PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124

Vol 1, Nomor 1, Januari 2016

Halaman:

Strategy Of Curriculum Development

Based On Project Based Learning
(Case Study : SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan)

Rima Sri Agustina, Sarjono Purob

aUniversitas Sebelas Maret ,Jl.Ir Sutami No.36A Kentingan Surakarta, Indonesia
b Universitas Bung Karno ,Jl.Kimia No.20, Jakarta ,Indonesia

Corresponding e-mail : [email protected]

Abstract: Curriculum Development must be continuously assessed and developed appropriate to the circumstances by
taking into account the challenges that exist so that the directions of development are aligned answer the
challenges future. This research aimed: (1) to identification of school potential, mapping and grouping of
school experiences, (2) making time line of activity and setting of development method, and
(3) curriculum documentation. The subject of research conducted in SMAN 1 Tanta in Tanjung Tabalong
South of Kalimantan. Techniques of collecting data used were observation, interview, and document analysis.
The data analysis method employed was an interactive model of qualitative analysis. Results of collecting
data through observation found unproductive land in the school yard, and there are several local potential that
can be used as a basic for curriculum development, interviews with teachers and students that the school
requires an integrated between the curriculums with teaching learning activities. Dokumem curriculum in the
schools has not shown the existence of curriculum development. Facilitation is done in curriculum
development through the implementation of project based learning. The data analysis method employed was
an interactive model of qualitative analysis. Curriculum development results showed that: (1) the potential of
the school and school experiences: the school garden and organic farming project activities, (2) the school has
a distinctive curriculum documentation.

Keywords: School potential, project based learning, curriculum

1 INTRODUCTION amount of trash that has not been properly

Curriculum is the heart of a school. Each school managed.
will attempt to create or compile a curriculum as Teaching and learning process in schools did
possible so that it can accommodate the demands not yet are fully engaging the students. By
and the needs that must be continuously assessed implementing Project Based Learning (PBL), the
and developed appropriate to the circumstances by potential that exists in schools can improve student
taking into account the challenges that exist so that participation in learning activities. PBL is a
the direction of development will be aligned to student-driven, teacher-facilitated approach to
answer the challenges ahead. Curriculum should be learning. Learners pursue knowledge by asking
forward looking since a major objective is to questions that have piqued their natural curiosity
prepare students for future employment. (Stephanie, 2010). Teacher as a curriculum
Curriculum must prepare students to work with developer has to be able to translate, explain and
current technologies, integrate new technologies transform the values involved in the curriculum to
and evaluate and apply emerging technologies over his/her students (Azhar, 2011). PBL also necessary
time (Donald and Douglas, 2004) for teaching systems to help students gain new
Schools can design a curriculum appropriate skills in both learning and using new technology
with the conditions of schools such as the school particularly for bringing 21st century skills into the
environment, school potential, the natural potential school (Monchai and Sumale ,2013).
and others. Local potential possessed by schools in 2 LITERATUR REVIEW
Tabalong very diverse among others: the potential The modern opinion of curriculum covers all the
of natural resources, human resources potential, learning experiences provided to students under the
besides cultural potential can be developed and guidance or school responsibilities, which is not
promoted as a potential local knowledge can also only limited to the number of subjects alone but a
be used as a source of teaching and learning in learning experience beyond the written subjects,
schools. The characteristics and potential of SMAN such as habits, attitudes, morals and others (Azhar,
1 Tanta, among others, the vast land but not 2011). Over the past two decades the study of
productive, many plants around the school, the curriculum has become an established part of
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teacher education programmes. Characteristics of a technology teachers would do well refer to Ronald
Good Curriculum are: Development of Social (1995) :
Understanding, Promotion of Maximum Personal 1. A successful program would always feature or
Development, Promotion of Continuity of be characterized as having a hard working
Experience, and Provision for Educational Goals, student body;
Maintenance of Balance among All Goals, 2. Students participating in a successful program
Utilization of Effective Learning Experiences and talk a lot;
Needed Resources (Afzaal et. al, 2011). 3. A successful curriculum would be one in which
Curriculum Development must be students and instructors were genuinely
continuously assessed and developed appropriate to engaged; and
the circumstances by taking into account the 4. The context in which performance is usually
challenges that exist so that the directions of assessed should reach beyond the school or
development are aligned answer the challenges institution (e.g., technological education
future. Law of the Republic of Indonesia No 20 of students design a computer program for a
2003 on National Education System and the hospital in which they are volunteers).
Indonesian Government Regulation No. 19 of 3 RESEARCH METHOD
2005 on National Education Standards mandated
3.1 Location and Aim of the Study
that the Kurikulum Tingkat Satuan Pendidikan
The subject of research conducted in SMAN 1
(KTSP) levels of primary and secondary prepared
Tanta in Tanjung Tabalong South of Kalimantan.
by the education unit in order to achieve the goal
Aim of the study are: (1) to identification of school
national education, as well as the purpose of
potential, mapping and grouping of school
education. Curriculum development can be defined
experiences, (2) making time line of activity
as the process of planning, implementing, and
and setting of development method, and
evaluating curriculum that ultimately results in a
(3) curriculum documentation.
curriculum plan. Teachers need to be
knowledgeable about curriculum and understand 3.2. Techniques of Collecting Data
the processes by which curriculum may be Techniques of collecting data used were
developed (Afzaal et. al, 2011). According to observation, interview, and document analysis. The
Ramparsad (2001) defines curriculum development data analysis method employed was an interactive
as an umbrella and continuous process in which model of qualitative analysis.
structure and systematic planning methods figure 3.2.1 The Reseach Process
Research process conducted by three stages of
strongly from design to evaluation. Change
activities are : 1. mini project, 2. grand projects and
strategies in curicullum development for enhancing
3. curriculum development. Mini-project activities
school improvement, teacher development, and
and the grand project activities involving students
pupil learning in the past several decades (Fai and
through PBL. Mini project and grand project
Edmond, 2011).
activities used as base for curriculum development.
According to Monchai and Sumale (2013)
Chart of Research Process shown in Figure 1.
PBL is an instructional technique, as a learning
context with the stimulus to construct knowledge
and critical questions in teams to set goals, obtain
information, and make decisions. Solving highly
complex problems requires that students have both
fundamental skills (reading, writing, and math) and
21st century skills (teamwork, problem solving,
research gathering, time management, information
synthesizing, utilizing high tech tools). Students in
PBL are engaged in active learning and gain
multidisciplinary knowledge while working in a
real-world context. The importance of student Figure 1. Research Process
engagement is widely accepted and numerous
researchers have provided considerable evidence to
4 DISCUSSION AND RESULT
support the effectiveness of student engagement on 4.1 Data From Observation,
a broad range of learning outcomes (Frank and Interview and Collecting of
Abigail, 2006). Curicullum Documentations
The Curriculum Development/Planning Direct observations were made by observing the
Process four rules of engagement Schools and potential around the school, Tabalong river,
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Tanjung markets and around Tanjung town. a. Understanding of Learning Method based on
Results of collecting data through observation local potential
shown in Table 1. b. Potential local inventory of Tabalong
Table 1. Local Potential c. Introduction of Project-Based Learning
Potential of Tanjung Potential of School d. Determination School Project
Tabalong Area e. Making the Proposal
1. Rubber plantations 1. Unproductive land f. Project implementation in learning
2. Fruit : Langsat, 2. Many plants around Mini-project implementation, among others:
Tiwadak, Pampakin the school a. Extension of the importance of hygiene and
3. Fish : patin, baung, 3. Amount of trash that
the benefits of waste
saluang has not been properly
managed
b. Survey to the relevant departments of the
4. Coal mine 4. River ecology empowerment of waste as compost
5. Tabalong River c. modeling a composting
d. Collection / depositing garbage by learners
6. Cultural and A e. Garbage grouping by students
traditional ceremony in f. Preparation and processing waste into
Warukin
compost
From the table above found unproductive land g. Packaging and sales
in the school yard, and there are several local Composting process and sales activities through
potential that can be used as a basic for curriculum the market day in a mini-project activities are
development. shown in Figure 2. and Figure 3.
Interviews with teachers and students shown in
Table 2.
Table 2. Summary of Inteview
Teachers Students
1. Teachers need 1. Students need fun
update teaching learning method
learning method
2. Schools requires 2. Involve students
the development of actively in learning
learning methods activities Figure2. Processing facility and initial Process
3. Want to be 3. Teaching and learning
environmentally activities are more
friendly school variedbeen properly
managed
4. School Want to 4. Introduction of
have a distinctive entrepreneurship
curriculum
From summary of intevew, school requires an
integrated between the curriculums with teaching
learning activities.
Result from collecting curicullum documentations Figure3. Market Day
are : In mini project activities, teachers are able to
a. School does not have a comprehensive make a list of Tabalong potential are culture,
curriculum documents natural resources and others then present the
b. Not all teachers have an independent results. Next stage teachers make a grand project
curriculum and good documentation design.
c. School has not been continuously developing
curriculum 4.3 Grand Project Implenatation
d. Schools using the curriculum from and Curriculum Breakdown
government.
Consider to Ronald (1995) Grand project
4.2 Design and Implementation of implementation is base of development curriculum.
Mini Project Grand project consist of: organic farming, and
Phases mini-project activities are described as bussiness day. Organic farming activities
follows: encompass are :
a. Land clearing and farm processing,
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b. Fertilization early and spacing / planting hole, Development curriculum cover are : planning
c. Seeding and planting plants, and make the stages of curriculum planning,
d. Plant maintenance (watering, weeding plants, Define and describe the curriculum a distinctive
fertilizing advanced, and and independent then formulate joint curriculum a
e. controlling plant pests), distinctive SMAN 1 Tanta, Develop vision and
Preparation of organic compost and organic mission of the curriculum and formulate the vision
pesticides, Handling during harvest. In the and mission of the curriculum SMAN 1 Tanta,
activities of the business day includes : Survey the analyzing curriculum integration and non of the
market price and market share, Post-harvest integration, curriculum planning and make
handling and packaging, Promotion and marketing curriculum planning stage (individual and group),
of organic farm. Organic farm activity is an making detailed assessment rubric, define and
application of Project Based Learning, which in describe the a distinctive curriculum and then
this activity all the teachers and students involved formulate joint independent a distinctive
in the project activities accordance with their curriculum SMAN 1 Tanta.
respective sections. Organic farm activities are 5 CONCLUSIONS
shown in Figure 4 and Post-harvest handling show PBL as a teaching method that supports, facilitates
in Figure 5. and improves the learning process allows. In
addition, the teachers characterized PBL as
engaging and motivating, allowing the students to
work collaboratively. Furthermore, teachers used
student-centered approaches in their
implementation of PBL Curriculums development
based on PBL in SMAN 1 Tanta can increase
student engagement in teaching learning activities.
Figure 4. Organic Farm Begins with exploring the potential of local and
school experience in organic farming demonstrate
the school has been able to develop the curriculum
properly documented. The school has a distinctive
curriculum documentation.
6 ACKNOWLEDGEMENTS
Thank to Yayasan Adaro Bangun Negeri
(YABN) that has funded this project.
Figure 5. Post-harvest handling 7 REFERENCES
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