Well I’d like to discuss about an objective curriculum or goal, in the basic framework of the curriculum, objectives

have a very important and strategic role, because they serve to direct and influence other components (Arifin, 2014).
In education, the goals to be achieved relate to the cognitive domain, affective domain and psychomotor domain. Now
what is the goal of Indonesian curriculum (Soul)

In the context of education in Indonesia, the components of curriculum objectives must include national educational
objectives, institutional objectives, curricular objectives and instructional objectives. National education goals are the
highest educational goals in the hierarchy of educational goals. This goal is ideal and general. In Law no. 20 of 2003,
regarding the national education system, it is explained that the aim of national education is to educate the life of the
nation and develop the Indonesian human as a whole, namely a person who has faith and is devoted to the Almighty
God, has noble character, has skills, physical and spiritual health and a strong personality. Well it’s clear that all about
the Pancasila value system.

Alright, back to screen, Educational objectives are classified into 4, namely:

• National education goals(guidelines by every educational endeavor)

The purpose of general education is usually formulated in the form of ideal behavior in accordance with the outlook
on life and philosophy of a nation formulated by the government in the form of law. Example Clearly the purpose of
our national education originating from the Pancasila value system is formulated in Law No. 20 of 2003 Article 3

• Institutional goals(educational institution)

Institutional objectives are intermediate goals to achieve general objectives formulated in the form of competencies
of graduates at each level of education, such as competency standards for primary, secondary, vocational, and higher
education.

• curricular GOALS(study field or subject)

Curricular goals are also basically intermediate goals to achieve the goals of the educational institution. Thus, any
curricular goals must be supportive and directed towards achieving institutional goals.

• instructional GOALS(Learning objectives)

Learning Objectives which are part of curricular objectives, can be defined as the abilities that must be possessed by
students after they learn certain topics in certain fields of study in one meeting. Because only teachers understand field
conditions, including understanding the characteristics of students who will conduct learning in a school, describing
learning objectives is the teacher's task.

According to Bloom, in his book entitled Taxonomy of Educational Objectives published in 1965, the form of behavior
as a goal that must be formulated can be classified into 3 classifications or 3 domains (fields), namely cognitive,
affective and psychomotor domains.

Content/Material Components

• Study material and topics: it contains study material and topics that students can study in the learning process

• Graduate competency standards: it is oriented towards graduate competency standards (SKL), core
competencies (KI), and basic competencies (KD)

• Apart from these principles, curriculum developers must pay attention to aspects contained in the curriculum
content, namely: Theories, concepts, generalizations, principles, facts, terms

• subject matter or certain courses

Components of Teaching and Learning Strategy

1. Strategy (Idi Abdullah, 2016) is an approach, method and teaching equipment (media) needed in teaching
 2. According (Arifin, 2014) There are several learning strategies that can be used, including: a) classical
expository strategy, namely the teacher explains more material that has previously been processed by himself,
while students accept more; b) heuristic learning strategies (discovery and inquiry); c) group learning
strategies (cooperative learning): small groups, discussions; d) individual learning strategies

3. According Roy Killer (1998), there are two approaches to learning, namely 1) Teacher-centered approach
(tescher centered approaches) 2) Student centered approach Rowntree (1974), learning strategies are divided
into: 1) Exposition Strategy and Discovery Learning Strategy 2) Group Strategy and Individual Learning

Evaluation/Assessment Component

1. a complex and challenging endeavour - determining further decisions (Arifin, 2014: 93)

Curriculum evaluation is a complex and challenging endeavour, because there are many aspects that must be
evaluated, many people must be involved, and the breadth of the curriculum must be considered (Arifin, 2014: 93).
This evaluation component has a strategic role because it is a means to see the results of a curriculum and obtain useful
feedback determining further decisions regarding the curriculum

2. curriculum evaluation models that can be applied include:

- measurement model (Thorndike and Ebel),

- congruence model (Ralph W.Tyler)

- CIPP model (Daniel L. Stufflebeam): offers a structured approach to program evaluation through four
interrelated components: Context, Input, Process, and Product

- education system evaluation model

The objectives of a comprehensive evaluation can be reviewed from three dimensions, namely diemnsi I (formative-
summative), dimension II (process-product) and dimension III (operation of the entire curriculum process or student
learning outcomes).

Dimension I:

 Formative Evaluation: Continuous evaluation during curriculum implementation to identify issues and
make improvements.

 Summative Evaluation: Assessment conducted at the end of a period to determine overall effectiveness.

Dimension II:

 Process Evaluation: Focuses on the methods and processes used in curriculum implementation, assessing
appropriateness and effectiveness.

 Product Evaluation: Evaluates tangible outcomes such as syllabi, lesson units, and student results.

Dimension III:

 Operation Evaluation: Assesses the entire curriculum development process, including planning,
implementation, administration, and monitoring.

 Student Learning Outcomes Evaluation: Evaluates student achievement based on predetermined standards
and curriculum objectives.
Evaluation Tools:

1. Test

- writing test, Essay test, objective test

2. Non Test

-interviews, observations, case studies, and assessment scales.

Review Jurnal :

Title: CURRICULUM EVALUATION OF EDUCATION SUBJECT USING CIPP MODEL: HIGHER

SECONDARY LEVEL IN PAKISTAN (2024: the newest ones)

Author: Asma Shahzadi*1 , Muhammad Ilyas Khan2 , Mahar Muhammad Ijaz3

what is the background study?

The background study in the article provides an overview of the curriculum reforms in the Pakistani educational
system since 2001. It highlights the challenges faced in curriculum revision, the involvement of various researchers
in critiquing these reforms, and the timeline of curriculum development and revisions up to 2009. Additionally, it
mentions the National Curriculum Framework of 2017 and the National Education Policy of 2009 as key documents
guiding curriculum revisions in Pakistan.

The background study sets the context for the importance of evaluating the Education subject's curriculum at the
higher secondary level using the CIPP model in Rawalpindi. It emphasizes the need for continuous improvement in
curriculum design to enhance student interest, creativity, and positive social attitudes.

what is the problem?

The problem highlighted in the article revolves around the deficiencies in the existing curriculum of the Education
subject at the higher secondary level in Pakistan. It points out that the curriculum has not been updated to keep pace
with the changing world, lacks practical assessment components, and focuses more on theoretical knowledge for
memorization rather than on practical teaching skills. Additionally, there is a lack of curriculum evaluation in Pakistan
despite its importance in improving the quality and relevance of educational courses.

Furthermore, the problem statement mentions that many teachers in Pakistan confuse government-approved textbooks
with the official curriculum, indicating a gap in understanding and implementation. The research aims to address these
issues by evaluating the curriculum using the CIPP model and identifying strengths and weaknesses for necessary
improvements.

What is the researcher's goals?

1. To evaluate the curriculum of the Education subject at the higher secondary level using the CIPP model in
Rawalpindi division, Pakistan.

2. To explore the strengths and weaknesses of the curriculum of the Education subject at the higher secondary level
in Rawalpindi division.

What is the object of research?

The object of research in the study described in the article is to evaluate the curriculum of the Education subject at the
higher secondary level in Pakistan using the CIPP (Context, Input, Process, Product) model. The research aims to
assess the existing curriculum, identify strengths and weaknesses, and provide insights for curriculum revision and
improvement. Specifically, the study focuses on understanding how teachers perceive the current curriculum in terms
of context, input, process, and product, and aims to address any discrepancies or shortcomings in the curriculum to
enhance student learning outcomes.
What is the result of research?

The results of the research study on the evaluation of the Education subject curriculum at the higher secondary level
using the CIPP model in Rawalpindi division, Pakistan, indicated several key findings:

1. Teachers expressed satisfaction with the objectives in the cognitive and affective domains but were dissatisfied with
the psychomotor domain, indicating a lack of necessary skills for employability.

2. Teachers agreed on the clear definition of topics in the textbook but disagreed on the proper introduction of chapters
and adequacy of end-of-chapter exercises.

3. Dissatisfaction was expressed regarding the usage of English language in the textbook, content errors, and
inadequacy of content.

4. Teachers agreed on leading class sessions effectively but expressed dissatisfaction with the curriculum's failure to
motivate students to pursue teaching as a profession and develop a sense of social responsibility.

5. The curriculum was perceived as lacking in enabling students to solve problems or develop leadership skills, as
indicated by teachers' dissent regarding the product component of the CIPP model.

These results highlight areas of strengths and weaknesses in the current curriculum of the Education subject at the
higher secondary level, providing valuable insights for potential improvements and revisions to enhance the quality
of education in Pakistan.

What is the key points of research?

1. **Focus on Curriculum Evaluation**:

2. **Use of CIPP Model**:

3. **Identification of Curriculum Gaps**:

4. **Teacher Feedback**:

5. **Recommendations for Improvement**:

6. **Importance of Education Subject**: