Report 3d,

Curriculum:
fondations,principles,and issues

group 9 :
1. Nurmala
2. Fitri rahayu
3. Jamiatul khoiriah hsb
4. Kurnia meilia sari
CHAPTER 1

THE FIELD OF CURRICULUM

 Curriculum Approaches

A curriculum approaches reflects a holistic position or a metaarientation,

cncompassing the foundations of curriculum (the person philosophy, view of
history, view of psychology and learning theory, and view of social issues).
Domains of curriculum (common and important knowledge withing the field), and
the theoretical and practical principles of curriculum. Curriculum approaches can
be viewed from a technical and nontechnical, or scientific and non-scientific,
perspective.
 Behavioral-Rational Approach.

This curriculum approach, which has been applied to all subjects for more
than two-thirds of this century, constitutes a frame of reference against which
other approaches to curriculum are compared.
 Systems-Managerial Approach

This approach petceives the school as a social system, whereby students,

teachers, curriculum specialists, and others, interact according to certain norms
and behaviors.
 Intelllectual-Academic Approach.

The discussion of curriculum making is usually scholarly and

theoredcal (not practical), and concerned with many broad aspects of schooling,
induding the study of education. This expansion of curriculum boundaries relative
to the subject of schooling, and the treatment of curriculum as intellectual thought,
are reflected in a good deal of background information and broad overview of
events and people.
 Humanistic-Aesthetic Approact

Humanistic theories of learning are given equal billing, and sometimes

greater emphash, than behavioral and cognitive theories. Music, art, literature,
health education, and the humanistic are just as important as science and math
(and other academic subjects).
  Reconceptualists

Reconceptionalists view schools as an extension of society, They hold that

the purpose of curriculum ought to be emancipatory but that instead is has become
controlling and preserving of the exising order.

 DEFINITION OF CURRICULUM

A curriculum can be defined as a plan for action or a written document,

which includes strategies for achieving desired goals or ends. Curriculum can
however, be defined broadly as dealing with the experfences of the leafnet.
Curriculum can be consideted as a from for dealing with people and the process or
organisation of personnel and perdures, for implementing that system.
Fundamental Curriculum Questions
1. The foundations of curriculum;
2. The domains (including the development and design) of curriculum
3. Theory and practice in curriculum
4. Teaching and learning
5. Change and innovation In curriculum: and
6. Issues and trends of the field.

 FOUNDATIONS OF CURRICULUM

The foundations of curriculum set the external boundaries of the

knowledge of curriculum and dehne what constitutes valid sources of information
from which come accepted theories principles, and ideas relevant to the field of
curriculum.
 Curriculum Design

In general a curriculum design should provide a basic frame of reference

for planning or more precisely. For developing curriculum, a curriculum design is
influenced to some extent by the writers curriculum approach but more precively
by his or her views of teaching, learning and instruction.
 Other Demaint of Curriculum
 Discussions of curriculum policies, methods of curriculum change and
innovation methods of curriculum research and inquity basic language and
concept of cueeiculum.
 THEORY AND PRACTICE

From Theory to Practice, The problem is however that most curriculum including
those who whitc texibooks, have difficulty in fusing theary with practice. The
problem of translating theory into practice is fulther aggravated by practitioners
who feel that practical considerations are more worthwhile than theory most
teachers and principals view theory as unpractical and how to do approaches as
helpful.
 Current Context

In this context curriculum deals with the what: What we interpret students
and society to need: the basis for our decisions is largely philosophical and social
in nature. Instruction deals whit people learn, that is what the psyehologleal
foundations, and with methods, materials and media. The three approaches to
curriculum and instruction have their own perspectives: The first (synthesis) is an
interdisciplinary perspcctive: the second (separation ) reflects a discipline
approach to subject matier or a held of study : the thied (fusion) is a more fluid
approach.
 CONCLUSION

Curriculum in a variety of ways, we have uried to define it to show the

retationship between foundations and domains of curriculum, to illustrate how
theory and practice interrelate with curriculum and information can be viewed as
separate or as related components in effect.
CHAPTER 2

Philosophical Foundations Of Curriculum

Phisicolighy is an inportence fondation of curriculum bacause the

philosopy advocated or replected by a particulat school and as official influences
its goals or aims and contains.philosophical issues have always and still do impact
on school and socaity.

PHILOSOPHY AND CURRICULUM

Philloshopy propides education expecciallt curriculum workes,pholoaophy
has entred into every importence decitions that has ever been made about
curriculum and teaching in the part and will continiue in be the basis of every
important decision in future.
One philosopy is a descriptions,but no matter how many sources they may
draw upon or how many outhers thay may read or listent to,the dicions is theirs to
accept or riject so-calld and truths presented.

Phisicologhy as a curriculum sources.

The fungtion of phicikologhy can be concaifed as either(1)the best or starting
point in curriculum development (20an interdependent functions with other
functions in curriculum development.Phisicilloghy not just a starting poin for
curriculum activities.

MAJOR PHILOSOPHIES
 Idealism
Plato is often identifed as giving classic formulation to idealist
philosophy,one of the oldest that exists.
 Realism
A risostle is often linked to the development of realisim ,another tradtional
school of thought.
 Pragmatism
 In contrast to the traditional philosophis ,pragmatism ,also referred to as
expramantism,is based on change ,process and relativity.
 Extentiasm
Is mainly an american philosophy that evolved just prior to the turn of the
twentieth century.existemialist prefer to free learners to choose what to
study and also to determine what is true and also determains these truthes.

EDUCATIONAL PHILOSOPIES
Can be derived from the role of idialism,realisem,pragmitisem,and
existentivizem,a common approch is to provides a patters of educational
philopsopies.
 Prennialism
The oldes and most conservative eductional pholosophy ,is rotted in
realism.
 Permanet studies,the bast way for obraining enduring knowladge
and truth to day
 Paideia proposal,a resent revical of prennialism appearedwith the
publicationspaideia proposal by mortinner adler
 Essentialism,
another traditional and contervalive philoshopy.
The role is teacher lollowers theperennialatphilosophy,the teacher is
considered a master of a particilarsubject and a model worshly of
emulations.
 Progrevisim
Develpment from pragmatic philoshophy and as provesc agains prennalist
thingking in education .
 Reconstructivisioms
Itself is based on tarlystopian ideals
 Reconceptualist,have criticized the majority of curriculum as
exemplifying a lock-step,
 Accept many aspect of progressive philosophy,including
learnerconcered,and radical school-reform model.
CHAPTER 3

HISTORICAL FOUNDATIONS OF CURRICULUM

The historical foundations of curriculum are largely rooted in the

educational experiences of colonial Massachusetts. According to educational
historians was to teach ehildren to read the scriptures and notices of civil affairs.
 Three Colonial Regions

Some historians have regarded these laws as the roots of American school
law and the public school movement
 Colonial Schools

The Town School. In the New England colonies, the town school was a
locally controlled and popular elementary school. Often it was a crude one-room
structure dominated by the teachers.
 Old Textbooks, Old Readers

Because the hornbook, primer, psalter, testament, and Bible were

considered textbooks. They were widely read (depending on the reading ability of
the students).
 Rush: Science, Progress, and Free Education.

Rush went on to outline a plan of education for Pennsylvania and the new
Republic: free elementary schools in every township consisting of 100 families or
more a free academy.
 Jefferson: Education for Citizenship

Jefferson’s plan subdivided the countless of Virginia into wards, each of

which would have a free elementary school to teach reading , writing, arithmetic,
and history.
 Webster: Schoolmaster and Cultural Nationalism

Unshackle (their) minds and act like independent beings. You have been
children long enough, subject to the control and subsejvient to the interests of a
haughty parent. . . you have an empire to raise . . . and a national character to
establish and exlend by your wisdom and judgment. Webster directly related the
learning of language to organized education. As they learned the American
language, children also would learn to think and act as Americans.
 Pestalozzi: General and Special Methods.

General method and special method, the general method called for
education, who were loving persons, to provide emotional security, trust, and
affection toward the children.
 Froebel: The Kindergarten Movement.

Froebel proposed that the educational process should start when children
are 3 or 4 years old and that it should be based on organized play.
 Herbart: Moral and Intellectual Development

Herbart urged that history, literature, mathematics, and science find a place
in the curriculum at all levels of education.

 Spencer: Utilitarian and Scientific Education

Spencer constructed a curriculumby prioritizing human Activities so as to
advance human survival and progress:
1. Sustain life
2. Enhance life
3. Aid in rearing children
4. Maintain one’s social and political reations and
5. Enhance leisure, tasks, and feelings

 Monitorial schools
The monitorial system deemphasized classical education for the three Rs
and religious theory for moral doctrines and citizenship. But the monitorial
system was considered to mechanical and it was criticized for using
students who knew little to teach those who knew even less.

 Common Schools
 These common schools were devoted to elementary education with
emphasis on the three Rs. The movement was spearheaded by Horace
Mann and rooted in the ideas of progressive thought. The Elementary
School Curriculum Evolves, there was no agreement on an approptiate or
common curriculum for the elementary school.

 Secondary Schools
The secondary school enrolment figure exceed 50 percent, the percentage
of elementary aged children attending school was 99 percent and the
percentage of secondary aged children.

 The High School

The high school stressed the college preparatory program. But they also
served to complete the formal education of terminal students,

 Reaffirming the Traditional Curriculum Three Committees

The committees of fifteen on elrmrntary education the committees of ten
on secondary school students, and the committees on college.
1. Classical
2. Latin scientific
3. Modern languages and
4. English

 Pressure for a Modern Curriculum

This shift in curriculum was influenced by the scientific movement
inpsychology and education. A modern Curriculum for contemporary
society, flexner’s curriculum consisted of four basic areas:
1. Science (the major emphasis of the curriculum )
2. Industry (occupations and trades of the industrial world)
3. Civics (sistory economics and government) and
4. Acsthetics (literature, languagea, art, and music).
 Bobbitt and Charters: Behaviorism and Scientific Principles.
Bobbitt methods were quite sophisticated for the period moreover, his
guidelines for selecting objectives can be applied today:
1. Eliminate objectives that are impractical or cannot be accomplished
through normal living
2. Emphasize objetives that are Important for success and adult living
3. Avoid objectives opposed by the community.
4. Invetve the community in selecting objectives
5. Differentiate between objectives that are for all students and those that
are for only a portion of the student population.

 The Twenty-Sixth Yearbook

The Yearbook comprised two parts. The first part began as a criticism of
traditional education and its emphasis on subject matter, rote learning,
drill, and mental discipline. It then became a synthesis of progressive
practices and programs the best and most innovative since the turn of the
century in public and private schools across the country. Part ll has
become a landmark text. It described the state of the art in curriculum
making up to that periode of time

 Rugg and Caswell: The Development Period.

The important point here is that rugg (who was also progressive) rejected
the idea of a curriculum based on the spontaneous needs or interests of the
child. Such a curriculum he believed, would have on sequence or
predetermined outcomes. Even a play school had to have objectives and
related organized activities.

 Conclusion
The idea of principles and processes of curriculum began to take shape
after the turn of the twentieth century, along with emphasis on scientific
principles and progressive philosophy. Curriculum as a held of study, with
its own methods and theories and ways of solving problems, has made real
advances ever since the 1920.
CHAPTER 7

Curriculum design

consep curicullum desiganbring into focus the way in which curricula areare
created expecially the actual arragement of the part of the curriculum
plan.Curriculum desigent some time calld curriculum organitation refers to
arragement of the element of a curriculum nto a subtansliv entity.

The part same time calld components or element that are arrangedin a curriculum
desigent are:
1. Aims,goals,and objective
2. Subject metter
3. Learning experience
4. Evaluation approaches.

A.COMPONETS OF DESIGENT
Curriculum desigent is connerned with the nature and arragement of four basic
curriculum parts .’’According to giles the four components interact with each
other desicions made about one component are dependent on decisios made about
the others.’’
Hilda taba noted that mose curriculum desigent containst giles,t four
componentsbut the many lack balens because the element poorly defened or are
not consideret in relation to a tehiorical rationale
SOURCES FOR CURRICULUM DESIGENT
‘’ronal doll describes for sources of ideals that undergird curriculum dsigent
,secience,society, clernal verities,and divint wiil these sources are somewhat
similar to thouse sourcess of curriculum .identified by dewey and bode .
 Science as a source
 Society as a source
 Eternal and divince sources
 Knowlage as a source
  The leader as a source

Conseptual; Framework:Horozontal And Vertical Organitation

Horizontal organitation engages the curriculum worker with the consept of scope
and intragtion that is,the side by deside arragement of curriculum element.
Vertical organitation which enters on the consepts of sequence and continuity is
connerned with the longitudinal placement of curriculum element

DESIGENT DIMENSION CONSIDERATIONS

Curriculum must ,when considering desigent,view it on several dementions-
scope ,interagtin,squence ,continuity,articulation,and balance.
 Scope(when considering the desigent of a curriculum educators needto
adressthe breadth and depth of its cont`en)

REPRESENTATIV CURRICULUM DESIGENT

Subject –centered desigent
Are by far the most populer and widely used curriculum desigent,
 Subject desigent,is little the oldest school desigent and the next known-to
both teachers and laypeople.
 Another drowback of this desigent is that learninglends to be
comparitmemalized andto stress mnemonic skills
 Ddiscipline desigent,the apperated in the post word warII era evolved from
the serparate subject dwsigent.
 Diciplint knowladge,is the key aspect of this curriculum
This organitation of context also assumens that these subject are sistematized
primalily on(1)a chonoroligicalbasic (2)Prerequisite Learnig(3)Whole To Part
Mastery($)Deductive Learning)
 Broad Field Desigent,Another Relation Of Desigent Apparated As An
Effot To Correct The Ragementationand Comparation
 Corelatin desigent is a desigent employed by those who do not wish to go
as far as crealing a broad helds desigent.

Lerarner –centered desigent
Are concerned with creating curricukum that ae valuable to siudenist.
Child- centered desigent
Its advocates insistred that virtually all school learning activitis should be
contered around the felt needs and intrest of the child.
Experience- centered desigent.
Closely resembled the child-centered desigent in the they used the
conceins of childrent as the basis for organizing the childrens school world.
 Romantic(radical)desigent,this view of the child has been carred to
more eicent times by reformance who advocaldradicalschool
modifications
 Humanistic desigent.gained prominence in the 1960and 1970.much
of the under pinning for this desigent has been ‘’third force
psychology and humanistic.
Problem-centered desigent
Focuses on the problems of living- on the parceived realites of istitutional
and group life-both for individual and for sosiety in general .
Life- situation desigent
The persistentlife situation desigent is parhaps the best knowen variationof the
problem centered desigent

CONCLUSION
Curriculum desigent is is more just making sure that the parts of a
curriculumare neatly organized in a document.desigent is complex phenomenon
requesing of educators carfulatantion so that the curriculum concaived will have
meritand will succed in getting students to learn those concept.
Various desigent options exist from which curriculum can select-subject-
centerd,learning-centered,and problrmz-centered.
CHAPTER 8

Curriculum development
Curriculum development is a process of improving the curriculum.
Various approaches have been used in developing curricula. Commonly used
approaches consist of analysis (i.e. need analysis, task analysis), design (i.e.
objective design), selecting (i.e. choosing appropriate learning/teaching
methods and appropriate assessment methods) formation ( i.e. formation of the
curriculum implementation committee / curriculum evaluation committee)
and review ( i.e. curriculum review committee)
.
THECNICAL –SCIENTIFIC APPROACH
To educationand to curriculum is a way for thingking to those who belive
in the approach ,it is not a vehicle for the humanizing education,’’curriculum
evelopmen is bacally a plan for structuring the invioronment to coordinate in an
orderly manner the cleent of time,space,materials,and personal
History of tecnical –scientific approach.
Studen of the history of curriculum development lave located the origin and
stanceof the tecnical –scientik model in the school .
The tailor model ;for bacis principles
 Perpose of the school
 Educational experience related so the porpose
 Organitation of these experience
 Evaluation of the purposes

Goodlad model;learning opportunity,organizing center

All education aims are drawnfrom the analisis for the values of the exsisting
culture.
Hungking development modal
Also a thecnical curriculum conceptualisasion ang lengitimilazem,
 Mailer and seller curriculum organizazion.
That the variouse modal of curiculum development exhibits oriantation the
perpose of the curriculum.

Conclutions
Curriculum plannes faced with creating curiculla really have an overchoice
for curriculum development models from which to choose,which modals thay
selec are influence by their philopsophical orientation and approaches to
curriculum.several subjec centered development models empahazis a thecnical –
scientific approach to curriculum development the major aproach to curriculum
creation today.
Likewhise several modal of non thecnical –nonscientific aproach to
curriculum exsist;these consider curriculum from a more
‘’evolutionary’’viewpoint a persontwho except learner-centered design lend to
favor these models.