 Pembangunan kurikulum merupakan satu

proses yang komprehensif melibatkan;

1. Analisis tujuan/matlamat
2. Reka bentuk satu kurikulum/program
3. Pelaksanaan kurikulum/program
4. Penilaian
 Satu proses yang deduktif dan agak sistematik
 Apabila pertimbangan nilai yang utama/penting telah
dilaksanakan berhubung tujuan/matlamat,
mengkonsepsikan satu kurikulum untuk mereka bentuk
satu kurikulum selanjutnya dapat dilakukan.
 Setiap reka bentuk mempunyai penekanannya yang
tersendiri.
 Kerja membangunkan kurikulum selalunya
mengandungi andaian-andaian yang apabila
diwartakan (formalized) akan menjadi falsafah.
 Falsafah atau satu himpunan andaian-andaian ini
membantu dalam pembangunan kurikulum
dengan menjadi kriteria untuk membuat
keputusan (establish the “criteria” for making
decision.
 Apabila tujuan telah diputuskan, selanjutnya
matlamat, objektif dan standad digunakan untuk
membangunkan kurikulum.
 Pembangunan dilakukan melalui “curriculum
maps, framework and the alignment process”
 Analisiskeperluan digunakan untuk
menaksirkan keperluan atau efikasi sesebuah
kurikulum.
 Kurikulum yang dihasilkan mestilah sesuai
dengan pelajar yang disasarkan.
 Proses pembangunan kurikulum adalah
mengikut langkah-langkah berikut:
1. Penyataan Falsafah (Philosophy Statement)
2. Program Concept
3. Matlamat
4. Objektif
5. Reka Bentuk Kurikulum/Program
6. Analisis Keperluan
7. Pelaksanaan Kurikulum
8. Penilaian Kurikulum
Kriteria untuk Membuat Keputusan
- Prinsip/Rasional untuk membuat sesuatu
keputusan dalam memilih matlamat/objektif
dan isi kandungan dikenali sebagai kriteria
dalam usaha membangunkan sesuatu
kurikulum; antara contohnya adalah rasional
untuk membentuk sikap bertanggungjawab,
atau ketrampilan.
Peranan Falsafah Pendidikan
- Falsafah Pendidikan memandu proses
pembangunan kurikulum dengan
menyediakan keutamaan dan menjawab
persoalan yang berkait dengan nilai
(Educational philosophy guides all
curriculum development by setting
priorities and answering value-laden
questions).
- Philosophies set the parameters of
definitions of curriculum, thereby
defining the scope of curriculum
development process.
- Di Malaysia FPK menjadi asas untuk proses
pembangunan kurikulum.
 Program Concept
Concepts for Child-Focused Program

1. Philosophy Statement
We desire in each school, kindergarten through
adult education, a program that will focus on
the individual student to provide learning
experiences in the affective, cognitive and
psychomotor areas.
2. Program concepts
a. A program of individual instruction will be
implemented
b. A basic diagnostic-prescriptive approach to teaching
will be used
c. A variety of materials, both commercial and teacher-
made, will be used
d. A flexible schedule will be implemented
e. Instructional assistants will perform teaching,
planning and clerical tasks
f. Instructional leaders (teachers) will serve as
facilitators of program planning and implementers
Matlamat (Goals) dan Objektif
Goals represent intended outcome or result.
 Goals can be thought of having increasing
levels of detail.
 Global goals are nearly philosophical
statements.
 Goals may be broken down into subparts.
 Finally in greater detail, the goals may be
stated in terms of instructional or behavioral
outcomes.
 The scope of the educational programs can
be determined from the global statements,
but it is the objectives (detailed goal
statements) that define the true purpose of
the curriculum.
 When goals reach the classroom level, they
usually become behavioral and focus on what
the students learns as opposeed to what the
teacher does.
 Such linkage is necessary for program
evaluation to be viable and for instructional
accountability to exist.
 An example of this reduction can be given using
“thinking skills” as a focus.
 At the general level (global) the goal might be
“highest priority will be given to the
development of sensitive, autonomous, thinking
human beings”.
 More specifically, this goal may be targeted or
defined as “Critical thinking skills will be
mastered by all students prior to graduation”.
 Even more specific (behavioral) goals, now an
objective, would be “Students will evidence
critical thinking by demonstrating the ability to
classify, compare and contrast, follow directions,
and reason using both inductive and deductive
logic on completion of the course.”
Reka Bentuk Kurikulum
 Curriculum designs are most observable as
“programs” and as content organizers.
 Ex. Program such as the “middle school
design”. Contoh di Malaysia Program KBSR
atau KBSM
 Program “middle school design” as based on
a human development rationale (as opposed
to a content design) and has a three-part
curriculum emphasis: academics, personal
learning and skills for continued learning.

The Middle School as a Program Design
1. Philosophy & Program Concept
 A. Child-centered
 B. Holistic knowledge structure is developed
 C. Thinking skills are priority goals
 D. Safety is essential
 E. Students’ development needs are
important
2. Curriculum
A. Academic excellence / social competence
1. Academic core , 2. Exploration and
developmental program
B. Personal development
c. Mastery of continuous learning skills
3. Organization
A. Interdisciplinary teams
B. Advisement program
c. Block scheduling and flexible scheduling within blocks
D .Exploratory and developmental experiences (elective
classes, wheels and exploration credits, mini-course,
clubs, activities, interest groups, intramurals)
E. Team planning and shared decision making
F. Integrated curriculum
G. In-service education and professional development
4. Implementing Strategies
A. Cooperative learning
B. Interdisciplinary teaching
c. Learning styles
D. Student services and career planning
systems
E. Home-school partnerships and
communications