A.

Curriculum Dimensions

As explained earlier, the nation of curriculum continues to evolve overnight wih the
development of educational theory and practice. Howeve, basedon the results of the
study,obtained several dimension of curriculum understanding as follows:

R.ibrahim (2005) groups curriculum into three dimensions, that is:

1. Curriculum as a subtance
This dimension views the curriculum as a plan of learning activities for students in school
or as a set of goals to be achieve.
2. Curriculum as a system
This dimension views the curriculum as a part of school system, the education system
and even the community system. The curriculum includes the personnel structure and work
produceres on how to structure the curriculum, implement, evaluate and perfect it. The result
of a system is the composition of the curriculum.
3. Curriculum as a field of study

The third dimension views the curriculum as a field of study, that is the field of
curriculum study. This is an expert study of curriculum experts and education and teaching
experts. Those who explore the field of curriculum learn basic concept about the curriculum,
through library studies and research and experimental activities, so as to discover new things,
which can enrich and strenghten the field of curriculum study.

While Hamid Hasan (1988) suggested that the concept of curriculm has four
dimendions of understanding, where one dimension with other dimensions are
interconnected . the four dimensions as follows :

1. Curriculum as a idea ; generated hrough theories and research, particularly in

the fieds of curriculum and education.
2. The curriculum as a written plan, as an embodiment of the curriculum as an
idea; which includes the objectives, materials, activities, tools, and time.
3. Curriculm as an activities, which is the implementationof the curriculum as
awriten plan; in the form of learning practices.
4. Curriculum as a result whisch is a consequence of the curriculum as an
activity, in the form of achieving the curriculum objectives that is the
achievement of changes in behavior or certain abilities of students.

Meanwhile, Purwadi (2003) breaks the curriculum understanding into six part, that is :

1. Curriculum as an idea.
2. Formal curriculum in the form of documents that serve as guidelines and
guidelines for implemennting the curriculum.
 3. Curriculum according to eachers perceptions.
4. Operational curriculum implemented or operated right by eachers in the
classroom.
5. Experience curriculum, that is curriculum experienced by sudents.
6. Curriculum obtained from the application of the curriculum.

B. Curriculum Function

Basically the curriculum function as a guide or reference. Fort eachers, the curriculum
serves as a guide in implementing the learning process. For principals and supervisors, the
curriculum serves as a guide in carrying out supervision. For parents,the curriculum sserves
as a guide in guiding their children to study at home. For community,the curriculum serves as
a uide to provide assistance for the implementation of th educational process in school. As for
students, curriculum students function as learning.

Beside the function of the ccurriculum is identical to the understanding or the

curriculum itself which is oriented to the understanding of the curriculum in a broad sense,
then the function of curriculum has the following meanings:

a. Adjustment function
The adjustment function implies that the curriculum as an educational tool
must be able to direct students to have a well adjusted 11 character that is able to
adjust themselves to the environment, both the physical and social environtment.
b. Integration function
The function of integration implies that the curriculum as an education tool
must be able to prodece whole persons. Students are basically members and an
integral part of society, to a higher level.
c. Differentiation function
It implies that thecurriculum as an educational tool must be able to provide
services to individual student differences.
d. Preparationfunction
It implies that thecurriculum as an educational tool must be able to prepare
students to continue their studies to moreeducational level.
e. Selection function
It implies that thecurriculum as an educational tool must be able to provide
opportunities for students to choose learningprograms that are appropriate to their
abiities and interest. This selsection function is very vlosely related to the function
of differentiation because the racognition of individual studdent differences also
means that students are given the opportunity to choose what suits their interest
and abilities.
f. Diagnostic function
It implies that thecurriculum as an educational tool must be able to help and
direct students to be able to understand and accept the potentials and weakness
that exist in themseves. So students are expected to be able to develop their own
potential or improv their weakness.
C. The Role Of Curriculum

There are three roles of curriculum, that is:

1. The role of consevativies
One of the duties and responsibilities of schools as an educational institution is to pass
on the values and culture of the community to the younger generation, taht is students.
Students need to understand and be aware of the norms an doutlook on life of their
people, so that when they return to society they can uphold and behave according to these
norms. The conservative role of curriculum is to preserve various cultural values as a
legacy of the past. Associated with the era of globalizatio as a result of advances in
science and technology, which allows to easy influence of foreign cultures undermining
local culture, the conservative role in the curriculum has a very important meaning.
Through its conservative role, the curriculum plays a role in counteracting various
influences that can damage the noble values of society, so that the constancy and identity
of the community will be well mainted. This role emphasizes that the curriculum can be
used as a means to transmit cultural heritage values that are considered still relevant to the
present to the younger generation, in this case students.
2. Creative role
Are the duties responsiblities of schools limited to inheriting old values? Apparently
not. Schools have a responsiblity in developing new things in accordance with the
guidance of the times. Because, in reality the community is not static, but dynamic which
always changes. In this context the curriculum has a creative role. The curriculum must be
able to answer every challenge in accordance with the evolving development and needs of
the community.
3. Critical and evaluative role
Does every old value and culture have to be passed on to every student? Does every
nw value and culture in accordance with the times must also be owned by every students?
Certainly not. Not every old values and culture must be maintained, because sometimes
the old valuesand culture are not in accordance with the demands of the development of
society; likewise there are times when new values and culture are also incompatible with
old values that are still relevant to the conditions and demands of the times.
CURRICULUM & MATERIAL
DEVELOPMENT

Completed by :

Name : FARIDA AMASAE

Class/semester : E/4

REG.Number : 1801020298

ENGLISH STUDY PROGRAM

TEACHERS TRAINING AND EDUCATION FACULTY

NUSA CENDANA UNIVERSITY

KUPANG

2020