While Sukmadinata (2006: 5) distinguishes between the curriculum as a plan (curriculum plan) with the functional curriculum (curriculum Functioning). As an educational plan or teaching, Beauchamp says "A curriculum is a written document which may contain many ingredients, but basically it is a written document during Pupils given their enrollment in school." According to Beauchamp, the implementation of these plans is included in the instruction. Meanwhile, according to Zais, the curriculum can not be judged from written documents alone, but must be judged in the process of implementation of the function in the classroom.
Meanwhile, according to Print (1993) that the curriculum include: 1) Planed learning experience, 2) educational offered within an institution / program, 3) represented as adocument, 4) included experiences resulting from implementing that document.
Alexander Inglis in Hamalik (2007:13) states that the curriculum has several functions, namely: The function adjustment, integration, differentiation, preparation, selection and diagnostics.
a. The Adjustive of Adaptive Function
Individuals living in the environment. Each individual must be able to adapt to its environment as a whole. Because the environment is constantly changing and dynamic, then each individual must have the ability to adjust dynamically as well. Behind it, the environment must also be tailored to individual circumstances. Herein lies the function of the curriculum as a means of education, so that individuals are well-adjusted.
b. The Integrating Function
The curriculum serves to educate individuals who are integrated. Because the individual itself is part of the community, then that person will be integrated to contribute to the formation or integration of society.
c. The Differentiating Function
The curriculum needs to provide services to different between each person in society. Basically, differentiation will encourage people to think critically and creatively, so that will encourage social progress in society. However, the differentiation no means ignoring social solidarity and integration, because the differentiation can also avoid the occurrence of social stagnation.
d.The Propaedeutic Function
The curriculum serves to prepare students to be able to continue further studies to a more distant range, eg the school continue their studies into higher learning or preparation in the community started to learn more skills are necessary, since the school could not provide all the required student or anything that catches their attention.
e. The Selective Function
Differences and selection are two interrelated things. Recognition of differences in means providing an opportunity for someone to choose what you want and attract interest. Secondly it is a necessity for people who embrace a democratic system. To develop these capabilities, then the curriculum should be arranged in a broad and flexible.
f. The Diagnostic Function
Education is to assist and guide students to be able to understand and accept herself, so it can develop all the potential. This can be done if the students realize all the weaknesses and strength through a process of exploration. Next students themselves who fix these weaknesses and develop their own existing strengths. This function is a diagnostic function of the curriculum and will guide students to develop optimally.
2. Curriculum Development Process
The curriculum is essentially serves as a guide, especially for educators at every level of education at the level of each unit, therefore there are a number of principles in the process developing. Here are some principles in curriculum development:
a. Relevance Principle
Curriculum as a guide will lead students to make sense of life lived in accordance with existing rules in the community and equip students both in the field of knowledge, attitudes and skills in accordance with what is expected by the community. Therefore, in drafting curriculum gained through learning experiences of students, the curriculum must be relevant to the needs of society and this is what is called the principle of relevance.
Relevance itself is divided into two, namely the relevance of internal and external relevance. Winna (2008: 39) The relevance of internal is that every curriculum should have a harmony between its components, the harmony between the objectives to be achieved, content, materials or learning experiences that students must possess, or strategies and methods used assessment tool to see purpose. This shows the relevance of internal integrity of the curriculum.
External relevance has the meaning that the objectives, content, and student learning process involved in curriculum more good accordance with the needs and demands of society. According to Winna (2008: 39) in the external relevance development divided into three: First, relevant to learners' environment. This means that the content of the curriculum should be adjusted to environmental conditions around the students. Suppose for students who live in urban areas need to be introduced, urban life such as how a good way to cross the zebra cross, services: payment of Water, Electricity, Telephone or online manually and so on. Second, relevant to the times, both now and in the future. This means that curriculum content must be in accordance with the situation and growing conditions. It is also what is taught to students should be beneficial for student life at the time will come. Third, relevant to the demands of the job. This means, that what is taught in schools should be able to meet the world of work. Suppose that Internet learning is taught to students, has a goal that one day what has been taught to provide benefits in the community, especially in information technology advances.
b. Flexibility Principle
These principles emphasize the need for flexibility or resiliency of nature, this principle is necessary because it could be what we expect in the ideal curriculum does not match the actual situation in society means that the curriculum should be implemented in accordance with existing conditions.
According to Winna (41:2008) The principle of flexibility has two sides: First, the flexibility for teachers, which means that the curriculum should provide room for teachers to develop teaching programs in accordance with existing conditions. Second, flexible for students, which means that the curriculum should provide a wide choice of possible programs in accordance with students' talents and interests.
c. Continuity Principle
Continuity is meant here is continuous, meaning the development of the learning process does not falter but continuous-continuous. Therefore despite the experience in the content of the curriculum should take into account the continuity between the subject matter at various levels and types of education programs.
To that although curriculum development conducted jointly between the curriculum developers at every level of primary school education, junior level high school level, and curriculum developers in higher education.
d. Practical (Efficiency)
Curriculum good practice to say if it meets the principles of efficiency related to energy, time, facilities, and costs incurred as cheaply as possible and the results obtained can be maximum. Because as good and, ideally curriculum but if the equipment, facilities and infrastructure is very expensive, so the curriculum is not practical and would be difficult for the implementation, therefore the curriculum should be designed separately should can be used in any situation (limited circumstances).
e. Effectiveness
Curriculum in addition to cheap and simple, not necessarily heed faktok success to be achieved from the curriculum itself, both in quality and quantity. Because curriculum development is a translation of educational planning. According to Winna (2008:4) regarding the principle of effectiveness in a curriculum plan can be implemented and can be achieved in teaching and learning activities. There are two sides of the effectiveness of a curriculum development. First, the effectiveness of activities related to teachers in implementing the tasks in the classroom curriculum. Second, the effectiveness of student activities in carrying out learning activities.
By Tio
There are many people who think that the curriculum associated with teaching materials, so the curriculum is always associated with textbooks. If we edge from the beginning, the term actually originated from the term curriculum sports in ancient Greece who comes from a curir and curere then interpreted as the mileage done by a runner.
While Sukmadinata (2006: 5) distinguishes between the curriculum as a plan (curriculum plan) with the functional curriculum (curriculum Functioning). As an educational plan or teaching, Beauchamp says "A curriculum is a written document which may contain many ingredients, but basically it is a written document during Pupils given their enrollment in school." According to Beauchamp, the implementation of these plans is included in the instruction. Meanwhile, according to Zais, the curriculum can not be judged from written documents alone, but must be judged in the process of implementation of the function in the classroom.
Meanwhile, according to Print (1993) that the curriculum include: 1) Planed learning experience, 2) educational offered within an institution / program, 3) represented as adocument, 4) included experiences resulting from implementing that document.
Alexander Inglis in Hamalik (2007:13) states that the curriculum has several functions, namely: The function adjustment, integration, differentiation, preparation, selection and diagnostics.
a. The Adjustive of Adaptive Function
Individuals living in the environment. Each individual must be able to adapt to its environment as a whole. Because the environment is constantly changing and dynamic, then each individual must have the ability to adjust dynamically as well. Behind it, the environment must also be tailored to individual circumstances. Herein lies the function of the curriculum as a means of education, so that individuals are well-adjusted.
b. The Integrating Function
The curriculum serves to educate individuals who are integrated. Because the individual itself is part of the community, then that person will be integrated to contribute to the formation or integration of society.
c. The Differentiating Function
The curriculum needs to provide services to different between each person in society. Basically, differentiation will encourage people to think critically and creatively, so that will encourage social progress in society. However, the differentiation no means ignoring social solidarity and integration, because the differentiation can also avoid the occurrence of social stagnation.
d.The Propaedeutic Function
The curriculum serves to prepare students to be able to continue further studies to a more distant range, eg the school continue their studies into higher learning or preparation in the community started to learn more skills are necessary, since the school could not provide all the required student or anything that catches their attention.
e. The Selective Function
Differences and selection are two interrelated things. Recognition of differences in means providing an opportunity for someone to choose what you want and attract interest. Secondly it is a necessity for people who embrace a democratic system. To develop these capabilities, then the curriculum should be arranged in a broad and flexible.
f. The Diagnostic Function
Education is to assist and guide students to be able to understand and accept herself, so it can develop all the potential. This can be done if the students realize all the weaknesses and strength through a process of exploration. Next students themselves who fix these weaknesses and develop their own existing strengths. This function is a diagnostic function of the curriculum and will guide students to develop optimally.
2. Curriculum Development Process
The curriculum is essentially serves as a guide, especially for educators at every level of education at the level of each unit, therefore there are a number of principles in the process developing. Here are some principles in curriculum development:
a. Relevance Principle
Curriculum as a guide will lead students to make sense of life lived in accordance with existing rules in the community and equip students both in the field of knowledge, attitudes and skills in accordance with what is expected by the community. Therefore, in drafting curriculum gained through learning experiences of students, the curriculum must be relevant to the needs of society and this is what is called the principle of relevance.
Relevance itself is divided into two, namely the relevance of internal and external relevance. Winna (2008: 39) The relevance of internal is that every curriculum should have a harmony between its components, the harmony between the objectives to be achieved, content, materials or learning experiences that students must possess, or strategies and methods used assessment tool to see purpose. This shows the relevance of internal integrity of the curriculum.
External relevance has the meaning that the objectives, content, and student learning process involved in curriculum more good accordance with the needs and demands of society. According to Winna (2008: 39) in the external relevance development divided into three: First, relevant to learners' environment. This means that the content of the curriculum should be adjusted to environmental conditions around the students. Suppose for students who live in urban areas need to be introduced, urban life such as how a good way to cross the zebra cross, services: payment of Water, Electricity, Telephone or online manually and so on. Second, relevant to the times, both now and in the future. This means that curriculum content must be in accordance with the situation and growing conditions. It is also what is taught to students should be beneficial for student life at the time will come. Third, relevant to the demands of the job. This means, that what is taught in schools should be able to meet the world of work. Suppose that Internet learning is taught to students, has a goal that one day what has been taught to provide benefits in the community, especially in information technology advances.
b. Flexibility Principle
These principles emphasize the need for flexibility or resiliency of nature, this principle is necessary because it could be what we expect in the ideal curriculum does not match the actual situation in society means that the curriculum should be implemented in accordance with existing conditions.
According to Winna (41:2008) The principle of flexibility has two sides: First, the flexibility for teachers, which means that the curriculum should provide room for teachers to develop teaching programs in accordance with existing conditions. Second, flexible for students, which means that the curriculum should provide a wide choice of possible programs in accordance with students' talents and interests.
c. Continuity Principle
Continuity is meant here is continuous, meaning the development of the learning process does not falter but continuous-continuous. Therefore despite the experience in the content of the curriculum should take into account the continuity between the subject matter at various levels and types of education programs.
To that although curriculum development conducted jointly between the curriculum developers at every level of primary school education, junior level high school level, and curriculum developers in higher education.
d. Practical (Efficiency)
Curriculum good practice to say if it meets the principles of efficiency related to energy, time, facilities, and costs incurred as cheaply as possible and the results obtained can be maximum. Because as good and, ideally curriculum but if the equipment, facilities and infrastructure is very expensive, so the curriculum is not practical and would be difficult for the implementation, therefore the curriculum should be designed separately should can be used in any situation (limited circumstances).
e. Effectiveness
Curriculum in addition to cheap and simple, not necessarily heed faktok success to be achieved from the curriculum itself, both in quality and quantity. Because curriculum development is a translation of educational planning. According to Winna (2008:4) regarding the principle of effectiveness in a curriculum plan can be implemented and can be achieved in teaching and learning activities. There are two sides of the effectiveness of a curriculum development. First, the effectiveness of activities related to teachers in implementing the tasks in the classroom curriculum. Second, the effectiveness of student activities in carrying out learning activities.
By Tio
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