Syllabus Development Principles

1. Scientific
The entire material and activities that are included in the syllabus must be correct and
scientifically justifiable.
2. Relevant
Scope, depth, difficulty level and sequence of presentation of the material in the syllabus
according to the level of development of physical, intellectual, social, emotional, and
spiritual learners.
3. Systematic
The components of the syllabus are functionally related to each other in achieving
competency.
4. Be consistent
There is a consistent (steady, principled) relationship between competencies basis,
indicators, subject matter/learning, learning experience, learning resources, and
assessment systems.
5. Adequate
Scope of indicators, subject matter/learning, learning experiences, learning resources, and
an assessment system is enough to support achievement of basic competencies.
6. Actual and Contextual
Coverage of indicators, subject matter, learning experiences, learning resources, and the
assessment system pays attention to developments in science, technology, and cutting-
edge art in real life, and the events that transpired.
7. Flexible
All syllabus components can accommodate diversity students, educators, and the
dynamics of changes that occur in school and societal demands.
8. Thorough
The syllabus component covers all domains of competency (cognitive, affective,
psychomotor).
Syllabus Development Component
1. Identification.
Identity includes; name of unit/institution, name of subject, level/degree/class.
2. Competency Standards
Competency Standards: Benchmarks regarding knowledge, skills, and attitudes that must
be possessed by students to do something tasks that meet the requirements.
3. Basic Competency Basic Competency: competency consisting of attitude, knowledge and
skills sourced from core competencies that must be mastered by students.
4. Main Material
The core material is an overview of the main competencies grouped into affective,
cognitive and psychomotor aspects achieve hard skills and soft skills
5. Learning Activities
Learning activities contain a series of activities that must be carried out done by students
sequentially to achieve basic competencies. Learning activities are designed to provide
learning experience that involves mental and physical processes through interactions
between students, students and educators, the environment, and other learning resources
in order to achieve competency
6. Indicators
Indicator is a hint or information that is used as a benchmark for the development and
mastery of students.
7. Assessment (Technique, Type, form, Instrument)
Assessment is a criterion regarding mechanisms, procedures, and instrument for assessing
student learning outcomes
8. Time Allocation
The time allocation stated in the syllabus is an estimate average time to master the basic
competencies required by diverse learners
9. Resources/Materials/Tools Learning resources are references, objects and/or materials
used for learning activities, in the form of print and electronic media, sources, as well as
the physical, natural, social, and cultural environment. Determination of learning
resources is based on competency standards and basic competencies and subject matter /
learning, activities learning, and indicators of competency achievement.
Syllabus Development Steps
1. Review Competency Standards and Basic Competency
Competency Standards and Basic competencies can be taken from the standards content
that is usually standard, except for those that don't yet exist can be compiled by the
syllabus compiler/developer.
2. Identify the Main Material/Learning
Identify the subject matter / learning that supports achievement of basic competencies by
considering: potential learners, relevance to regional characteristics, level physical,
intellectual, emotional, social and spiritual development of participants students, benefits
for students, scientific structure, actuality, depth, and breadth of learning material,
relevance to student needs and environmental demands
3. Develop Learning Activities
Learning activities are designed to provide experience learning that involves mental and
physical processes through interpersonal interactions students, students with educators,
environment, and resources other learning in order to achieve basic competence. Things
that must be considered in developing learning activities are learning activities structured
to provide assistance to educators, especially educators, in order to implement
professional learning process. Learning activities contain a series of activities that must
be carried out done by students sequentially to achieve basic competencies.
4. Formulate Competency Achievement Indicators
Indicators are markers of achieving basic competence characterized by measurable
changes in behavior that include attitudes, knowledge, and skills. Indicators are
developed according to the characteristics of students, eyes lessons, educational units,
regional potential and formulated in measurable and/or observable operational verbs.
Indicators are used as a basis for developing assessment tools.
5. Determination of the Type of Assessment
Assessment of the achievement of basic competence of students is carried out based on
indicators. Assessment is done by using a test and non-tests in written and oral form,
observation of performance, measurement of attitudes, assessment of works in the form
of assignments, projects and/or products, portfolio use, and self-assessment. The
assessment system must be adapted to the learning experience taken in the learning
 process. For example, if learning using the task approach of field observation then
evaluation should be given both on the process (process skills) for example engineering
interviews, as well as products/results of conducting field observations form of the
required information.
6. Determining Time Allocation
Determination of time allocation for each basic competency is based on the number of
effective weeks and time allocation per subject week taking into account the number of
basic competencies, breadth, depth, level of difficulty, and level of importance basic
competencies. The time allocation stated in the syllabus is an estimate of the average time
to master basic competence the needs of various students.
7. Determining Learning Resources
Learning resources are references, objects and/or materials used for learning activities, in
the form of print and electronic media, sources, as well as the physical, natural, social,
and cultural environment. Determination of learning resources is based on competency
standards and basic competencies and subject matter / learning, activities learning, and
indicators of competency achievement.