Komponen2 Utama Pendidikan ( Sukmadinata , 2008)

1. Komponen2 UtamaPendidikan(Sukmadinata, 2008) Lingkungan Pendidik Interaksi Kurikulum Isi Proses Evaluasi Tujuanpendidikan Pendidikan Pesertadidik Alam,sosial,budaya,politik,pekonomi,religi

2. Curriculum Curirdancurere(Yunanikuno), jarakygharusditempuhdalamolah raga lari. Zais (1976); concepts of the curriculum; 1) curriculum as the program of studies, 2) curriculum as course content, 3) curriculum as planned learning experiences, 4) curriculum as experiences “had” under the auspices of the school, 5) curriculum as a structured series of intended learning outcomes, and 6) curriculum as a (written) plan for action. Saylor (1981); concepts of the curriculum: 1) curriculum as subjects and subject matter, 2) curriculum as experiences, 3) curriculum as objectives, 4) curriculum as planned opportunities for learning. Unruh &Unruh (1984); curriculum development is planning process of assessing needs, identifying goals and objectives, preparing for instructional, and meeting the cultural, social, and personal requirements that the curriculum is to serve.

3. Curriculum Oliva (1992); curriculum responds to and is changed by social forces, philosophical positions, psychological principles, accumulating knowledge, and educational leadership at its moment in history. Murray Print (1993); curriculum is defined as all the planned learning opportunities offered to learner by the educational institutional and the experiences learners encounter when the curriculum is implemented. Longstreet (1993); the curriculum should meet the needs of the individual child, of society, of business, of the art.

4. Five Concurrent Curricula • Official curriculum: the curriculum described in formal documents. • Operational curriculum: the curriculum embodied in actual teaching practices and tests • Hidden curriculum: institutional norms and values not openly acknowledged by teachers or school officials • Null curriculum: the subject matters not taught • Extra curriculum: the planned experiences outside the formal curriculum

5. Scope and sequence: the depiction of curriculum as a matrix of objectives assigned to successive grade level and grouped according to a common theme • Syllabus: a plan for an entire course, typically including rationale, topics, resources, and evaluation • Content outline: a list of topics covered organized in outline form • Textbooks: Instructional materials used as the guide for classroom instruction • Course of study: a series of courses that the student must complete • Planned experience: all experiences students have that are planned by the school, whether academic, emotional, or social. Six Common Concepts of Curriculum

6. Planning Elements • Objectives: What knowledge, skill, or attitudes should students acquire? • Rationale or educational philosophy behind the curriculum: Why should they learn this? What is the value of this? • Content: What content, topics, concepts, skills, atc., should be covered? • Characteristics of target audience: Who is this for (consider interests, abilities, background knowledge) • Activities: What should they do? • Materials: What resources will they need? • Sequencing principles: In what order should this be done? • Schedule: How long will each part take? • Teacher training and attitudes: What do the teachers need to know, be able to do, and be committed to? • Evaluation : How will success be determined? What will count as success • Administrative structure, school facilities, and financial constraints: How will it be implemented in a school? • Other parts of curriculum: How will it related to other subjects?

7. Hub. KurikulumdanPengajaran(Oliva, 1992) Curr Teaching Curr Teaching Curr Teaching Teaching Curr Curr Teaching

8. KreteriaPenyusunan Rangkaianpengajarantentanghasilbelajar yang diharapkan SistemPengembangan Kurikulum HasilBelajar Sistempengajaran KreteriaPemilihan Konten instrumental Sumber (isibudaya yang sesuaiuntukpengajaran) RepentoirPrilakuMengajar (Bellack and KliebarddalamSanjaya, 2008)

9. How is the curriculum documented? What situation resulted in the development of the curriculum? What perspectives does the curriculum represent What are the purposes and content of the curriculum? How is the curriculum organized? How should the curriculum be implemented? What can be learned from an evaluation of the curriculum? What are the curriculum’s strengths and limitations? The Process of Curriculum AnalysisSumber: Posner, 1992 Curriculum documentation and origins (Set 1) Curriculum proper (Set 2) Curriculum in use (Set 3) Curriculum critique (Set 4)

10. PendekatanStudiKurikulumSumber: Hamalik, 2007 Pendekatanmatapelajaran Pendekataninterdisipliner/ rumpun Pendektanintegratif Pendekatansistem

11. Grade 12 Science Mathematics Integration Curricula Breadth and Depth Within Discipline With Skills, Topics Themes, Concepts, Spiraling Social Studies Language Art Kindergarten Sumber: Fogarty, R., 1991

12. Prinsip-prinsippengembangankurikulum(Sanjaya, 2008; Sukmadinata, 2008) • Relevansi, • Fleksibilitas, • Kontinuitas, • Efektifitas, dan • Efisiensi.

13. Peranankurikulumdalamprosespendidikan(Hamalik, 2008 danSanjaya W., 2008). • Konservatif: Melestarikanberbagainilaibudayasebagaiwarisanmasalalu, agar identitasdanjatidirisebagaibangsatidakhilang. • Kreatif, kurikulumharusmampumenjawabsetiaptantangandanperubahanjaman, ok kurikulumharusmampumengembangkan, mengajarkan, danmemberikankegiatankreatifdankonstruktif. • Kritis dan evaluatif, Kurikulumtidakhanyamewariskansemuaunsurkebudayaan yang ada, tetapiharusmenilaidanmemilih yang akandiwariskan. Demikianjugadengankebudayaanbaru/asing yang masuk, tidaksemuanyajelek, disinilahperankritisdanevaluatifkurikulumsangatdiperlukansebagai control sosialdalamprosespendidikan.

14. Crucial curriculum issues: (McNeil, 2006) Development of thinking Competition in education with other nations Vocational education Moral education School safety