28 Definition of Curriculum According to Experts and Bibliography
28 Definition of Curriculum According to Experts and Bibliography – For this discussion, we will review about Curriculum which in this case includes understanding according to experts, history, components, relationships, goals and benefits, so in order to better understand and understand see the full review below.
Definition of Curriculum
The curriculum is a teaching and learning design program that is guided by educators and students. From a very strategic and fundamental role in the passage of a good education, the curriculum has a very important role in achieving goals because whether or not a curriculum is good is seen from the process and results of the achievements that have been made taken.
The curriculum comes from the English language, namely Curriculum which means lesson plans in which the Curriculum comes from the Latin currere which has many meanings such as running fast forward quickly undergoing and attempted.
Definition of Curriculum According to Experts
The following are some definitions of curriculum according to experts, consisting of:
According to Daniel Tanner and Laurel Tanner
The curriculum is a learning experience that is directed and planned in a structured and structured way through a process of reconstruction knowledge and experience systematically under the supervision of educational institutions so that students have the motivation and interest to learn.
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According to Inlow (1966)
The curriculum is a comprehensive effort specifically designed by schools in guiding students to obtain the results of the lessons that have been determined.
According to Hilda Taba ( 1962 )
Understanding the curriculum as a plan of learning which means that the curriculum is something that is planned to be studied by students that contains plans for students.
According to Kerr J. F ( 1968 )
The definition of curriculum is a learning that is designed and implemented individually and in groups both outside and inside the school.
According to George A. Beaucham ( 1976 )
The definition of curriculum is a written document containing the contents of the subjects taught to students students through a variety of elective subjects of disciplines, the formulation of problems in life daily.
According to Neagley and Evans (1967)
The definition of curriculum is all experiences that have been designed by the school to help students achieve learning outcomes to the best of their abilities.
According to Law. NO. 20 Years ( 2003 )
The definition of curriculum is a set of plans and arrangements regarding objectives, content and teaching materials as well as the method used as a guide for the implementation of learning activities to achieve educational goals tujuan national.
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According to Good V. Carter (1973)
The definition of curriculum is a systematic teaching group or subject sequence required for graduation or certification in major subjects.
According to Grayson (1978)
Understanding the curriculum is a plan to get the expected expenditure (out-comes) of a learning.
According to Murray Print
The definition of curriculum is a planned learning space given directly to students by an educational institution and an experience that all students can enjoy during the curriculum applied.
According to Crow And Crow
The definition of curriculum is a teaching design or a number of subjects that are systematically arranged to complete a program to obtain a diploma.
According to Harold B, Alberty
Curriculum is an activity that is presented by the school to students. There are no restrictions between activities inside and outside the classroom. Quoted by Prof. Dr. S Nasution.
According to Saylor
The curriculum is the maximum effort of the school to achieve the desired results within the school and outside the school situation. Quoted by Nana S Sukmadinata.
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According to Saylor, Alexander and Lewis
The curriculum is a plan that contains a set of learning experiences for students. While in UUSPN, "A set of plans and arrangements regarding the content and learning materials and the methods used as guidelines" implementation of teaching and learning activities.” Only emphasizes its usefulness for teachers in planning learning activities teach.
According to Schiro
The curriculum is a process of student development that is expected to occur and be used in its planning.
According to Robert Gagne
The curriculum is a series of units of learning material arranged in such a way that students can learn it based on the initial abilities they have or mastered before.
According to Beauchamp
Curriculum is a written document containing the subjects to be taught to participants Educate through various subjects, choice of disciplines, formulation of problems in life daily.
According to Dr. H. Nana Sudjana
The curriculum is the intentions and expectations that are poured into the form of educational plans and programs implemented by educators in schools. The curriculum is the intention and plan, while the implementation is a teaching and learning process. Those involved in the process are educators and students.
According to Drs. Cece Wijaya, et al
The curriculum is covering the entire program and life in the school.
According to Prof. Dr. Henry Thunder Tarigan
The curriculum is a pedagogical formulation which includes the most important and most important in the context of the teaching and learning process.
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According to Harsono
The curriculum is an educational idea that is expressed through practice. The understanding of the curriculum is currently growing, so what is meant by the curriculum is not only as an educational idea, but the entire planned learning program of an educational institution national.
According to Prof. Dr. S. Nasution, M. A.
The curriculum is a plan drawn up to expedite the process of teaching and learning activities under the auspices, guidance and responsibility of schools or educational institutions.
According to S. H. Hasan
The curriculum is an educational thought for education and training, so that in a theoretical position, it must be developed in the curriculum as something that is planned and is also considered a developer rule curriculum.
According to Prof. Drs. H. Darkir
The curriculum is a tool in achieving educational goals. Thus, the curriculum is an educational program and not a teaching program, so the program is planned and designed as a teaching material as well as a learning experience.
According to Donald E. Orlasky, Othanel Smith and Peter F. Olivva
Curriculum is a form of planning or program from the experience of students that is directed and developed in schools.
According to Wikipedia
Curriculum is a set of subjects and educational programs provided by an organizing institution education that contains lesson plans that will be given to lesson participants in one level period education.
According to B. Bara, Ch.
The curriculum is a product, program, desired or achieved result and learning experience.
According to Valiga, T and Magel, C.
The curriculum is a sequence of experiences that have been determined by the school to discipline the way students think and act.
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History of Indonesian Curriculum
The history of the education curriculum in Indonesia often changes every time there is a change in the Minister of Education, so that the quality of Indonesian education has not yet met clear and steady quality standards. In the course of history since 1945, the national education curriculum has undergone changes, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, and 2006. These changes are a logical consequence of changes in the political, socio-cultural, economic, and science and technology systems in the society of the nation and state.
Therefore, the curriculum as a set of educational plans needs to be developed dynamically in accordance with the demands and changes that occur in society. All national curricula are designed based on the same foundation, namely Pancasila and the 1945 Constitution, the difference being in the main emphasis on educational goals and approaches in realizing them.
1947 Lesson Plan
The first curriculum that was born during the independence period used the term leer plan. In Dutch, it means lesson plan, more popular than curriculum (English). Changes in the educational lattice are more political: from the orientation of Dutch education to the national interest. The principle of education is set by Pancasila.
The 1947 Lesson Plans were only implemented by schools in 1950. A number of people mention the history of curriculum development starting from the 1950 curriculum. The form contains two main things: a list of subjects and teaching hours, plus teaching outlines. The 1947 Lesson Plan reduces the education of the mind. The priority is character education, awareness of the state and society, subject matter related to daily events, attention to the arts and physical education.
Study Plan Unraveled 1952
This curriculum details each subject in more detail called the 1952 Unraveled Lesson Plan. “The course syllabus is very clear. a teacher teaches one subject,” said Djauzak Ahmad, Director of Basic Education at the Ministry of National Education for the period 1991-1995. At that time, at the age of 16, Djauzak was a teacher at SD Tambelan and Tanjung Pinang, Riau.
At the end of the era of President Soekarno, the 1964 Education Plan or 1964 Curriculum appeared. The focus is on developing creativity, taste, intention, work, and morals (Pancawardhana). Subjects are classified into five groups of study areas: moral, intelligence, emotional/artistic, skills (skills), and physical. Basic education places more emphasis on knowledge and practical functional activities.
1968 curriculum Kurikulum
After 1952, by 1964, the government again perfected the curriculum system in Indonesia. This time it was named the 1964 Education Plan. The main ideas of the 1964 curriculum that characterize this curriculum are: that the government has a desire for the people to get academic knowledge for debriefing at the elementary school level, so that learning is centered on the Pancawardhana program (Hamalik, 2004), namely moral, intelligence, emotional/artistic, skills, and physical development.
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The 1968 curriculum is a renewal of the 1964 Curriculum, namely changes to the structure the educational curriculum of Pancawardhana to foster the spirit of Pancasila, basic knowledge, and special skills. The 1968 curriculum is a manifestation of a change in orientation to the implementation of the 1945 Constitution in a pure and consistent manner.
In terms of educational goals, the 1968 Curriculum aims that education is emphasized on efforts to form Pancasila human beings true, strong, and physically fit, enhances intelligence and physical skills, morals, character, and religious beliefs. The content of education is directed at activities to enhance intelligence and skills, as well as develop a healthy and strong physique.
The birth of the 1968 Curriculum was political: Replacing the 1964 Education Plan which was imaged as a product of the Old Order. The goal is the formation of true Pancasila people. The 1968 curriculum emphasizes an organizational approach to the subject matter: Pancasila coaching groups, basic knowledge, and special skills. Number of lessons 9.
Djauzak called the 1968 Curriculum a round curriculum. "It only contains basic subjects," he said. The content of the subject matter is theoretical, not related to factual problems in the field. The emphasis is on what materials are appropriate to be given to students at every level of education.
1975 curriculum
The 1975 curriculum emphasizes the goal, so that education is more efficient and effective. "The background is the influence of concepts in the field of management, namely MBO (management by objective) which was well known at that time," said Drs. Mudjito, Ak, MSi, Director of Kindergarten and Elementary Development, Ministry of National Education.
The teaching methods, materials, and objectives are detailed in the Instructional System Development Procedure (PPSI). In this era, the term "lesson unit" is known, which is a lesson plan for each unit of discussion. Each lesson unit is further detailed: general instructions, specific instructional objectives (ICT), subject matter, learning tools, teaching and learning activities, and evaluation. The 1975 curriculum was heavily criticized. Teachers are kept busy writing details of what will be achieved from each learning activity.
1984 curriculum
The 1984 curriculum carries a process skills approach. Although the priority of a process approach, but the goal remains an important factor. This curriculum is also often referred to as the “enhanced 1975 curriculum”. Students position placed as studying subject. From observing something, grouping, to discuss, to report. This model is called Active Student Learning Method (CBSA) or Student Active Learning (SAL).
An important figure behind the birth of the 1984 Curriculum is Professor Dr. Conny R. Semiawan, Head of the Ministry of National Education Curriculum Center 1980-1986 who was also the Chancellor of IKIP Jakarta — now State University of Jakarta — from 1984-1992. The CBSA concept, which is theoretically good and has good results in the tested schools, experienced many deviations and reductions when applied nationally. Unfortunately, many schools are less able to interpret CBSA.
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1994 Curriculum and 1999 Curriculum Supplement
The 1994 curriculum revolves around an effort to integrate the previous curricula. "His soul wants to combine the 1975 Curriculum and the 1984 Curriculum, between the process approach," explained Mudjito.
Unfortunately, the combination of goals and processes has not been successful. Criticisms are scattered, because the student's learning load is considered too heavy. From national to local content. Local content materials are adapted to the needs of each region, for example regional arts, regional skills, and others.
Various interests of community groups also urge that certain issues be included in the curriculum. As a result, the 1994 curriculum was transformed into a super dense curriculum. The fall of the Suharto regime in 1998, followed by the presence of the 1999 Curriculum Supplement. But the change is more in patching a number of materials.
2004 curriculum
The cool language is Competency-Based Curriculum (KBK). Each lesson is described based on what competencies students must achieve. Unfortunately, confusion arises when it comes to measuring student competence, namely the exam. The final school and national exams are still in the form of multiple choice questions. If the competency target is to be achieved, the evaluation is of course more on practice or description questions that are able to measure how much student understanding and competence is.
Even though it has just been piloted, a number of schools in cities in Java and big cities outside Java have implemented KBK. The result is unsatisfactory. Even the teachers do not really understand what competencies are wanted by curriculum makers.
KTSP 2006
In early 2006 the KBK trial was stopped. The Education Unit Level Curriculum emerged. KTSP lessons are still stalled. The review in terms of the content and process of achieving the learning competency targets by students to technical evaluations is not much different from the 2004 Curriculum. The most prominent difference is that teachers are given more freedom to plan learning according to the environment and conditions of students and the condition of the school they are in.
This is due to the basic structure (KD), graduate competency standards (SKL), competency standards and competencies Basic education (SKKD) for each subject for each educational unit has been determined by the Ministry of Education National. So the development of learning tools, such as the syllabus and the assessment system is the authority of the education unit (school) under the coordination and supervision of the Regency/City government.
Curriculum Components
The following are some of the curriculum components, consisting of:
a. Curriculum Goals
The curriculum objectives of each educational unit must refer to the achievement of national education goals, as stipulated in law no. 2 of 1989 concerning the education system national. On a broader scale, the curriculum is an educational tool in the context of developing quality human resources. The goal is something that must be achieved by students.
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The curriculum provides broad opportunities for students to experience the educational process and learning to achieve the target of national education goals in particular and human resources that quality in general. These objectives are categorized as general curriculum objectives.
b. Material/content
The content of the curriculum program is everything that is given to students in teaching and learning activities in order to achieve goals. The content of the curriculum includes the types of fields of study taught and the program content of each of these fields of study. The curriculum content component contains subjects in the teaching and learning process, such as knowledge, skills and values associated with the subject. Criteria that need to be considered in the selection of curriculum content:
- Significance, the material must be valid and significant, meaning that it must describe current knowledge
- Validity, the material must be accurate and
- Social relevance, the material must be relevant to social and cultural reality so that students are better able to understand world phenomena, including the changes that occur.
- Utility (usefulness), the material must contain a balance between breadth and depth The material must cover a variety of purposes
- Learnability, the material must be in accordance with the ability and experience of the participants
- Interests, the material must be in accordance with the needs and interests of the participants
The content or material is adjusted to the existing path and level of education. The content or material in basic education, among others.
Subject matter is also called curriculum content (curriculum content) by Saylor and Alexander (1966: 160) in their book Tedjo “ those facts, observations, data, perceptions, discernments, sensibilities, designs, and solutions drawn from what the minds of men have comprehended from experience and those constructs of the mind that reorganize and rearrange these products of experience into lore, ideas concepts, generalizations, principles, plans, and solutions.
At first glance this definition only covers aspects within the scope of the cognitive domain. However, if examined more deeply, it turns out to have covered aspects of skills or processes formed from experience (Experience) and values or affective through the process of differentiation and feeling (scerment, sensibilities). In daily practice, the three domains are revealed in an inseparable unity of behavior.
The selection of learning materials is closely related to the articulation of the curriculum and the selection of learning methods. There are at least five rules that need to be considered in understanding the subject matter as well as vertical and horizontal articulation.
Educational level
Formal education levels consist of basic education (elementary school and junior high school), secondary school and higher education. While the types of education consist of: general education, vocational education, education, professional education and special education (UU-RI No. 20 of 2003, articles 14, 15).
Curriculum development must be adjusted to the level and type of education, in the sense of setting limits on the scope and depth of subject matter appropriate for the level and type of education.
Science
Science (in the plural sense) is very diverse and in number and is grouped into a number of disciplines. Thus, it can be understood that knowledge of the structure of scientific disciplines is needed in the selection of subjects that are mandatory/worthy to be given in certain fields of study and levels of education.
Science structure
An understanding of the hierarchical structure of knowledge is needed to organize the learning sequence so that there is no overlap (overlapping) and repetition which causes the learning process to be inefficient. An understanding of the structure of science will make it easier for educators to prepare learning program units (SAP) if they want to use one of the learning models, for example the learning model. advance organizer.
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meaningfulness
Ausubel and Robinsen (1967: 50-72) suggest that the selection of subject matter should not be done haphazardly. Material selection must be directed at the occurrence of a meaningful learning process (meaningfull learning). The selection of subject matter must have a logical meaning (logical meaningfullness) in the sense of having connectedness (relatability) with the hypothetical structure of the students.
To meet the related requirements, the subject matter must meet two quality requirements, namely: having a single meaning (substance) and randomly selected (nonarbitrary).
An understanding of the structure of science and the terms of the meaningfulness of the subject matter needs to be linked to knowledge of the formation of cognitive structures. Cognitive structure is formed from two sources, namely: formal and informal sources. Formal sources are subject matter that comes from the formal curriculum, while non-formal sources are objects and information obtained from the environment, both through association and mass media impressions (print and electronic).
Ausubel and Robinson (1969: 51) define cognitive structure as present knowledge which consist of the fact, concept, proposition, theories, amd row perceptual data that the learner has available to him at any point in time.
Based on this definition, the cognitive structure of students can match or be less than the prerequisites set for learning the material certain, depending on the internalization process of previously studied subject matter and acquisition from sources outside the curriculum formal. Therefore, what is used as a criterion is the hypothetical cognitive structure of the class average.
Vertical and horizontal articulation
If an educator intends to increase the coherence of learning in a particular discipline or subject, it means that he is doing articulation vertical and if the educator intends to develop an understanding of the relationship between several disciplines or subjects, it means he is articulation horizontally.
Merging vertical articulation and horizontal articulation in the spiral curriculum (Tanner and Tanner, 1980: 541-542). In the spiral curriculum vertical integration means deepening (deepening) science, while horizontal integration expands (widening) scientific insight.
In relation to this spiral curriculum concept, Bruner (1960: 13, 52) suggests "A curriculum as develops should revisit these basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them,... it is possible to introduce him at an early age to the ideas and styles that in latter life make an educated man"Learning with the concept of a spiral curriculum, according to Bruner, strengthens the mastery of knowledge and if it is applied from the beginning of learning. Mastery can be achieved at a younger age.
This is possible if educators from several subjects or disciplines consciously and jointly apply the concept of a spiral curriculum.
A different concept expressed by John Dewey. According to Dewey, growth depends on the application of intelligence to overcome the difficulties experienced by students, not from problems that arise from outside. When students train (apply) their intelligence to overcome a difficulty.
He will get new ideas and abilities (working power) to overcome other difficulties in the future. In that way, students arrive at an understanding of the relationship between science and its application in social life.
In the conventional learning approach, the teacher tends to place the subject matter as information that must be transferred (transperred) to students with verbal or rote learning (verl or rote learning). It is in this connection that Parker and Rubin (1968).
Curriculum material contains certain aspects with curriculum objectives, which include:
- A theory is a set of interrelated constructs or concepts, definitions and propositions, which present a systematic opinion about symptoms by specifying the relationships between variables with the intention of explaining and predicting things that
- A concept is an abstraction formed by the generalization of the particulars. A concept is a short definition of a group of facts or phenomena
- Generalization is a general conclusion based on specific things, sourced from analysis, opinion or evidence in research
- Principles are the main ideas, schematic patterns that exist in the material that develop the relationship between several concepts
- The procedure is a series of sequential steps in the subject matter that must be carried out by students
- Facts are a number of specific information in material that is considered important, consisting of terminology, people and places, and events
- Terms are new and special vocabulary words introduced in the material
- An example or illustration is one thing or action or process that aims to clarify a description or opinion
- Definition is an explanation of the meaning or understanding of a thing/a word in outline
- A preposition is a statement or theorem, or opinions that need no argument. The assumption is almost the same as the paradigm or paradigm (Oemar Hamalik, pp. 84-86)
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c. Method
The method is the method used to deliver the subject matter in an effort to achieve the objectives of the curriculum. In this connection, there are three alternative approaches that can be used, namely: 5
- A lesson-centered approach, where learning material is mainly sourced from the subject matter. The delivery is done through communication between teachers and students. The teacher as a messenger or communication. Students as recipients of messages. The lesson material is the message itself. In this series of communication, various teaching methods can be used
- Student-centered approach. Learning is carried out based on the needs, interests and abilities of students. In this approach, more methods are used in the context of individualizing learning. Such as self-study, amodular learning, learning packages and so on.
- Community-oriented approach. This approach aims to integrate schools and communities and to improve people's lives. The procedure taken is to include the school community or students visiting the community. The method used consists of: field trips, resource persons, experience work, surveys, community service projects, camping and units
d. Curriculum Organization
The organization of the curriculum consists of several forms, each of which has its own characteristics:
- Separate subjects (isolated subjects)
- Correlated subjects (related)
- Field of study (broadfield)
- Child-centred programs (child centered program)
- Core program
Core means core or center. Core program is a program in the form of units or problems.
- Electric program
The Electric program is a program that seeks a balance between subject-centered and student-centered curriculum organization. The trick is to choose elements that are considered good in the two organizations, then those elements are integrated into a program.
Things related to everything in school such as: school administration, and related to things at school.
e. Evaluation
Evaluation is a component of the curriculum, because the curriculum is a guide for the implementation of teaching and learning activities. With evaluation, accurate information can be obtained about the implementation of learning and student learning success. Based on that information, decisions can be made about the curriculum itself, the difficulties and guidance efforts that need to be made.
In a limited sense, curriculum evaluation is intended to check the level of achievement of educational goals to be realized through the curriculum in question. Meanwhile, in a broader sense, curriculum evaluation is intended to examine the overall curriculum performance in terms of various criteria.
The evaluation component is part of the curriculum that acts as a way to measure or see whether the goals that have been made have been achieved or not. In addition, by evaluating, we can find out if there are errors in the material provided or the method used in carrying out the curriculum that has been made by looking at the results of the evaluation that.
That way, we can also immediately correct existing errors or maintain and even improve things that are already good or successful.
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Evaluation is an important component to see the success of achieving goals. Evaluation as a tool to see success can be grouped into two types, namely test and non-test.
1. Test
- Test criteria as evaluation
As a measuring tool in the evaluation process, the test must have two criteria, namely validity and reliability criteria.
- Types of tests
Learning outcomes tests can be divided into several types. Based on the number of participants, learning outcomes tests can be divided into group tests and individual tests. Judging from the way they are arranged, tests can also be divided into teacher-made tests and standardized tests.
2. Non test
Non-test is an evaluation tool that is usually used to assess aspects of the level of behavior including attitudes, interests and motivation. There are several types of non-test as an evaluation tool, including observation interviews, case studies, and rating scales.
Curriculum component relationship
The following are the interrelationships between the curriculum components: The curriculum program contains the types of subjects taught in the school and contains programs from each subject in the form of a description in the form of a subject that is equipped with reference to the goals to be achieved in the subject concerned.
The content of these curriculum programs is adjusted to the educational goals to be achieved through the school both as a whole and in subjects.
To realize these goals, a curriculum implementation strategy is used which is described in a different way taken in carrying out learning, ways of assessing, and ways of organizing school activities effectively whole.
So, in conclusion, the content of the curriculum is adjusted to the educational goals to be achieved through the school and to achieve these goals a curriculum implementation strategy is used.
Curriculum Goals in Education
The curriculum has a central position in any educational endeavor (Klein, 1989:15). In terms of the curriculum stated above, it must be admitted that there is an impression that the curriculum seems to only be owned by modern educational institutions and which already have a written plan.
Meanwhile, educational institutions that do not have a written plan are considered to have no curriculum. The definition above is indeed the understanding that is applied to all educational units and administratively the curriculum must be recorded in writing.
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This central position shows that in every educational unit the main educational activity is the process of academic interaction between students, educators, resources and the environment. This central position also shows that every academic interaction is the soul of education. It can be said that any educational or teaching activity cannot be carried out without interaction and the curriculum is the design of that interaction.
In this position, the curriculum is a form of accountability of educational institutions to the community. Every educational institution, whether it is an educational institution that is open to everyone or a special educational institution, must be able to account for what it does to the community. The educational institution must be able to provide "academic accountability" and "legal accountability" in the form of a curriculum.
Therefore, if anyone wants to study and know what academic activities and what an educational institution wants to produce, then he or she must see and review the curriculum. If someone wants to know what is produced or is the learning experience that occurs in educational institutions, does not conflict with the law, he must study and review the curriculum of educational institutions that.
In short, the position of the curriculum can be summed up into three. The first position is that the curriculum is a "construct" which is built to transfer what has happened in the past to the next generation to be preserved, continued or developed. Understanding the curriculum based on the philosophical views of perennialism and essentialism strongly supports the first position of this curriculum.
Second, the curriculum is positioned as the answer to solving various social problems related to education. This position is reflected by the notion of curriculum which is based on the view of the philosophy of progressivism. The third position is the curriculum to build a future life where the past, present, and and various national development and development plans are used as the basis for developing future life front.
The basic education level consists of Elementary School/Madrasah Ibtidaiyah (SD/MI) and Junior High School/Madrasah Tsanawiyah (SMP/MTs) or Package A and Package B programs. Each of these educational institutions has a different purpose.
SD/MI have different goals from SMP/MTs, both in terms of the quality scope and in terms of the quality level. Therefore, the curriculum for SD/MI is different from the curriculum for SMP/MTs both in terms of dimensions of quality as well as in terms of the level of quality that must be developed in participants educate.
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Law number 20 of 2003 concerning the National Education System article 36 paragraph (3) states that the curriculum arranged according to the level and type of education within the framework of the Unitary State of the Republic of Indonesia with pay attention to:
- increased faith and piety;
- improvement of noble character;
- increasing the potential, intelligence, and interest of students;
- diversity of regional and environmental potentials;
- demands for regional and national development;
- the demands of the world of work;
- development of science, technology, and art;
- religion;
- dynamics of global development; and
- national unity and national values
Formally, community demands for education are also translated into government development plans. The government's grand plan for the life of the nation in the future such as the transformation from an agrarian society to an industrial society, reform of the system centralized government to a centralized government system, the development of various qualities of the nation such as democratic attitudes and actions, productive, tolerant, love peace,
high national spirit, have competitiveness, have a habit of reading, happy attitude and ability to develop science, technology and art, live healthy and physically fit, and so on. Formal demands like this must be translated into the goals of every level of education, educational institutions, and in turn become the goals of the curriculum.
The position of the curriculum stated above is only in the position of the curriculum in developing a better social life. The third position is that the curriculum is a "construct" which is developed to build a future life in accordance with the shape and characteristics of society that the nation wants. This position is constructive and anticipatory to develop the desired future life.
In this third position, the curriculum should be the heart of education in forming a new generation by providing opportunities for students to develop their potential to fulfill the qualities needed for future life future.
The position of the curriculum at the higher education level is indeed different from the elementary and secondary levels. If the curriculum at the primary and secondary education levels pays more attention to development, the human aspect of students, the higher education curriculum is oriented towards scientific and world development work.
Benefits of Curriculum for Teachers
The functions of the curriculum for teachers or educators are;
- Work guidelines in compiling and organizing students' learning experiences.
- Guidelines for conducting an evaluation of the development of students in order to absorb a number of experiences provided.
For teachers, the curriculum serves as a guide in the implementation of the learning process. Learning that is not guided by the curriculum will result in less effectiveness, because learning is a purposeful process, so that everything teachers and students do to achieve destination. While the learning objectives along with how the strategies that must be carried out to achieve the goals are an important component in the curriculum system.
For school principals, the curriculum serves to formulate learning plans and programs. Thus, the preparation of the school calendar, submission of school facilities and infrastructure. Arrange various extracurricular activities and other activities.
Bibliography:
Ibrahim, Bafadal. 2006 Elementary School Quality Improvement Management, Jakarta: PT. Earth Literature,
Lias Hasibuan, 2010 Curriculum and Educational Thought, Jakarta: Echoes of Persada,
Oemar Malik, 2007Fundamentals of Curriculum Development, Bandung: PT. Rosdakarya Youth,
Oemar Hamalik, 2011 Curriculum and Learning, Jakarta: Earth Literacy,
Tedjo Narsoyo Reksoatmodjo, 2010 Technology and Vocational Education Curriculum Development, Bandung: PT Refika Aditama,
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