Curriculum Design (Part I)

DEFINITION:

In theory , there are two main dimensions of the curriculum are: curriculum design and engineering curriculum . According to George A. Beauchamp ( 1975:101 ) , curriculum design may be defined as the substance and organization of the goals and culture of content so arranged as to reveal potential progression through levels of schooling . ( Curriculum design can be described as an essential element , component or target results and the entrenched culture ) . According Oemar Hamalik (1993 ) is a design sense that gives basic instructions , directions , goals and techniques adopted in initiating and carrying out activities . Fred Henry Percival and Ellington ( 1984 ) , the Hamalik suggested that curriculum design is the process of planning the development , validation , implementation , and evaluation of curriculum. And by Nana S. Sukmadinata ) curriculum design pattern is related to the organization of the elements or components of the curriculum . Preparation of curriculum design can be viewed from two dimensions , namely horizontal and vertical dimensions . Horizontal dimension with respect to the preparation of the scope of the curriculum content . While the vertical dimension concerns the preparation of materials sequence in order of difficulty .

PRINCIPLES :

1 ) Design curriculum should facilitate and encourage the selection and development of all types of learning experiences that are essential for learning achievement , in accordance with the expected results .

2 ) The design includes a variety of meaningful learning experiences in order to realize the goals of education , especially for groups of students who study with the guidance of a teacher .

3 ) The design must allow and provide opportunities for teachers to use the principles learned in selecting , guiding , and develop a variety of learning activities in school .

4 ) The design should allow teachers to tailor the experience to the needs , capacities , and level of maturity of the students .

5 ) The design should encourage teachers to consider a variety of children's learning experiences gained outside of school and associate it with learning activities at school .

6 ) The design should provide a continuous learning experience , so that students' learning activities evolve in line with previous experience , and continues to the next experience .

7 ) The curriculum should be designed to help students develop the character , personality , experience , and values ​​that animate democratic culture .

8 ) Design curriculum must be realistic , feasible , and acceptable .