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Curriculum Management: Priadi Surya, M.Pd. Priadi Surya, M.PD

This document provides an overview of curriculum management including definitions, dimensions, forms, development principles, and implementation approaches. It defines curriculum as plans for teaching and learning programs including content, objectives, methods, and evaluation. Curriculum dimensions include aims, content, methods, and assessment. Curriculum can take written and non-written forms through various mediums. Curriculum management involves planning, implementing, and assessing curriculum. Implementation can be viewed instrumentally as putting a plan into practice or as situational praxis through critical reflection on curriculum in use. General principles for curriculum development include relevance, flexibility, continuity and practicality, while specific principles relate to goals, content selection, learning processes, media, and assessment.

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Luthfi Arief Hidayatullah
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140 views

Curriculum Management: Priadi Surya, M.Pd. Priadi Surya, M.PD

This document provides an overview of curriculum management including definitions, dimensions, forms, development principles, and implementation approaches. It defines curriculum as plans for teaching and learning programs including content, objectives, methods, and evaluation. Curriculum dimensions include aims, content, methods, and assessment. Curriculum can take written and non-written forms through various mediums. Curriculum management involves planning, implementing, and assessing curriculum. Implementation can be viewed instrumentally as putting a plan into practice or as situational praxis through critical reflection on curriculum in use. General principles for curriculum development include relevance, flexibility, continuity and practicality, while specific principles relate to goals, content selection, learning processes, media, and assessment.

Uploaded by

Luthfi Arief Hidayatullah
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as PDF, TXT or read online on Scribd
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Curriculum Management

Priadi Surya, M.Pd.


Department of Educational Administration Faculty of Education Yogyakarta State University

Course Objectives
Explain the definition of curriculum management. Describe how to organize the curriculum. Explain the curriculum implementation Describe the curriculum development.

Definitons
Paul Black (2001: 8) & OECD: The curriculum is a field of enquiry and action on all that bears on schooling, including content, teaching, learning and resources. David Scott (2001: vii) The curriculum is defined in its widest sense, and it refers to programs of teaching and learning which take place in formal settings.

Curriculum Dimensions
aims and objectives: refers to the reasons for including specific items in the curriculum and excluding others content or subject matter: refers to the knowledge, skills or dispositions which are implicit in the choice of items, and the way that they are arranged methods or procedures: refers to pedagogy and is determined by choices made about the first two dimensions evaluation or assessment: refers to the means for determining whether the curriculum has been successfully implemented

Curriculum Dimensions (cont..)


The curriculum can be defined in different terms: as a plan, in terms of experience, as a field of study, and in terms of subjects and grade levels.

The form of curriculum


Could be written and not, as the means, methods, learning environment, and so on. Some of the curriculums mediums are: syllabus, intracurricula, cocurricula, extracurricula, incidental event, and hidden curriculum.

Curriculum Management
The application of the type of activities and management functions (planning, implementation, and assessment) in the curriculum. There are three main processes in the curriculum management, curriculum planning, curriculum implementation, and an assessment of the implementation of the curriculum or evaluating the curriculum.

Organizing The Curriculum


Learning Objective Learning Materials Learning Processes and Strategies Instructional Media Evaluation Learning

Curriculum Development
Watt (1991) in Mary Simpson (2001: 25) said that curriculum development muddled on, targeted principally at the provision of instant assistance for hard pressed teachers rather than deriving from an underlying philosophy based on new objectives.

As Instrumental Action
1.

As Situational Praxis
1.

2.

3.

4.

Doing curriculum implementation is installing Curriculum X. The interest of the teacher is in placing Curriculum X in a classroom of school faithfully and efficiently (fidelity view). The implied view of curriculum is that of a situation commodity to be dispensed by teachers and assumptions consumed by students. The implied view of the good teacher is one who installs Curriculum X efficiently and faithfully.

2.

3.

4.

Doing curriculum implementation is achieving a deep understanding of Curriculum X and transforming it based on the appropriateness to the situation. The implementer's interest is in the transformation of Curriculum X within the situation based on disclosed underlying assumptions and conditions that make the transformation possible. The implied view of Curriculum X is that it is the text to be interpreted, and critically reflected on in an ongoing transformation of curriculum and self. The implied view of teacher is that of an actor who acts with and on Curriculum X as he [or she] reflects on his own assumptions underlying action.

As Instrumental Action 5. To explain "implementation" within this framework is to give a cause effect relationship. 6. The implementer's subjectivity is irrelevant, as implementing Curriculum X is seen as an objective process. 7. The implied relationship between theory and practice underlying this view of implementation is one in which to implement is to put into practice curriculum-as-plan (i.e., to apply to a practical situation an ideal construct). 8. The typical approach to implementation studies is through examination of the degree of fidelity of the installed curriculum compared with the master curriculum. The master curriculum is typically non-problematic.

As Situational Praxis 5. The implied form of the theory/practice relationship is that theory and practice are in dialectic relationship. To implement within this framework is to reflect critically on the relationship between curriculum as-plan and the situation of the curriculum- in-use. 6. The interpreter's central activity is reflection on his [or her] subjectively based action with and upon Curriculum X. 7. To evaluate implementation within this framework is to examine the quality of the activity of discovering underlying assumptions, interests, values, motives, perspectives, root metaphors, and implications for action to improve the human condition. William. F. Pinar. & Rita L. Irwin. (2005: 118)

General principles of curriculum development


Relevance. Flexibility. Continuity. Practical. Effectiveness.

Hansiswany Kamarga (2011)

The specific principles of curriculum development


Principle with regard to educational goals Provisions/government policy Survey parents' perceptions Survey the views of experts The experience of other countries Research Principles relating to the selection of educational content Translation of objectives into a form of learning experience that is expected Contents include knowledge, attitudes, and skills Based on a logical and systematic sequence

The specific principles of curriculum development (cont)


Principles relating to the selection of the learning process Alignment method selection Paying attention to individual differences Achievement of aspects of cognitive, affective, skills Principles relating to the selection of media The availability of tools appropriate to the situation Organizing tools and materials Integration into the process

The specific principles of curriculum development (cont)


Principles relating to the selection of assessment activities Compliance with the content and developmental level of students time Administration of assessment Hansiswany Kamarga (2011)

References
Black, Paul. (2001). Curriculum and Assessment. in Scott, David.(ed). (2001). Curriculum and Assessment. London: Ablex Publishing English, Fenwick. W. (2006). Encyclopedia of Educational Leadership and Administration. Thousand Oaks: SAGE Publication. Kamarga, Hansiswany. (2011). Pengembangan Kurikulum. Diktat Mata Kuliah. Bandung: Universitas Pendidikan Indonesia. Pinar, William. F. & Irwin, Rita L. (2005). Curriculum in a New Key: The Collected Works of Ted T. Aoki. New Jersey: Lawrence Erlbaum Associates. Scott, David.(ed). (2001). Curriculum and Assessment. London: Ablex Publishing

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