ASSIGNMENT BLOK 3.2 ESSAY DEFINISI KURIKULUM MENURUT PARA AHLI

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1 ASSIGNMENT BLOK 3.2 ESSAY DEFINISI KURIKULUM MENURUT PARA AHLI Nurul Fauziah 13/356446/PKU/14008 PROGRAM PASCASARJANA ILMU PENDIDIKAN KEDOKTERAN FAKULTAS KEDOKTERAN UNIVERSITAS GADJAH MADA YOGYAKARTA

2 DEFINISI KURIKULUM MENURUT PARA AHLI Kurikulum adalah perangkat lunak dalam sebuah institusi pendidikan. Proses terbentuknya kurikulum diawali dengan menetapkan profil lulusan (Dikti, 2008). Tetapi sebelum menyusun kurikulum, alangkah lebih baik jika kita sebagai perencana mengerti apa sebenarnya yang dimaksud dengan kurikulum? Beberapa orang ahli telah merumuskan definisi kurikulum dari berbagai sudut pandang. Berikut ini adalah beberapa pendapat ahli mengenai definisi kurikulum. Definisi kurikulum dapat dibedakan atas dua bentuk (Ellis, 2004, p. 4., Dikutip dari Glatthorn, Boschee, Whitehead dan Boschee, 2012, p. 3) yaitu: 1. Prescriptive curriculum / Kurikulum Preskriptif memberikan definisi mengenai apa yang "seharusnya" terjadi, memiliki sebentuk rencana, sebuah program yang memiliki tujuan, atau semacam pendapat ahli tentang apa yang perlu dilakukan dalam program studi. 2. Descriptive curriculum / Kurikulum deskriptif adalah pengalaman. Kurikulum ini disebut kurikulum yang terlaksana / curriculum in action Prescriptive Curriculum No. Tahun Penulis Definisi John Dewey Curriculum is a continuous reconstruction, moving from the child s present experience out into that represented by the organized bodies of truth that we call studies... the various studies... are themselves experience they are that of the race. (Dewey, 1902, pp , Glatthorn, Boschee, Whitehead, Boschee, 2012, p. 3) Franklin Bobbitt Curriculum is the entire range of experiences, both directed and undirected, concerned in unfolding the abilities of the individual. (Bobbit, 1918, p. 43, dikutip dari Glatthorn et al., 2012, p. 3) 2 The curriculum maybe define in two ways: (1) it is the range of experiences both indirect and direct, concern in unfolding the abilities of the individual, or (2) it is a series of conciously directed training experiences that the schools use for completing and

3 perfecting the individual (Bobbit, 1942, p. 10, dikutip dari Wiles & Bondi, 2011, p. 5) Harold O. Rugg [The curriculum is] a succession of experiences and enterprises having a maximum lifelikeness for the learner... giving the learner that development most helpful in meeting and controlling life situations. (Rugg, 1927, p. 8, dikutip dari Glatthorn et al., 2012, p. 3) Hollis Caswell & Doak Campbell in Caswell & Campbell The curriculum is composed of all the experiences children have under the guidance of teachers.... Thus, curriculum considered as a field of study represents no strictly limited body of content, but rather a process or procedure. (Caswell & Campbell, 1935, pp. 66, 70, dikutip dari Glatthorn et al., 2012, p. 3) Ralph Tyler [The curriculum is] all the learning experiences planned and directed by the school to attain its educational goals. (Tyler, 1957, p. 79, dikutip dari Glatthorn et al., 2012, p. 3) Robert Gagne Curriculum is a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units (in the sequence) have already been mastered by the learner. (Gagne, 1967, p. 23, dikutip dari Glatthorn et al., 2012, p. 3) James Popham & Eva Baker J. L. McBrien & R. Brandt [Curriculum is] all planned learning outcomes for which the school is responsible.... Curriculum refers to the desired consequences of instruction. (Popham & Baker, 1970, p. 48, dikutip dari Glatthorn et al., 2012, p. 3) [Curriculum] refers to a written plan outlining what students will be taught (a course of study). Curriculum may refer to all the courses offered at a given school, or all the courses offered at a school in a particular area of study. 3

4 Indiana Department of Education Curriculum means the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. (n.p.) Descriptive Curriculum No. Tahun Penulis Definisi Hollis Caswell & All the experiences children have under the Doak Campbell guidance of teachers Thomas Hopkins Those learnings each child selects, accepts, and incorporates into himself to act with, on, and upon, in subsequent experiences W. B. Ragan All experiences of the child for which the school accepts responsibility Glen Hass The set of actual experiences and perceptions of the experiences that each individual learner has of his or her program of education Daniel Tanner & Laurel Tanner The reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience D. F. Brown All student school experiences relating to the improvement of skills and strategies in thinking critically and creatively, solving problems, working collaboratively with others, communicating well, writing more effectively, reading more analytically, and conducting research to solve problems E. Silva An emphasis on what students can do with knowledge, rather than what units of knowledge they have, is the essence of 21stcentury skills. 4

5 Dari beberapa sumber lainnya, beberapa orang ahli juga mendefinisikan kurikulum. Definisi tersebut ditampilkan dalam tabel berikut ini: No. Tahun Penulis Definisi B. O. Smith, W. O. Stanley & J. H. Shores Curriculum is a sequence of potential experiences that is developed by the school for the purpose of disciplining children and youth in group ways of thinking and acting (Smith et al., 1954, p.3, dikutip dari Wiles & Bondi, 2011, p. 4) R. Doll The curriculum is now generally considered to be all of the experiences that learners have under the auspices of the school (Doll, 1970, p.9, dikutip dari Wiles & Bondi, 2011, p. 4) Hilda Taba The curriculum is all of the learning of students which is planned by and directed by the school to attain its educational goals (Taba, 1962, p. 11, dikutip dari Wiles & Bondi, 2011, p. 4) M. Johnson We define curriculum as a plan for providing sets of learning opportunities to achieve broad goals and related specific objectives for an identifiable population served by a single school center (Johnson, 1970, p. 25, dikutip dari Wiles & Bondi, 2011, p. 4) D. Tanner & L. Tanner Curriculum is concerned not with what students will do in the learning situation, but with what they will learnas a consequence of what they do. Curriculum is concerned with result (Tanner & Tanner, 1995, p. 67, dikutip dari Wiles & Bondi, 2011, p. 4) R. M. Harden The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students learning style, personal timetable and programme of work (Harden, 2001, p. 123) Jon W. Wiles & Joseph C. Bondi Curriculum is a desired goal or set of values that can be activated through a development process, culminating in experiences for learners (Wiles & Bondi, 2011, p. 4) 5

6 Dirjen Dikti Kurikulum pendidikan tinggi merupakan seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan ajar serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan Pendidikan Tinggi (Dikti, 2012) Dari beberapa definisi kurikulum di atas, saya lebih memahami definisi yang dijelaskan oleh R. M. Harden; The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students learning style, personal timetable and programme of work (Harden, 2001, p. 123). Harden mengemukakan pendapatnya mengenai kurikulum dengan jelas dan mendetail. Dalam definisinya, Harden mempertimbangkan segala hal secara menyeluruh dan menjadikannya bagian dari proses pembuatan kurikulum mulai dari dtrategi pendidikan, course content, LO, pengalaman, assessment, lingkungan pendidikan, learning style siswa dan alokasi waktu. Komponen-komponen ini secara nyata membentuk kurikulum institusional dan sedapat mungkin dikajisecara mendalam. 6

7 DAFTAR PUSTAKA Glatthorn, A. A., Boschee, F., Whitehead, B. M., Boschee, B. F. (2012). Curriculum Leadership: Strategies for Development and Implementation Third Edition. USA: Sage Publication. Inc. Harden, R. M. (2001). AMEE Guide No. 21: Curriculum Mapping: A Tool for Transparent and Authentic Teaching And Learning. Medical Teacher, 23, Kemenkumham. (2012). UU RI No.12 Tahun 2012 Tentang Pendidikan Tinggi. Jakarta: Penulis Wiles, J. W., Bondi, J. C. (2011). Curriculum Development: A Guide to Practice Eighth Edition. USA: Pearson Education. Inc. Dirjen Dikti. (2008). Buku Panduan Pengembangan Kurikulum Berbasis Kompetensi Pendidikan Tinggi (Sebuah Alternatif Penyusunan Kurikulum). Diunduh dari 7