MANAJEMEN KURIKULUM DAN SISTEM EVALUASI SEKOLAH MENENGAH

DAN PERGURUAN TINGGI

Dosen Pengampu:

Sutaryat Trisnamansyah

Referensi (tidak untuk laporan buku)

Pengembangan Kurikulum: Teori dan Praktek.

Bandung: PT. Remaja Rosdakarya. Sukmadinata, N.SY.

(2008).

Sukmadinata, N.SY. (2004).

Sukmadinata, N.SY. (2008).

Sukmadinata, N.SY. (2005).

Hamalik Oemar (2007).

Kurikulum dan Pembelajaran Kompetensi.

Bandung: Kesuma Karya.

Strategi Meningkatkan Mutu Pendidikan Dasar.

Bandung: Maestro.

Pengendalian Mutu Pendidikan Sekolah Menengah.

Bandung: Kesuma Karya.

Manajemen Pengembangan Kurikulum.

Hubungan Teori, Kebijakan dan Praktek

Teori

Kebijakan

Praktek

Fakta-Data-Fenomena-Isu-Masalah: Pendidikan,

Manajemen Kurikulum, Sistem Evaluasi.

AN EXPLICITLY (WRITTEN CUR. ) & IMPLICITLY (HIDDEN CUR) INTENTIONAL SET OF INTERACTIONS DESIGNED TO FACILITATE LEARNING AND DEVELOPMENT AND TO IMPOSE MEANING ON EXPERIENCE.

Miller and Seller

Orientations

Development Evaluation

Implementation

Basic belief about what Schools should do and how students learn Miller, John PA Seller, Wayne.(1985).

Curriculum: Perspective and Practice.

Education Orientation Orientations (to curriculum), or Curriculum

Position, or Metaorientations:

Help one to perceive the linkage between curriculum practices and the philosophical, psychological, and social contexts that shape them.

Metaorientation

Curriculum Issues:

Educational aims,

Conception of the learner,

Conception of the learning process,

Conception of the learning environment,

Conception of the teacher’s role,

Conception of the learner’s role,

Conception of learning should be evaluated.

Three Orientations

Transmission

Curriculum Student

Transaction

Curriculum Student

Transformation

Student Curriculum

Mastery school subjects through textbooks learning – rote learning

Acquisition basic skills and certain cultural values and mores that are necessary in society, and

The application of mechanistic view of human behavior, whereby students skills are developed through specific instructional strategies (competence-based learning)

1. Transmission The function of education is transmit facts, knowledge, skills, and values to students.

Philosophy

Philosophical-scientific paradigm (Logical Positivism, Scientific Empiricism, Analytic Philosophy).

An atomistic view of nature, reality is seen in terms of separate, isolated building of blocks.

Ludwig Wittgenstein (Analytical philosophy)

“ universe is made of isolated facts, or atoms, that may or may not be related each other, there is no

inherent link or bond between them”

Francis Bacon (1961 – 1626)

Inductive thinking (scientific inquiry).

Scientific inquiry should be the main method of acquiring new knowledge; by observing nature we can build theory.

Behavioristic psychology; all human behavior can be understood in term of cause and effect.

Psychology

In psychology Bacon is almost a Behaviorist

"all human behavior can be understood in term of cause and effect".

Behaviorism emphasis "on breaking down human activity into specific responses that can be used to predict and control human behavior".

Psychology-Education: John Locke (1889):

Tabula rasa (blank slate) mind is passive

"Education is a process of habit formation: Sensation arises 4 is follow by ideas coming to the mind, 4 ideas give rise to actions, 4 actions lead to habits, 4 habits form persons's caharacter”

Psychology- Education: Edward L Thorndike (1911):

A man intellect, character, skill is the sum of his tendencies to respond to situations and elements of situations.

A people is essentially passive, beings who simply respond to situations (stimuli), he acknowledges that these responses are uniform in all situations.

Teaching is the arrangement of situations which will lead to desirable bonds and make satisfying.

Teacher is the active determiner of learning environment and student is passive receptor,

Repetition is important to learning,

Problem solving is a process of random fumbling-trial and error.

Psychology-Education: Franklin Bobbit (1924) The purpose of education is to prepare students for

their adult live ought to make up well rounded adult life.

Ten categories daily activities: language-inter communication, health, citizenship, social, spare time, keeping mentally fit, religion, parental, non vocational, labor activities ("bases for curriculum")

These human activities must be broken into specific objectives.

The school curriculum is a mirror of society

The dominant principle of educational method is “the mind grows as it is exercised”

Psychology-Education: B.F. Skinner (1968):

Operant Conditioning (reinforcement) : "If the occurrence of an operant (a behavior that can be controlled through reinforcement) is followed by presentation of reinforcing stimulus, the strength is increased"

Education is a matter of choosing and using reinforcement techniques, teaching is the arrangement of contingencies/reinforcement under which student learn,

Psychology-Education: B.F. Skinner (1968):

Curriculum: Traditional school subjects and teaching methodology, instructional strategy (competence based learning).

Teaching is the arrangement of contingencies of reinforcement under which the students learn.

Programmed instruction is primarily a scheme for making an effective use of reinforcer. not only in shaping new kinds of behavior but in maintaining behavior in strength.

Positive reinforcement (reward) and negative reinforcement (punishment).

Three Specific orientation in TRANSMISSION

1. Subject/Content Orientation: Curriculum has centered on specific subjects and

academic discipline Emphasis on direct instructional : lecture & recitation Curriculum divided subjects into: required (core) courses

and electives The subject curriculum is based on a plan specifying

what courses will be required at different levels The length of the class period is organized around the

subject.

2. Cultural transmission Orientation: • The schools must be guardians par excellence of our

national character (Emile Durkheim) • The methods is rational moral education. • The schools must train the child In terms of the

demand of society. • Morality is connected with duty: prescribed behavior,

a set of rules that predetermine conduct (interpersonal relations – relations between people and property)

• Morality is an external context into which we fit our behavior.

3. Competency based education/mastery learning Orientation:

Goal of CBE is to developed student competencies through specific instructional strategies.

CBE focused on measurable objectives, finding appropriates instructional plan, assessing by mean of criterion -referenced tests.

Mastery learning is integrated system of instruction that includes procedures for identifying desired learning outcomes, evaluation and the process of instruction that will enhance students learning of those outcomes .

Concluding of TRANMISSION ORIENTATION

• Context: atomistic paradigm, reality is broken down into distinct, separated elements.

• >Aims: mastery school subject and inculcation of students in social norms.

• Learning experiences: Learn facts and concept associated with the subject and master certain key skills.

• Role of teacher: play directive role in the learning process.

• Evaluation: traditional achievement tests to indicate how students has mastered a particular subject.

Berlak Dilemmas

Whole child vs. child as student? school objectives is to teach academic content, literacy-computational skill

Teacher control vs. student control? teacher play a strong directive role in students' learning, mastery learning allows individualization, teacher determines the standards.

Personal knowledge vs. public knowledge? Knowledge as content vs. knowledge as process?

is relatively fixed Extrinsic motivation vs. intrinsic motivation?

grade & external reinforcers. Learning is holistic vs. learning is molecular?

atomistic paradigm Each child unique vs. have shared characteristic?

all students master the same material. Learning is social vs. learning is individual?

the goal is work individually Child as person vs. child as client?

"as an object" to master a prescribe curriculum.

Education is a dialogue between the student and the curriculum in which the student reconstructs knowledge through the dialogue process.

The Individual (student) is seen as rational and capable of intelligent problem solving.

The central elements are an emphasis on curriculum strategies that facilitate problem solving (cognitive process); application of problem solving skills within social context in general and within the context of democratic process; and development of cognitive skills within the academic disciplines.

2. Transaction

Philosophy:

John Dewey's experimental pragmatism

Education has both a conservative function, that school should pass on to the students the mores and language of the culture; and a reconstructive function a dynamic process that can help the student participate in the democratic process.

The aim of education is growth, the reconstruction of experience and knowledge, school should focus on the present live of children.

Progressive education:

Progressive education ignored the past and focus only on the present,

Education is a process of living and not a preparation for future living,

Education is the fundamental method of social progress and reform,

The school must represent life, life as real and vital to the child.

Children interact with their environment,

Teacher facilitate inquiry based on scientific method

Problem solving: Play a central role in Dewey's concept of education

Develop intelligence and facilitate growth through individual's interaction with social environment,

Is rooted in the scientific method (reflective thinking)

Problem solving steps:

1) identify problematic situation ,

2) define exactly the problem,

3) clarification: analysis factors contributing to the problem,

4) develop hypotheses or "if-then",

5) implement hypothesis.

Problem selected should be related to intrinsic

Psychology:

Jean Piaget:

Cognitive development

Sensory motor pre-operation

concrete operations formal operations

Lawrence Kohlberg:

Moral (cognitive) development:

Punishment Egocentric self respect

social order social contract conscience

Perkembangan Intelek: Piaget

Berpikir Sensori-motor: gerak refleks reaksi indra pemahaman melalui pengindraan 0.0 2.0

2.0 4.0

4.0 7.0

7.0 11.0

11.00

Berpikir Prakonsep: egosentris, animis, meniru

Berpikir intuitif: mengikuti aku-nya, fantasi,

Berpikir konkrit: pemahaman melalui contoh nyata memahami persamaan, perbedaan, hubungan

Berpikir formal: abstrak, hipotetis, deduktif-induktif, konvergen-divergen, evaluatif, pemecahan masalah, kreatif

Perkembangan Moral : Kohlberg

Katahati (Concience)

Kesepakatan masyarakat (Contractual legalistic)

Ketaatan pada hukum (Respect for authority-Social order)

Agar mendapatkan pujian (Good boy- nice girl )

Berbuat balk utk keuntungan pribadi (Naively egoistic)

Menghindari hukuman—dapatkan ganjaran (Obidience & Punishment)

Pasta konvensi (Post Conventional)

Konvensi (Conventional)

Pra konvensi (Pre Conventional)

Cognitive Process Orientation Focuses on how people think and solve problems

Curriculum: facilitate thinking and problem solving skills.

Problem solving (Ross and Maynes (1982): 1) Define the problem 2) Establishing a framework for the inquiry. 3) Determining sources of data. 4) Obtaining data at source. 5) Judging the adequacy of the data. 6) Putting data into framework. 7) Reducing data to summary form 8) Observing relationship in data 9) Interpreting data 10) Extrapolating the interpretation 11) Communicating an inquiry

Type of problems Comparative problems

Decision making problems

Correlational problems

Experimentally orientated problems

Teaching problem solving

1. Select an instructional context

2. Develop a growth scheme

3. Set problems solving goals for students

4. Develop practice materials

5. Develop teaching strategies to promote growth

6. Develop test instruments

7. Develop a sequence of instructional events in lesson plans

Concluding of TRANSACTION ORIENTATION

Context: interaction between the person and social environment is the central.

Aims: the development of rational intelligence in general and complex problem-solving skills.

Learning experiences: inquiry and problem solving skills .

Role of teacher: to facilitate the development of student inquiry skills.

Evaluation: focuses on the student's acquisition on complex intellectual frameworks and skills.

Berlak Dilemmas

Whole child vs. child as student?

Teacher control vs. student control?

Personal knowledge vs. public knowledge?

Knowledge as content vs. knowledge as process?

Extrinsic motivation vs. intrinsic motivation

Learning is holistic vs. learning is molecular?

Each child unique vs. have shared characteristic?

Learning is social vs. learning is individual?

Child as person vs. child as client?

Focuses on personal & social change:

Teaching students skills that promote personal and social transformation,

a vision of social change as movement toward harmony with the environment, and

the attribution of a spiritual dimension to environment.

3. Transformation

Philosophy:

Rousseau's thinking the Romantic education:

Child is essentially good and that education should allow the inner nature of the child to unfold with minimum interference.

Social change orientation

educators must take a more critical view of the role of schools in the society,

schools do not just mirror dominant economic interest,

schools must be on the cutting edge of social and political change.

Perennial philosophy:

Huxley: all phenomena are interconnected and part of a unified whole and that the individual is also part of this unity.

Principles:

The interconnectedness of reality and the fundamental unity of the universe,

The intimate connection between the individual's inner or higher self and this unity,

The cultivation of intuition and insight through contemplation and meditation in order to "see" this unity more clearly,

The realization of this unity among human beings leads to social action designed to counter injustice & human suffering.

Psychology:

Humanistic Psychology

Description of human functioning and experience based wholly or in a large part on subhuman species,

Meaning is more important than method,

Give primary concern to man's subjective experience, and secondary concern to his actions,

Sees a constant interaction between science and application,

Is concerned with the individual, the exceptional, and the unpredicted rather than regular,

Seeks that which may expand or enrich man's experience.

Abraham Maslow: Human motivation

Physiological needs safety needs

belongingness and love self esteem

self actualization self transcendence.

Carl Rogers: Non directive/ client centered

Facilitative conditions that are crucial to a helping or teaching relationship:

Genuineness,

Regard,

Empathy

Tangga motif: Maslow

Motif pengamanan

Motif persaudaraan

Motif haga diri

Motif aktualisasi diri

Motif transendental

Motif fisiologis

Concluding of TRANSFORMATION ORIENTATION

Context: is rooted in an ecological paradigm that acknowledges the interdependence of phenomena.

Aims: self actualization , self transcendence, and social involvement are the principal goals

Learning experiences: focus on interdiscip linary integration of the physical, cognitive, affective and spiritual dimensions .

Role of teacher: to see life as a process of being and becoming.- to be in touch with inner life and their students- and facilitate student contact with the community.

Evaluation: student self evaluation, feedback from peers & the teacher and students interaction with teachers , and conventional modes on skill and subject mastery.

.

Whole child vs. child as student?

Teacher control vs. student control?

Personal knowledge vs. public knowledge?

Knowledge as content vs. knowledge as process?

Extrinsic motivation vs. intrinsic motivation

Learning is holistic vs. learning is molecular?

Each child unique vs. have shared characteristic?

Learning is social vs. learning is individual?

Child as person vs. child as client.?

Berlak Dilemmas

Terima kasih

Dosen Pengampu:

Prof. Dr.Sutaryat Trisnamansyah, MA.