national culture", can be more specific by saying "students will prove their appreciation for national dance by participating in a dance at the class farewell". 3) Curriculum Implementation a. Content / material b. Method c. Media d. Evaluation e. Facilities f. Time 4) Curriculum evaluation: Measuring what is to be measured, namely by reviewing whether the activities that have been carried out are in accordance with the objectives set or not. Self-assessment is an activity of collecting information, making considerations, and making decisions. Evaluating means giving or assessing whether something is valuable or not, something is achieved or not, something is successful or not. Evaluation functions to provide accurate information on students' academic abilities. So, the results of the evaluation will be used to revise or change the total curriculum into a new curriculum. 5) Curriculum improvement: In the concept of improvement, several important points have been emphasized which are a manifestation of the dynamics of the curriculum in order to meet the demands of the world of education that continues to advance, along with the development of science and technology that is increasingly rapid. And from these points, it is clear that there is a difference between the concept of improvement and the previous concept. In the concept of improvement, it is emphasized that there are: − Efforts to adjust the curriculum to the development of science and technology. − To obtain the truth of the substance of the subject matter and suitability to the level of development of students − It is done to get the right proportion between the objectives to be achieved with the learning load, the potential of students and the environmental conditions and supporting facilities. E. Usefulness of Models and Curriculum Development The curriculum development model is an alternative procedure in designing, implementing, and evaluating a curriculum. Therefore, the curriculum development model can create a picture of the learning process system that can achieve educational goals. Curriculum development must be carried out so that the curriculum used can run effectively. Because basically the curriculum development model is an alternative in designing, implementing, and evaluating the curriculum. Each model has the same characteristics and refers to national education goals. While in practice, the curriculum development model tends to emphasize more on systematic and logical material content, and its implementation in community life is often ignored. Therefore, in order to develop a good curriculum, a curriculum expert must understand and comprehend each existing curriculum development model and which model is considered appropriate for use in curriculum development, so that there is a balance between theory and practice regarding the curriculum. On this occasion, we will discuss 3 curriculum development models, namely: the Tyler model, administrative, and demonstration. 1) Ralph Tyler Model, Tyler developed the curriculum based on several questions that arose in curriculum development. These questions are: a. What educational goals are achieved by the school? b. What educational experiences should be provided to achieve educational goals? c. How should educational experiences be organized? d. How to determine whether goals have been achieved? Based on the questions that arose, Tyler formulated four stages that would be carried out in curriculum development, namely: a. Determining educational goals b. Determining the learning process c. Determining the organization of learning experiences d. Determining learning evaluation 2) Administrative Model, in the development of this curriculum there are several procedural stages that must be taken with the assistance of several specific teams. − The first step is the formation of initial ideas carried out by high-level officials, who make decisions and policies related to curriculum development. This team is tasked with influencing curriculum development − The second step is to form an implementing committee team or commission to develop the curriculum which is supported by several members consisting of experts, namely: education experts, curriculum, disciplines, community leaders, education implementation teams, and the world of work. This team is tasked with developing general concepts, foundations, references, and curriculum development strategies, then compiling the curriculum, selecting and compiling guidelines and substance of learning materials, compiling alternative learning processes, and determining learning assessments. − The third step is that the curriculum that has been compiled is then submitted for review and improvement by the steering team. This team makes adjustments between aspects of the curriculum in a coordinated manner and prepares it systematically for trials and for socialization and dissemination. 3) Demonstration Model, a curriculum development model whose ideas come from below. According to Smith, Stanley, and Shores there are two forms of this development model. − First, a group of teachers from a school or several schools are organized and appointed to carry out a curriculum trial or experiment. − Second, from several teachers who are dissatisfied with the existing curriculum, then they conduct experiments, trials and carry out development independently. There are several advantages in this development, including: • This curriculum is more real and practical • Curriculum changes on a small scale or in more specific aspects are less likely to be rejected by the administrator. • The nature of the small-scale model will avoid gaps in documents and implementation in the field. • This model will drive initiatives. F. Curriculum Development Approaches and Patterns a. Curriculum Development Approach The approach can be understood as a starting point or a person's perspective on a particular process. Thus, the curriculum development approach refers to the starting point or perspective in general about the curriculum development process. The approach emphasizes more on efforts and implementation of steps or ways of working by implementing a strategy and several appropriate methods, which are carried out in accordance with systematic steps to obtain better work results. The curriculum is a set of statements that give meaning to the school curriculum, this meaning occurs because of the affirmation of the relationship between curriculum elements, because of the instructions for the development, use and evaluation of the curriculum. So the curriculum development approach is a way of working by implementing the right strategies and methods by following systematic development steps to produce a better curriculum. There are two types of approaches that can be applied in developing the curriculum, namely the following: 1) Top Down Approach Top Down Approach or administrative approach, namely an approach with a command system from top to bottom. It is called a Top Down approach, because curriculum development arises from the initiative of education officials or administrators or from education policy makers (officials) such as directors general or heads of Regional Offices. Furthermore, by using a kind of chain of command, curriculum development trickles down. Because it starts from the top, this approach is also called the line staff model. Usually this approach is widely used in countries that have a centralized education system. Judging from the scope of its development, the top down approach can be done either to compile a completely new curriculum (curriculum construction) or to improve the existing curriculum (curriculum improvement). 2) Grassroots Approach In the grassroots model, the curriculum development initiative starts from the field or from teachers as implementers, then spreads to a wider environment, so this curriculum development is also called bottom-up curriculum development. Because of its nature, this approach is more widely used in curriculum improvement (curriculum improvement), although on a limited scale it may also be used in developing a new curriculum (curriculum construction). 3) Deconcentration Deconcentration is the delegation of authority from the central government to central government officials in the regions to carry out the tasks of the central government in the regions. In other words, deconcentration is an extension of the central government in the regions. This means that the implementation of curriculum development is placed in each provincial region in its position as an administrative region to carry out curriculum development. G. Curriculum Development Patterns Based on what is the focus of teaching, at least three curriculum patterns are known, namely: 1. Subject centered design, a curriculum design that is centered on teaching materials. Subject centered design curriculum is the most popular, oldest and most widely used form of design. In Subject centered design, the curriculum is composed of a number of subjects, and these subjects are taught separately. Because of the separation, this curriculum is also called a separated subject curriculum. Subject centered design developed from the concept of classical education that emphasizes knowledge, past cultural values, and seeks to pass it on to the next generation. 2. Learner-centered design, a curriculum design that prioritizes the role of students. Learner-centered design, gives the main place to students. In education or teaching, the students themselves learn and develop. Teachers or educators only play a role in creating teaching and learning situations, encouraging and providing guidance according to the needs of students. Students are not powerless, they are organisms that have the potential to act, behave, learn and develop on their own. Learner-centered design developed from Rousseau's concept of natural education, emphasizing the development of students. 3. Problem-centered design, a curriculum design that focuses on problems faced in society. Problem-centered design is based on a philosophy that prioritizes the role of humans (man-centered). Unlike learner-centered which prioritizes humans or students individually, Problemcentered design emphasizes humans in a group unit, namely the welfare of society. The concept of developing this curriculum model is based on the assumption that humans as social beings always live together. In this shared life, humans face common problems that must be solved together. They interact, cooperate in solving social problems they face to improve their lives. In terms of specificity, if we compare national objectives, they are more general than institutional objectives or vice versa. However, if institutional objectives are compared with fields of study, then institutional objectives are more general than field of study objectives or vice versa. H. Curriculum Development Levels 1. National Development Level. At this level, curriculum development is discussed in a national scope, covering school and out-of-school education pathways, both vertically and horizontally in order to realize national education goals. The school education pathway is education organized in schools through tiered and continuous learning activities. While the outof-school education pathway is education organized outside of schools through learning activities that do not have to be tiered and continuous, including family education. Vertically, it is related to the continuity of curriculum development between various levels of education (primary, secondary and higher education). While horizontally, it is related to the harmony between various types of education at various levels. In relation to the competency-based curriculum (KBK), national-level curriculum development is carried out in order to develop competency standards for each level and type of education, especially in the school education pathway. 2. Institutional Development Level This stage of curriculum development at the institutional level is still general. The material in it includes three main activities, namely: a. Formulation of Institutional Objectives. The formulation of institutional objectives is the formulation of knowledge, attitudes, and skills that are expected to be possessed by students after they complete the entire education program at an educational institution, for example: Elementary School, Middle School, College, and so on. The formulation of these institutional objectives is derived from the national education objectives which are generally formulated in the GBHN. The characteristics of institutional objectives can be studied through three aspects, namely: • In terms of category, institutional objectives can be grouped into general and specific institutional objectives. General institutional objectives are objectives that describe general knowledge and attitudes that need to be possessed by graduates of the school institution, for example: − Have basic characteristics as good citizens. − Physically and mentally healthy. Specific institutional objectives are positions from general institutional objectives which are also still formulated in a general manner, for example: − Have basic knowledge of various elements of traditional culture. − Skilled in using Indonesian • Covered Aspects, the scope of the institutional or school objective domain aspects includes the objective domain aspects of knowledge, skills, knowledge, and attitudes expected of its graduates after completing the study program. The institutional objective domains can be in terms of the knowledge objective domain category, the skill objective domain, and the attitude domain. c. In terms of the level of specificity, if examined comparatively, national objectives are more general than institutional objectives or vice versa. However, if institutional objectives are compared with fields of study, then institutional objectives are more general than field of study objectives or vice versa. b. Determination of Program Content and Structure. What is meant by determining content is determining the fields of study that will be taught in an educational institution. While determining the program structure is determining the types of educational programs, semester system (four months), number of fields of study, and time allocation required. c. Preparation of Curriculum Implementation Strategy. Strategy is a term that refers to efforts to choose, organize all methods, manpower and means to achieve goals. Therefore, strategy also refers to ways to implement a program or ways to achieve goals efficiently. In preparing a strategy, curriculum implementation includes the following activities; • Implementing teaching. • Conducting assessments. • Conducting guidance and counseling, • Implementing administration and supervision. In this stage of development, it usually contains general objectives and specific objectives, in addition, curriculum development at the institutional level is also equipped with general guidelines for organizing activities, such as administrative guidelines and evaluation guidelines. 3. Level of Study Field Development. Curriculum development in the field of study is intended to record curricular objectives. Curricular objectives are the objectives of the field of study achieved during the program being taught. The steps that must be taken in developing this level of study include formulating curricular objectives, curricular objectives are almost the same as institutional objectives, but curricular objectives are more specific because they are limited by certain fields of study, for example; Science, Social Studies, and Indonesian. The formulation of curricular objectives, for example, can be seen in the GBPP for the field of study of religious education as follows: • Students have adequate knowledge of Islam. • Students have adequate skills to practice Islamic teachings well and correctly. • Students have commendable traits in their daily attitudes. a) Formulate learning objectives, what is meant by teaching objectives is the formulation of knowledge, skills and attitude objectives which are the elaboration of curricular objectives and as a basis for determining teaching materials in each field of study. For example, it can be seen in the GBPP for the field of Islamic religious education, namely: • Students know adequately the pronunciation of dinul islam as a basis for practicing Islamic teachings. • Students can distinguish between good and bad deeds. • Students are sensitive to mistakes made and feel happy if these mistakes can be forgiven and corrected. b) Determine the subject matter, namely determining the subject matter for each field of study as teaching. c) Prepare the Main Outlines of the Teaching Program (GBPP), this GBPP is prepared after the curricular objectives and institutional objectives have been formulated and the subject matter has been determined d) Prepare special guidelines, meaning guidelines for implementing teaching in each field of study. These special guidelines contain the work order for implementing operational teaching in each field of study, this is the initial step in the procedure for compiling a curriculum implementation strategy. 4. Level of Classroom Teaching Development. This level is the stage of teacher authority to develop teaching in the classroom. To develop a catch-up program in the classroom, teachers need to obtain it further in the form of lesson units (SP). Lesson units are a system that has the following components: • General instructional objectives taken from the GBPP. • Specific instructional objectives, this is an elaboration of the general instructional objectives by the teacher. • Lesson materials • Teaching and learning activities. • Learning tools and resources. • Evaluation. This means that curriculum development activities at the teaching level in this class depend on the initiative of the teacher. Although the existing written curriculum is very good, if it is in the hands of a teacher who does not take the initiative, the results will not be satisfactory.