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DEFINITION OF CURRICULUM BY EXPERTS

1. Tyler : evaluation as an evaluation of student achievement


2. Stake : what is planned curriculum including teachers, the
implementation process of the teacher, as well as the results of the
implementation of the plan
3. Pomphan : curriculum is formulated objectives will be achieved
and therefore the evaluation of the curriculum is related to the
achievement of these goals beyond the goals (read outside the
curriculum) is called education
4. Lewy :the curriculum in terms of the broader scope of the evaluation
provides for a broader curriculum. Aspects of the curriculum
ranging from component development planning, implementation and
results of learning is considered as the scope of curriculum
evaluation study.
Based on a review of the literature on the curriculum and reflective
thought about the term curriculum, the author of the book looks
curriculum in 4 dimensions that are interconnected to one another. these
four dimensions are:

a. curriculum as an idea or conception


b. curriculum as a written plan
c. curriculum as an activity (process)
d. curriculum as a result of learning.
THE CURRICULUM AS AN IDEA OR CONCEPTION

• As the dimensions of the curriculum in ideas or


conceptions is the curriculum in terms of the most
dynamic than the curriculum in other dimensions.
• In most original form, the curriculum in this dimension
exists only in one's thinking.
• It can be said everyone involved in the education
business, directly or indirectly, have a curriculum in this
dimension. Everyone who pour out their thoughts in
teaching and learning in schools.
THE CURRICULUM AS AN IDEA OR CONCEPTION

STUDENT

HIGHEST
DECISION TEACHER
MAKERS IN
EDUCATION

ASSOCIATES,
PRINCIPALS,
SUPERVISORS, HEAD
OF THE EDUCATION
THE CURRICULUM IN DIMENSION AS PLAN
• The curriculum is regarded as an important, even the
most critical so for long enough periods of scholars in
the field of curriculum only gives attention to the
curriculum in this dimension.
• The curriculum as this plan is a translation of the
curriculum in dimension as an idea. So Educational
technology had advanced so that the curriculum in the
dimension of the plan is not accepted, then the idea
semuia into the curriculum should be developed.
THE CURRICULUM AS AN ACTIVITY (PROCESS)

In this dimension is sometimes also referred to as the


curriculum reality (Cohen, Deer, Harrison, and
Josephson), or as an experiential (Goodlad) the term
reality can be used, because the curriculum in this
dimension is a curriculum that actually happening in the
field. Experiential terms used Goodiad because he saw of
what is experienced by students. Students may have the
same curriculum as an idea, but what happened is the
curriculum as a reality. as what happened.
Opinions On The Activity As One-dimensional Curriculum Is Based On
The Number Of Reasons. Among Others:

• The first reason is that the activities going on in the school


curriculum not then what happens in the classroom nor
curriculum. Thus the result of learning by the students is not a
result of the curriculum.
• The second reason is the reason as stated by Zais wrote in his
book entitled Curriculum: principles and foundations, as
follows: But if we observe your classroom in a particular
operation, are we not Able to see the class move toward
Certain goals, employ Certain content, or engange in Certain
activities.
THE CURRICULUM AS A RESULT OF LEARNING

• In other words, the definition of the curriculum in dimension


as the first is the notion of learning outcomes known to
mankind. Only such understanding is not formally defined.
• Evaluating the curriculum related to learning outcomes, but
people do not associate the results of the study as one of
dimension understanding of the curriculum.
• The most distant businesses do is enter the results bejalar as
one component of the curricula as the plan is developed but it
means that he must be regarded as a curriculum in its own
dimension.
Bloom And His Colleagues Classified The Contents Within 3 (Three) Domains
That Namely :

Cognitifve affective and psychomotor. The third domain of


sating related and inseparable in reality. But theoretically.
three can be separated and can be developed separately as
well, namely in the sense of giving emphasis on one real.
Thus, the product can be developed separately cognitive with
emphasis on activities that request the use of a greater
cognitive capacity even though at the same time affective and
psychomotor abilities also helped develop. Similarly, the
ability of affective and psiychomotor.
CURRICULUM EVALUATION FUNCTION
Curriculum evaluation function discussed the prior of the
evaluations for the evaluation function includes the
whole of the evaluation. If someone evaluates the
curriculum regardless of the type of evaluation that is
being done, he should be aware of the function of the
evaluation activities. Otherwise, he would have difficulty
either when planning activities as well as at the time of
implementation.
Basically scriven distinguished two kinds of evaluation function. the first function is
named as a formative function and the second function is called summative
function.

• Formative evaluation functions carried out if the results obtained from the
evaluation of activities directed to improve certain parts or most parts of the
curriculum that is being developed. So it is not to replace the existing
curriculum. The repaired part can be part of the curriculum as ideas, plans,
events or hash.
• Summative evaluation function provides the attention of results a
curriculum. Therefore a new summative functions can be
implemented apabita has been deemed complete curriculum
development.
TYPES OF CURRICULUM EVALUATION
The evaluation plan, the evaluation process, and the
evaluation results of formative and summative
evaluation function can be performed. The fourth type of
evaluation will be discussed in more detail in the
following description.
REFLECTIVE EVALUATION
Reflective evaluation is used for specifying the type of
evaluation mernusatkan attention primarily to the curriculum
as an idea. Reflective name itself is taken from an article
written if Cohen (1976). These types of evaluations are
examining the idea was developed and used as a foundation
for the curriculum in dimension.
EVALUATION PROCESS
Evaluation of the plan is a type of evaluation that many
people do, especially after many of the innovations introduced
in curriculum development. And after the technological
development of the curriculum as a plan produces certain
formats. Process development purposes. for instance, has
grown such that it is known as the destination level jarus note.
both idealistic goals and objectives of technical-operational
nature of such technical should be followed carefully by the
development of the curriculum as a plan.
FORMATIVE EVALUATION FUNCTION
Formative evaluation functions carried out if the results
obtained from the evaluation of activities directed to
improve certain parts or most parts of the curriculum that is
being developed. So it is not to replace the existing
curriculum. The repaired part can be part of the curriculum
as ideas, plans, events or hash.
SUMMATIVE EVALUATION FUNCTION

Summative evaluation function provides the


attention of results a curriculum. Therefore a
new summative functions can be implemented
apabita has been deemed complete curriculum
development