CURRICULUM

COMPONENTS
A CHAPTER REPORT

BY. FENY MARTINA

NIM. 1007206
CURRICULUM POSITION

• Transmission Position
• Transaction Position
• Transformation Position
 TRANSMISSION POSITION

Curriculum student

• Teaching facts, skills and values

• Mastery in traditional school subjects
• Basic skills and particular cultural values
• One way teaching style
TRANSACTION POSITION

Curriculum student

• Problem solving
• Reconstructing knowledge
• The extension on cognitive skills in academic
disciplines
TRANSFORMATION POSITION

Curriculum student

• Personal & social changes

• Spiritual dimension and environment
• Individuals understand each other in a holistic manner
CURRICULUM COMPONENTS
(AN OUTLINE)

1. AIMS, GOALS & OBJECTIVES

2. CONTENT
3. TEACHING STRATEGIES/ LEARNING
EXPERIENCES
4. ORGANIZATION
5. EVALUATION
1) AIMS, GOALS & OBJECTIVES

Aims

Goals

Objectives
Aims --- The Purpose of National Education

“Pendidikan Nasional berfungsi untuk mengembangkan

kemampuan dan membentuk watak serta peradaban
bangsa yang bermartabat dalam rangka mencerdaskan
kehidupan bangsa, bertujuan untuk berkembangnya
potensi peserta didik agar menjadi manusia yang
beriman dan bertakwa kepada Tuhan Yang Maha Esa,
berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri
dan menjadi warga negara yang demokratis serta
bertanggung jawab”.

(Quoted in Sudrajat: 2008)

Goals

Institutional
&
Curricular Intents
OBJECTIVES

“The student will type a

minimum of 60 words per
minute on two different
occasions”.
OBJECTIVES

1. “who will?”
2. “do what?”
3. “how much or how well?”
4. “when?”
BLOOM’S TAXONOMY

COGNITIVE DOMAIN
• Knowledge
• Comprehension
• Applications
• Analysis
• Synthesis
• Evaluation
2. CONTENT

• Psychological Criteria
• Social/ Political Criteria
• Student Interest Criteria
• Student Readiness Criteria
• Utilitarian/ Practical Criteria
• Philosophical Criteria
Psychological Criteria

• Content --- relates themes & concept

• Student --- apply knowledge to different contexts
• Content --- process activities & affective are integrated
• Content --- taught in spiral manner
• Concepts are presented at the beginning
Social/ Political Criteria
Transmission :
• maintain a strong national consensus
• Inculcation of traditional values
• Not controversial
Transaction :
• Support democratic values
• Promote democratic participation
Transformation :
• Awareness of cultural and economic forces
• Social concerns
Student Interest Criteria

• This is the starting point

for developing curriculum
• Interest & Subject Matter
(Content) --- Integrated
Student Readiness Criteria

• Content & internal frameworks --- integrated

• The level of complexity --- articulated
• Teaching students the general accepted ideas &
knowledge
Utilitarian/ Practical Criteria

• Utilitarian : Content should be socially

useful
• Practical : Practicable learning
materials
Philosophical Criteria
Transmission :
• Small & manageable components
• Content is central to major subject areas
• Content is organized to Inherent Logic
Transaction :
• Analytic process
• Problem solving activities
• A mean to facilitating cognitive growth
Transformation :
• Not only personal but public
• Content integrated with various domains & learning
processes.
 3) Teaching Strategies/
Learning Experiences

• Teaching Strategies --- based on models of teaching

• Teaching Strategies :
1. Lecture
2. Discussion
3. Community activities
4. Group investigation
5. Independent learning
6. Inquiry learning
Models of Teaching

• Information processing models

• Behavioral models
• Personal models
• Social interaction models
Criteria for Selecting Models

• Transmission criteria
• Transaction criteria
• Transformation criteria
Transmission Criteria

• Clear & concise objectives

• Specific direction
• Straightforward evaluation of
instructional goals
• Facilitate retention of content
• Reinforce traditional values
Transaction Criteria

• Students examine their own reasoning processes

• Stimulate inquiry and investigation
• Based on intellectual development
• Stimulate probing & mutual inquiry between
students and teachers
Transformation Criteria

• Social awareness & social change

• Relates students’ inner & outer world
• Stimulate integration of subject areas
• Strategies to make students aware of their own
consciousness
• Stress divergent thinking process
• Relate left & right brain thinking processes
4) Organization of Content & Teaching
Strategies

After selecting the content & teaching

strategies, there is a set of fundamental
questions to answer.
 4) Organization of Content & Teaching
Strategies

Scope ---------------------------- Sequence

Transmission Transmission

Transaction Transaction

Transformation Transformation
SCOPE
Transmission Position :
• The organization of subjects, disciplines or broad fields. Ex:
reading, writing, writing, spelling &speaking ----- Language
Arts

Transaction Position :
• Problem centered design –developing students problem solving
skills

Transformation Position :
• Cognitive & affective experiences are integrated
SEQUENCE
Transmission Position :
• Sequencing subject matter chronologically, and/or from simple
to complex

Transaction Position :
• Organizing content from developmental theories.
Ex. Piaget theory --- learners stages of development

Transformation Position :
• Sequencing focus on the aspects of social & community
Sequence Categories

1. Content related sequences --- focus on space, time &

physical attributes
2. Concept sequences – based on class relations,
sophistications & logical prerequisite
3. Inquiry related sequences – focus on principles for
discovering or verifying knowledge
4. Learning related sequences – based on psychological
principles of learning
5. Utilization related sequences – focus on development and
practical application of skills
Sequence Categories

• Transmission content related sequences

Utilization related sequences

Concept related sequences

• Transaction Inquiry related sequences

Learning related sequences

• Transformation
CONCLUSION
THANK YOU