CURRICULUM AND DEVELOPMENT PAPER

CURRICULUM DEVELOPMETN MODEL’S

Lecture : Annisa Awaliyah,S.S.,M.Pd.

By

Feisal Adi Candra 8820316003

Riswandi 882031600

ENGLISH LANGUAGE EDUCATION DEPARTEMENT

STKIP BINA MUTIARA SUKABUMU
2018
 CHAPTER I
INTRODUCTION

Naturally, we as a nation Indonesia is proud to be a part of the Republic of Indonesia.

Indonesia is an agricultural country with natural resources and inherit the abundant natural
resources of qualified number 1 in the world. Unfortunately Indonesia is known as a country
that is less able to process their own natural potential because of the potential of human
resources that are less competent. Therefore, the government is planning to accelerate the
"Millennium Development Goals" which was originally planned to be achieved in 2020
accelerated to 2015. Millennium Development Goals is the era of free trade or globalization
era, the era of competition quality or quality, qualified people will be able to advance and
sustain their existence. Therefore, the construction and development of human resources is
needed in national development.
As we know, Indonesia is a country made up of thousands of islands with different
cultures and ethnicities. For that reason it needs adjustment or equalization vision, mission, and
strategy to progress and develop simultaneously. In this case, the national education system
has one important component in the implementation of the curriculum, since the curriculum is
an educational component referenced by each educational unit. Curriculum created by a
centralized government and applied to all children across the country nation of Indonesia.
School as an educational unit in each area with a wealth of diverse natural, and with the
potential of different regions. As a component of school teachers who are competent in a
particular subject and adjust the duty outlined curriculum, and develop appropriate local
potential and the potential of the school and students. However, in many cases found a lack of
understanding of school principals and teachers to the curriculum. This is evident from the
persistence of the teachers who guided textbooks sold in the market, as we know textbooks are
designed with a full portion, meaning the content in excess of the curriculum so that teachers
often feel short of time in the delivery of content in a particular subject.
B. Problems
1. How the Lewis’s model of curriculum development?
2. How the Tyler’s model of curriculum development?
3. How the Taba’s model of curriculum development?
4. How the KTSP model of curriculum development?
C.The Aims
1. To know the Lewis’s model of curriculum development.
2. To know the Tyler’s model of curriculum development.
3. To know the Taba’s model of curriculum development.
4. To know the KTSP model of curriculum development.
 CHAPTER II
CONTENT

A. Definition of Curriculum

The curriculumcomesfrom the Latin"curicula" which originallymeant

aroadforcartsorrace. But intermsof educationtranslate intoroads,businesses, activities toachieve
the goalof teaching.
There are so many model of curriculum. In this paper, we will discuss four models of
curriculum. There are Lewis, Tyler, Hilda Taba, and KTSP model of curriculum.
1. Tyler Curriculum Model

The curricullum develophment based on tyler is the foundation of curriculum in this era. He
has four quastion that must be answerd to make a curricullum, the question are the fondation
of curricullum. The answer and result from the question is a curricullum. His theory was based
on four fundamental questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained? (Tyler 1949: 1)

The first question is about the aim from schools, firstly schools must determine the aim
for their schools, so the next steps will support the purpose of school.Determine the purpose of
setting goals is the first step. In this objective must describe the direction of education purosed,
what kind of skills students should possess after school. The curriculum formulation objectives
is highly dependent on the theories and philosophies of education adopted by developers, based
on various input. There are three classifications of purpose from Tyler curriculum that
emphasizes mastery of the concepts and theories of science (dicipline oriented). The purpose
pegembangan curriculum that emphasizes personal or humanistic models (student centered).
The curriculum purpose that emphasis on improving people's lives (society centered.)

With reference to the above curriculum goals, the resources that can be used as a
reference in the development of the curriculum, according to Tyler, the views and
considerations of the expert disciplines, individual student, and contemporary social life.
Determine the Learning Experience, learning experience is the interaction of student activities
with environtment, and how the students react to the environment. The learning experience is
not identical with the content of the lesson, but it inhern the learning experience has been
teaching is cover the material that should be learnt by student. several principles that must be
followed in determining the learning experience, that is:

1) Must be in accordance with the objectives to reach.

2) every student must satisfy the learning experience.

3) every design learning experiences student should involve .

4) The experience of learning could reach more than one goal.

Experience Experiential learning can be made in the form or in the form of program
subjects. While this type of organizing learning experiences can be vetikal or horizontally.
Vertically means one type of experiential learning is done in a variety of different grade levels.
Its means that repeating these types of learning experiences. While organizing horizontally
which connects the learning experience in a field of study (subjects) with other materials
learning experience that is still in one level. Tyler proposed three principles to organize learning
experiences to be effective, namely sustainability, The order of the content (sequence),
Integration. Continuity means that the constant repetition types of learning experiences to shape
the ability to set up student.

The process of evaluation is essentially the process of determining to what extend the
educational objective are actually being realize by the program of curriculum and instruction.
Evaluasi is find out what degree of achievement of objectives. Criteria for achievement of this
goal by look the change in student behavior in accordance with the purpose that will achieved.
Assessment should be carried out using more than one tools.

This is the chart of Tyler curriculum development

Student Sociaty material

source source source
There are some strength and weekness from objective models,

The strength of objective model are :

 1. If the purpose of curricullum is the first step, the strategy and direction will follow
to reach the purpose.
2. The models provides a blueprint for the development of curriculum.
3. Moving from a stantment of objective to the determination of content and methods
to achieve those objective.

The weekness of Tyler model are :

1. The model and Tyler rasional dont adequately explain where the curriculum
objective come from.
2. The model can not account for the many and complex outcomes of learning.
3. The structure of knowleage is such that it cannot be expressed in term of
prespecified performance.

2. Lewis Curriculum Model

In this model Lewis adopt an administrative approach to develop curriculum. This model
named as administrative model or line staff because the opinion of development arise from
administrator education and use administrative procedure. In this case, the administrator means
they who expert in educational such as curriculum developer, directorial of educational and
another person or team who expert in education.
In the scheme describe the lewis administrator model curriculum.

As shown in Figure 3, the selection of educational goals and objectives is influenced by (1)
external forces, including legal requirements, research data, professional associations, and state
guidelines, and (2) bases of curriculum, such as society, learners, and knowledge.
 Curriculum design involves decisions made by the responsible curriculum planning
group(s) for a particular school center and student population. Having collected and analyzed
essential data and identified goals and objectives, curriculum planners create or select a general
pattern—a curriculum design—for the learning opportunities to be provided to students
Curriculum implementation involves decisions regarding instruction. Various teaching
strategies are included in the curriculum plan so that teachers have options. Instruction is thus
the implementation of the curriculum plan. There would be no reason for developing
curriculum plans if there was no instruction. Curriculum plans, by their very nature, are efforts
to guide and direct the nature and character of learning opportunities in which students
participate. All curriculum planning is worthless unless it influences the things that students do
in school. Saylor argues that curriculum planners must see instruction and teaching as the
summation of their efforts.
Curriculum evaluation involves the process of evaluating expected learning outcomes and
the entire curriculum plan.

3. Hilda Taba Curriculum Model

Hilda Taba was born on December 7, 1902 at Kooraste , Estonia ( Russia ) . He was the
first child from nine children. His father Robert Taba , is a teacher at his elementary
school .Many models of curriculum development, one of them is expressed by Hilda Taba .
According to Hilda Taba’s opinion, "a curriculum is a plan for learning, therefore what is know
about the learning process and the development of individual has bearing on the shaping of the
curriculum ".So the curriculum is a lesson plan in which contains important substances that
include material of learning ,learning objectives ,methods , and evaluation that related or
connected to each other .Besides the curriculum should recognize the potential and
development needs of students or individual students first. Curriculum approach by Taba is
modifying basic model of Tyler to be more representative. Hilda Taba found essentially that
every curriculum is a way to prepare children to participate as productive members in society.
Taba theory believe that teachers are the primary factor in the development of curriculum . The
teacher in curriculum development as an innovator.

Hilda Taba on the basis of the data to develop a model that is known as inductive model
upside down . It said the model upside down because of the development of the curriculum is
not preceded by the arrival of concepts deductively . In Hilda Taba curriculum before
implementing further steps , first find the data from the field by conducting experiments that
are then compiled on the basis of the theory of real results , not held until execution .

There are five step of curriculum development according the Taba’s Model

A. Make the unit-unit of experimentwith teachers.

There are several steps in the development of curriculum in this step :

1. Diagnosis Needs

In this step, the development of curriculum begins with determining needs of students
through the diagnosis of a variety of deficiencies ( deficiencies ) , and differences in student
background

2. Objective Formulate

At this stage is setting goals that include some aspects of which are concepts, ideas , and
skills that will be learned .

3. Curriculum Content Selection

The selection of curriculum content according to the purpose for previous step. Content
selection is not only based on the goals to be achieved , but also have to consider the terms of
the validity and give more benefit for students.

4. Organizing the content

Through the selection ,then determined curriculum that prepared the order , so look at
the curriculum or what class it should be given .

5. Choosing a learning experience

At this stage determined the learning experiences of students in order to achieve

objectives of the curriculum .

6. Organizing learning experience .

Teacher then determine how to package learning experiences that have determined that
the packages into the activity, students were invited as well , so that they have a responsibility
to implement learning activities .

7. Determining the evaluation tools and procedures to be students.

In the determination of the teacher evaluation tool to select a variety of techniques that
can be done to assess student achievement , whether the student has reached the goal or not .

8. Testing the balance of curriculum content.

 This test needs to be done to see the correspondence between the content , learning
experiences , and types of student learning .

B. Test the unit-unit of experiment

In this step we must try to apply the curriculum in various situation and several kinds of
student to know the validity of the curriculum.

C. Revise and Consolidation

In this step we must revise the curriculum based on the data that collected in previous
step to make the perfect curriculum development.

D. Developing curriculum frame

In this step there are many question that must be answer:

1. Is the content of curriculum precise?

2. Is the content arranges logically?
3. Is the learning process give more competencies and intellectual development to
student?
4. Is the basic concept have been accommodate?

E. Implementation and Desimilation.

In this step the curriculum apply in many school that in various place and find the
difficulties of each teacher in teaching and learning process.
 Taba’s Curriculum development

Make the unit-unit of experimentwith teachers

1. Diagnosis Needs
2. Objective Formulate
3. Curriculum Content
Test the unit-unit Selection
4. KTSP Curriculum Model of experiment
4. Organizing the content
5. Choosing a learning
experience
6. Organizing learning
Revise and Consolidation
experience
7. Determining the
evaluation tools and

Developing curriculum frame procedures to be

students.
8. Testing the balance of
curriculum content.
Implementation and Desimilation.

According Mulyasa (2007), The meaning of KTSP is Kurikulum Tingkat Satuan

Pendidikan (Curriculum Education Unit), which was developed in accordance with the level
of educational units, the potential of the school or district, or local school characteristics, socio-
cultural community, and the characteristics of learners.
Given the variety of potential-student characteristics and school or district, and the social
and cultural life of local communities in accordance with the natural resources and wealth of
human resources led to the development of KTSP curriculum should have the characteristics
or the individual's typical of each region to each unit of education or school. Curriculum
development is different from one school to another school is a demanding teacher and
creativity play an active role in the elaboration and development of the curriculum taking into
account the existing potential. Both facilities where media and learning methods must be
developed and included in the curriculum as a guide, and bookmarks for successful learning
occurs in accordance with the curriculum that has been developed.
In the Standar Nasional Pendidikan (National Education Standards), (SNP Article 1,
paragraph 15) defines operational SBC as a curriculum drawn up, developed and implemented
by each educational unit that is ready and able to develop with regard Law. 20 of 2003 on
National Education System Article 36:
• Curriculum development is done by reference to the National Education Standards to
achieve national education purposes.
• The curriculum at all levels and types of education developed with the principle of
diversification according to the educational unit, the potential of the area and learners.
• Curriculum levels of elementary and secondary education unit developed by the school
and the school committee based on the competency standards and content standards and
curriculum guides created by BSNP.
This curriculum is a curriculum that entrust education strategies are in units of the
smallest and closest to the students, the school and the teachers are more aware of the potential,
the demands and needs of the students in their respective regions. Therefore, teachers need
competent, critical thinking, and can see the opportunity to explore the creative potential of the
students and the local area.

A. The foundationof KTSP

KTSPis based onthe Actand regulationsas follows:

•Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional

Presentedon National Education Standards(SNP) consistingatasacontent standards,

processes, competency, education, infrastructure and facilitiesmanagement, finance,
andeducationassessmentplanmust be upgradedperiodically. Here isa compulsory
subjectin thecurriculum ofelementary and secondary education: Religious Education,
Civics, English, Mathematics, Science, Socialand CulturalArts, Physical Education
and Sport, skills andlocal content.

• Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan

Presentedonthe operationalcurriculadeveloped basedcompetency standards(Standar

Kelulusan/SKL) and content standards.
SKLcoversgraduatequalificationcapabilitieswhich includeattitudes, knowledge,
skills,whereas thescope of thestandardcoversthe content ofthe materialand the level
ofcompetencyas outlined in thecriteria forthe competence ofgraduates,
 materialcompetenceassessment, competencesubjectsandsyllabusshouldto be
fulfilledlearners.

• Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2006 tentang Standar Isi

Setonthe contentstandardsforelementary and secondaryeducation unitcalledcontent

standards, the scope ofthe materialcoversat leasta minimallevel of
competenceandtoachieveminimalcompetencyina particulareducation level.

•Peraturan Menteri Pendidikan Nasional No. 23 Tahun 2006 tentang Standar

Kompetensi Lulusan

SKLminimalset abouteachgroup of subjectsand subjectsthat lead toKD

•Peraturan Menteri Pendidikan Nasional No. 24 Tahun 2006 tentang Pelaksanaan

Peraturan Menteri Pendidikan Nasional No. 22 dan 23

B. The purpose of KTSP

In general,formemandirikanandempoweringeducation unitsthrough the provision
ofauthority(autonomy) to educational institutionsandencourage schoolstomake
decisionsinpastisipatifin curriculum development.

General Purpose:
1. Improvingthe quality of educationthroughself-relianceand initiativein
developingschoolcurriculum,manage, and empowerthe resources available.
2. Increasecommunityawareness ofthe schoolandcurriculum
developmentthroughshared decision-making.
3. Increasinghealthy competitionamongeducational unitabout the qualityof
educationto be achieved.
Ifwe look KTSPcurriculumdevelopmentbeginslawsand regulationsoveruntilit
becomesthe formulationof learning objectivescontained therein. Then thedetermination
ofcontent standardsand standardizedprocesses developedby eachteachereducation
unitlevelineach subject.
C. Development Principles of KTSP

KTSP is a curriculum model that was developed based on the following principles:

1. Centered on the potential, progress, needs, and interests of Students and the Environment
 In this case, the curriculum was developed using the basis that the learning activities that
take place are central position played by learners. Learners have the competence to become a
man who is faithful and devoted to God Almighty , noble , healthy , knowledgeable, skilled,
creative, independent and democratic citizenship and responsible which will develop. The
development of learner competencies tailored to the potential, progress , needs, and interests
of the environment .
2. Diverse and integrated
The curriculum was developed by taking into account the diversity of learner
characteristics, environmental conditions, levels and types of education, religion, ethnicity and
culture, customs, socio-economic status and gender. The integration of existing substances
derived from the charge required curriculum, local content, and the development of self-
organized in a meaningful and sustainable linkages between substance .

3. Responsive to the development of knowledge, technology, and the Arts

Science, technology, and art growing dynamically. Curriculum have awareness of such
developments, so that the curriculum gives students a learning experience to follow and
utilize science, technology, and art .
4. Relevant to the needs of life
In curriculum development involving stakeholders which aims to ensure the relevance of
education to the needs of the existence of social life, the business world , and the world of
work .
5. Comprehensive and Sustainable
The substance possessed curriculum covers all dimensions of competence, scholarly
study, and subjects were presented simultaneously across levels of education.
6. Lifelong Learning
The curriculum gives a reflection of the relationship between the elements of formal,
informal and non-formal with due regard to the conditions and demands of the evolving
environment in line with human development. Thus be driven curriculum development process,
acculturation, and empowering learners last a lifetime .
7. Balance between national and regional interests
Regional and national interests complement and empower line with the motto Unity in
Diversity. And passage of the curriculum noticed two things are to build a society that nation
and state .
D. The components and structure of the KTSP
- Component of the KTSP consist of :
1. The purpose of education unit level
This objective refers to the educational level of the education unit, which is divided into:
- The purpose of primary education
- The purpose of secondary education
- The purpose of vocational secondary education
2. The structure and content of the SBC
The structure of the education unit level curriculum (KTSP) is located on the content
standards developed from a group of subjects such as religion and noble character, citizenship
and personal, science and technology, aesthetics and physical exercise and health .
The charge of the education unit level curriculum (KTSP) form subjects, local content,
and self-development activities. In addition, there is a rising class, penjurusan, and graduates,
as well as life skills -based education, local and global excellence .
3. Education Calendar
Compiled based on the needs, characteristics of the school , the needs of learners and
society.
4. Syllabus design and implementation of teaching
The syllabus is a description of the standard of competence and basic competences that
will be developed further into lesson plans adopted in teaching and learning activities .
- Structure KTSP

In dokumentatif KTSP components encapsulated in the I and II document.

1. Document I
- CHAPTER I INTRODUCTION
Contains background , development objectives and principles of development.
- CHAPTER II EDUCATIONAL PURPOSES
Contains educational purpose, the school's vision, mission schools and school
goals.
- CHAPTER III STRUCTURE AND CONTENT CURRICULUM
Encompassing the pelajran, local content , self-development activities , setting
learning burden, rising grade and graduation, selection of majors, life skills,
education -based local and global excellence .
- CHAPTER IV EDUCATION CALENDAR .
2. Document II
Loading syllabus based SK and KD were developed.
 CHAPTER III
CONCLUTION AND SUGGESTION

A. CONCLUTION
The curriculum development base in tyler model has four question to make it, there are
,What educational purposes should the school seek to attain, what educational experiences can
be provided that are likely to attain these purpose, how can these educational experiences be
effectively organized, and how can we determine whether these purposes are being attained.
Lewis and Tyler models are almost same with uses deductive approach. In this models make a
plan or master plan before make the instruction, its different with Hilda Taba model. Taba use
inductive approach, it means model curriculum that make analyze and diagnose the student
need then develop the curriculum in order to make curriculum that appropriate with student
need. For the KTSP model’s more emphasize for the level unit education. The Government is
only give standard competency that have to be explore and innovate with the teacher in order
to explore the potential districts or the wealth of natural resources.
.
B. SUGGESTION
Every models of curriculum have strengthness and weakness, so we are as a future teacher
should understand many models of curriculum in order to successes the aim of education
effective and efficiently.

REFFERENCE
Kaber, Achasius. 1988. Pengembangan Kurikulum. Jakarta :Departemen Pendidikandan
Kebudayaan DirektoratJenderal Pendidikan Tinggi Proyek Pengembangan Lembaga
Pendidikan Kependidikan.

Lunenburg, Fred C. 2011. Curriculum Development: Deductive Models. America : Sam

Houtson University
Mulyasa. 2007. Kurikulum Tingkat SatuanPendidikan. Bandung : PT. RemajaRosdakarya.

Muslich, Masnur. 2007. Kurikulu Tingkat SatuanPendidikan. Jakarta :BumiAksara

Rusman. 2009. ManajemenKurikulum. Jakarta : PT. Gajah GrafindoPersada.

Tyler, Ralp W.1949. Basic Principles of Curriculum and Instruction. London : University of
Chicago Press