KONSEP DASAR

PENGEMBANGAN KURIKULUM

How to Curriculum Development and

Concept Organization ?

By
Efendi Napitupulu
Guru Besar Unimed
LULUSAN &
DUNIA KERJA
 Bagaimana Desain – Penciptaan
manusia masa depan, apa yang
dapat mereka lakukan?
 Bagaimana menjadikannya ?
 Kualitas ? : Aksi – Pasar
 21ST CENTURY SKILLS
 WAYS OF THINKING

CREATIVITY AND INNOVATION

CRITICAL THINKING; PROBLEM SOLVING; DECISION MAKING

LEARNING TO LEARN; METACOGNITION
 WAYS OF WORKING

COMMUNICATION

COLLABORATION
 TOOLS OF WORKING

INFORMATION LITERACY

ICT LITERACY
 LIVING IN THE WORLD

CITIZENSHIP (LOCAL AND GLOBAL)

LIFE AND CAREER

PERSONAL AND SOCIAL RESPONSIBILITY; CULTURAL AWARENES AND
 COMPETENCIES
GRIFFIN ET.AL. 2012)
 Foundations of Curriculum Planning

1. Social Forces

2. The Treatment of Knowledge

3. Human growth & development

4. Learning as a process

5. Technology
 Curriculum Development Process
Gathering Data from Input Factors
 Learner
 Subject Matter Trends
 Available Resources
 Societal Trends
 Community Characteristics
 Educational Psychology
 Relevant Philosophies
Q&A
 Questions to Ask Learners

 What have you learned from the lesson today?

 How can our discussion be summarized in a few
sentences?
 What are the main ideas we have been talking
about?
 How are the main ideas we discussed related?
 How does today’s discussion relate to what we
studied yesterday?
 How can these ideas be applied to new or
different situations that you face or might face in
the future?
TAHAPAN PENYUSUNAN SP

Teknik Intelektual – procedure:

127
 12 x
 ?????
 Planning
 Plans are like road maps
 Move learners forward toward important
goals---improve quality of their lives
• Goals derived from input factors
 Curriculum selection
 Select portions of other available curricula
 Add new material
 Rework portions
 Shape new, up-to-date curriculum
 map concepts

Transfer of knowledge

Learning outcomes
 Defining a Learning Outcome

3 main questions to answer:

• What would be required of a student in a
employment situation?
• What teaching methods/strategies would be effective?
• How will the learner be evaluated?
(Evaluation methods should be similar to what would be
encountered in the workforce)
Instruction model
Determining Concepts to Teach
 LATIHAN
ANALISIS AWAL RENCANA PERKULIAHAN
 MATA KULIAH = … SKS
 STANDAR KOMPETENSI =
 KOMPETENSI DASAR =
 JLH PERTEMUAN = …
 PENDEKATAN PERKULIAHAN =
 TPL =
 TAGIHAN = 6 TUGAS (TR-CBR-CJR-RI-MR-PRj)
 PENILAIAN = QUIS-TUGAS-UJIAN-SIKAP
 Drawing Implications
 Reflect, carefully analyze information gathered
through various sources of data
 Based on analysis, make teaching decisions for
specific situation
 “If…then…” mode of thinking
 Examples:
 If I know that most of my learners are from
economically disadvantaged homes, then I need to
limit my expectations regarding money spent for
projects
 On-going process
 LATIHAN:
RANCANGAN AWAL PEMBELAJARAN

MELAKUKAN ANALISIS:
 PROFIL LULUSAN
 KOMPETENSI YANG AKAN DIBENTUK
 MATERI / BAHAN AJAR YANG DIBUTUHKAN
 DESAIN PROSES PERKULIAHAN
 TEKNOLOGI/FASILITAS/MEDIA
PEMBELAJARAN
 EVALUASI
PENGELOLAAN
PEMBELAJARAN
 Planning
 Involves multiple levels
 Block plans for entire year, long-term program, or
conference
 Unit plan for respective topics within block plan
 Daily lesson, session, or workshop plan
 Plans
 Concepts
 Generalizations
 Objectives
 Learning experiences
 Resources
 Assessment techniques
 Implementing Plan
 Begins when written plans are complete
 Ready to teach!
 Utilizing a variety of teaching strategies
and learner involvement—critical for
effective implementation
 Conducting learning experiences and
teaching methods requires specific
teaching skills
 LATIHAN
 PETA KONSEP
 POKOK/SUB POKOK BAHASAN
 MATERI KULIAH
 STRATEGI PEMBELAJARAN
 Assessment
 Gather of information to determine
 Teacher success
 Learner success
 Curriculum material success
 Process involves honest appraisal of both
strengths and weaknesses of
 Program
 Progress as an educator
 Product—learners’ knowledge
 Assessment Sources
 Testing procedures
 Informal non-testing
 Conversations/input from
• Advisory board members
• Parents/guardians
• Administrators
• Supervisors
• Former students
• Current learners
• Employers
• Business leaders
• Other educators
 Using Feedback

 Once feedback is received…determination

of what went well and what needs
improvement is next
 Information discovered goes back into the
curriculum development process
 Educating is a process of continual
change
 Selecting and Organizing Content
 Planning curriculum similar to guided tour
 Various options of how to reach destination
(broad program goals)
 Planning litinerary in advance aids in avoidance
of confusion—saves time
 Broadest level involves selecting, structuring
subject matter to be taught to reach broad
program goals
 Learning becomes development of a series of
connections among concepts that hold real
meaning and relevance for learner
 Concepts Defined
and Characterized
 Concept is a key idea,
Core of Meaning
topic, or main thought
Feelings/Emotions
 What a person thinks
about a particular Words/Symbols
subject or topic
 Core and abstract
meanings that an
individual attaches to
something
Core of meanings is enmeshed in feelings and emotions that a person
associates with it…words or symbols used to communicate ideas or concepts
Developing Conceptual Outlines
 First: main or
Conceptual Outline
key topics
product
identified
resulting from organization
 of selected
Second: concepts intounder
Sub-concepts logical system
main concepts

 Developed
“Scope” usedforto denote what subject matter topics are to
• Entire curriculum
be covered
• Specific course
 Concepts organized in a sequence
• Workshop
 Concepts often build upon each other
• Conference
• Unit of study
• presentation
 Steps in Developing Conceptual
Outline
 Brainstorm to generate list of all possible
concepts
 Base list of input factors and accompanying
implications drawn in relation to the learners present
 Consider time frame
 Eliminate concepts seen as least important…
add others proposed by colleagues or learners
 Take concepts remaining; organize into logical
sequence of concepts
 Principles of Curriculum
Organization
 Use outline format
 State concepts clearly and concisely
 List sub-concepts below related concept
 Provide detail
 Work from what learners already know,
introduce new material at appropriate pace and
learning level
 Present simple concepts first
 Present concrete before abstract concepts
 Take advantage of opportunities to repeat
concepts in various aspects of curriculum
 Reassess, adjust conceptual outline as needed
 Creating Block Plans
 Blocking out of conceptual outline by weeks, days, hours
 Indicates which concepts will be covered in specific
periods of time
 Concepts from outline designated into time frames is a
block plan
 Amount of time devoted to various concepts and sub-concepts
 Can begin with calendar, day planner format, blocking out
number of hours, days or weeks
 Unit plan is a plan where additional components are
added to block plan to give more detail
 Lesson plan more detailed and includes even more
information:
 Enabling objectives, content notes needed by educator when
presenting material, key questions to be discussed, specific
activities, assignments
 Generalizations
 Unify various aspects of a subject by
showing relationships among concepts
 Statement expressing a complete thought
and underlying truth
 Element of universality
 Applied to wide number of situations
worldwide
 Basic principles and understanding that
describe/explain phenomena
 Levels of Generalizations
 First Level
 Simple statement of fact, definition, description,
analogy, identification, or classification
 Second Level
 Shows relationships among ideas or makes
comparisons
• Includes more ideas then first level, involves greater depth
and scope of subject matter
 Third Level
 Explains, justifies, interprets, or predicts
 Remote in time and space
 Continuing the Planning Process
 1. Curriculum Concepts identified and
developed into conceptual framework
 2. Generalizations formulated which
include major concepts
 3. Development of behavioral objectives
indicating expected achievement
 Learning experiences are planned to enable
learners to meet established objectives
 Evaluation of learner achievement ongoing
 CONTOH FORMAT SILABUS - RPS

SEKOLAH :
KELAS :
Mata Pelajaran :
Semester / TA :
Standar Kompetensi :

Alokasi Waktu Jenis Tugas / Tagihan

Pert
. Kompetensi Materi Pokok/ Aktivitas Sumber
Dasar Pembelajaran Pembelajaran
Indikator Penilaian Media Belajar
Pr
T P L TR CBR CRJ RI MR
j

I Dapat disesuaikan
II
 SATUAN ACARA PENGAJARAN (SAP)
SKENARIO PEMBELAJARAN

MATA PELAJARAN :..........................Kode: ..........

Pertemuan Ke :..........................Waktu : 2 x 50’
Pokok Bahasan :............................................
Sub Pokok Bahasan :............................................
Standar Kompetensi :............................................
Kompetensi Dasar :............................................
Indikator Keberhasilan :............................................
Deskripsi Materi Pelajaran :............................................
Peta Konsep :............................................
Sumber Bacaan :............................................
Uraian Materi :............................................
 Strategi Pembelajaran
AKTIVITAS PEMBELAJARAN
SUMBER
TAHAP KEGIATAN ALOKASI ATRIBUT BELAJAR
METODE MEDIA KARAKTER
PEMBELAJARAN WAKTU DAN
GURU SISWA PUSTAKA

Apersepsi Kaitan Mendengar Ceramah OHP 5’ Percaya diri

Tujuan SK/KD Memperhatikan Bertj

PENDAHULUAN
Relevansi Masyarakat Wawasan

Deskripsi Cakupan

Uraian Ceramah 80’

LANGKAH-LANGKAH PENYAJIAN SESUAIKAN DENGAN PENDEKATAN
Contoh Demons-
PEMBELAJARAN YANG VideoEFISIEN DAN BERDAYA TARIK
EFEKTIF,
PENYAJIAN trasi

Latihan Diskusi Gambar

Simpulan Debat Koran 15’

Umpan Tanya
PENUTUP Balik jawab

Tindak Tugas
Lanjut
TERIMA KASIH
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