Post on 17-Oct-2014
Kuliah 1: a) House keeping: Memperkenalkan kursus
Skop:1)Pengendalian Kursus
1) Jadual2) Kehadiran : minimum 80 % layak duduki peperiksaan akhir.3) RPP (Rancangan Pengajaran & Pembelajaran). 4) Bahasa : BM/BI5) Penilaian;
Penilaian Berterusan : 60 %. Tugasan Kumpulan: Analisis Tema Kurikulum Terpilih: Berkumpulan @ 3 ahli :
Tempoh 5 Minggu, mulai hari ini.: Hantar Minggu Ke 6, Mula Bentang Minggu ke 6. Kertas terbaik akan dikolokiumkan di Kolokium FPTV, Rabu).
Tugasan Individu: Tulis Semula Silabus KPM (KV/ PAV/ KSSR/ KSSM , termasuk KHSR) ke Format OBE. KT (Kemahiran Teknikal) KI (Kemahiran Insaniah) lengkap sehingga tahap pentaksiran. Peperiksaan Akhir : 40 %
2)Bab 1 : Pengenalan1) Falsafah, Konsep & Prinsip Pembangunan Kurikulum.2) Kurikulum dan Pendidikan3) Sejarah Pembangunan Kurikulum
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Skop Kuliah:- Falsafah,Konsep & Prinsip Pembangunan Kurikulum.- Kurikulum dan Pendidikan- Sejarah Pembangunan Kurikulum
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Apakah pendidikan?
Apakah KURIKULUM?
Fikirkan Sejenak…..
ZAINI ABDULAH (Nota Kuliah) 4
Olivia(1992) membuat analogi pengertian kurikulum dengan sekumpulan orang buta dengan gajah, masing-masing
mempunyai interpretasi sendiri.
Falsafah Dalam Pembangunan Kurikulum
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Philosophy in GeneralLet ‘s Discuss…this philosophical issues:What is good?........ Axiology (values) What is true? ……… Epistemology (mediums of learning)What is real? ……… Ontology (content of study)
Which of the dimensions of schooling are strongly related to TVET or workforce development education?Philosophical perspectives:
1.
Philosophy and Curriculum• Philosophy is basis of decisions regarding curriculum
(aims, selection, organization and implementation)• Helps to answer to questions such as:
– What are schools for? (For Survival or Livelihood?)– What subjects are of value? (KBSM..Holistic? AlQuran?)– How should students learn the content? (Techer Centred,
Student Centred, Schooling or without Schooling?)– What homework to assign and how? ( Content, Context?)
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FALSAFAH BARAT (Contoh)
Idealisme Realisme Pragmatisme Eksistensialisme
Ciri Terawal & tradisional
Tradisional Awal abad 20 – US / moden
Pertengahan abad 20 - Eropah/ moden
Fokus Kebenaran akal, jiwa, kerohanian
Dimensi Kebenaran, keadilan dan keindahan menerusi proses penaakulan
Kebenaran nyata/ maujud fizikalnya
Kewujudan di alam fikiran selaras dgn alam nyata.
Kebenaran dari pengalaman
Persekitaran bersifat dinamik.
Pengalaman individu berbeza
Kebenaran dari pengalaman bebas
Pengalaman bentuk idea & pengetahuan
Individu berhak mempuat pilihan & bertanggung jawab
Tokoh Plato, Descartes, Kant, Hagel dll
Aristotle, Russel, Bacon, Lock
Dewey, Darwin, James dll
Kierkegard, Jaspers
FALSAFAH dalam PEMBANGUNAN KURIKULUM
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ZAINI ABDULAH (Nota Kuliah) 10
Matlamat Pendidikan (Perspektif Islam)
INSAN YANG SOLEHi. Manusia yang berimanii. Manusia yang melakukan amal soleh iii. Manusia yang mempunyai akhlak mulia
KHALIFAH ALLAH i. Mengatur kehidupan di dunia sesuai dengan
iradah dan petunjuk Allah melalui ilmu naqli ii. Mengambil manfaat dari apa yang dikurniakan
Allah dalam alam ini melalui ilmu aqli
FOKUS:
Jasad = Akal = Roh Ilmu + Iman + Amal
ZAINI ABDULAH (Nota Kuliah) 11
Ketuhanan (KHALIQ)
Alam (MAKHLUK)
Manusia (MAKHLUK)
Falsafah
Teologi
Perbandingan Falsafah Barat & Islam
“Falsafah adalah sesuatu yang berada di antara teologi dan sains.” Russell (1946)
Sains
Falsafah Barat Tuhan, manusia & alam adalah sama
Falsafah Islam Allah Maha berkuasa & mencipta. Makhluk adalah ciptaan yg tunduk & patuh kpd pencipta.
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Falsafah Dan Hubungannya Dengan Pengetahuan
Kneller (1971)ILMU
NAQLI1. Wahyu
2. Pengetahuan Empirikal
3. Pengetahuan Rasional
4. Pengetahuan Intuitif
5. Pengetahuan Aotoritatif
I
L
M
U
A
Q
L
I
Sidi Gazalba (1974)
ZAINI ABDULAH (Nota Kuliah) 13
Kedudukan Falsafah & PengetahuanKedudukan
Falsafah (Russell)
Jenis Pengetahuan
(Kneller)
TEOLOGI
SAINS
Taak
ulan
Spe
kula
siWahyu
Intuitif
Empirikal
Autoritatif
Rasional
FALSAFAH
kurikulum di sekolah perlu ke arah menyediakan generasi abad ke-21 yang mempunyai pendidikan yang
lengkap bagi mengisi dua keperluan utama iaitu
keperluan individu (al-ulum insaniah) keperluan sosial (al-ulum kauniyah)
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Apakah implikasi falsafah & kurikulum terhadap pendidikan?
Falsafah memainkan peranan sebagai dasar yang menjadi arah tuju, panduan
dan bimbingan (sebab itu FPK diwujudkan). Kurikulum berasaskan
falsafah yang menjadi bahan pengisian pendidikan.
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EKLEKTIK
Kesepaduan Dalam Falsafah Pendidikan Kebangsaan
FALSAFAH PEND. BARAT
(TRADISIONAL)
FALSAFAH PEND.
BARAT (MODEN)
FALSAFAH PEND. ISLAM
F P K
Intelek, Jasmani,
Emosi
Intelek, Rohani, Jasmani
Kognitif, Afektif,
Psikomotor
ZAINI ABDULAH (Nota Kuliah) 17Seimbang & Harmonis
Diri
Keluarga
Masyarakat
Negara
Seimbang dan harmonis adalah merujuk kesan akhir pendidikan iaitu lahirnya warganegara seperti yang
dihasratkan.
sumban
gan
INTELEK ROHANI EMOSI JASMANI
Falsafah & Kurikulum
• Kurikulum adalah terjemahan falsafah pendidikan
• Tanpa falsafah sesuatu kurikulum pendidikan itu adalah tanpa asas
• Hala tuju kurikulum adalah bergantung kepada falsafah pendidikan
• Kurikulum yang berteraskan falsafah ini umumnya untuk membentuk pelajar bagi perkembangan menyeluruh meliputi dimensi instrumental/sosial dan dimensi intrinsik
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Education and Curriculum
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What is Education?What is Curriculum? Why you pursue into this programme?
CURRICULUM AND EDUCATION
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• The relationship between curriculum and education is that Education is the process of human learning faculty trained and skills developed.
• Whereas curriculum is the totality of experiences which learners undergo in an educational institution that is planed and guided by educational authorities.
ZAINI ABDULAH (Nota Kuliah) 22
DIDIK (educere)
LATIH (educare)
Kebijaksanaan
Berterusan
Belajar u
ntu
k belajar
Belajar u
ntu
k keteramp
ilan
Kemahiran
Ada had
PENDIDIKAN(education)
Memimpin Melatih
Perbandingan
Definition of Curriculum• In formal education, a curriculum (pronounced /kəˈrɪkjʊləm/; plural:
curricula, /kəˈrɪkjʊlə/) is the set of courses, and their content, offered at a school or university.
• As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow and mature in becoming adults.
• Curriculum[6] means two things: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.
Reference: Kelly, A.V. (1989) The Curriculum: theory and practice 3rd Ed
What is Curriculum?
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Curriculum Approaches
CURRICULUM as:
Content
• emphasis on the content to be transmitted
• syllabus (document listing the topics, the content and suggestions on how topics should be taught)
Product
• what is it that is desired of students having been taught using a curriculum (behavioral objectives).
• product = student equipped with knowledge, skills and values
Process
• emphasis on interaction of teachers, students and knowledge.
• teaching and learning process in classroom
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Concept of Curriculum Development
• Curriculum simply means `a course of study.'
• Curriculum development is the process of designing a course of study according to a set of requirements.
TERMINOLOGIES ASSOCIATED WITH THE CONCEPTION OF THE CURRICULUM
Curriculum: Key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning.Curriculum Development: Development of classroom ready instructional materials for career and technical education.Program: Each subject area in a school's curriculums, for example, mathematics, science, language arts, social studies, and career and technical programs.Course: A subject taught within a program, for example, algebra within mathematics, physics within science, and Applied Biological Systems within Agricultural Business Management-Plant Science.Career: A lifelong process, unique to each person; involves a sequence of work and leisure activities and includes career development and participation inoccupations. A career choice should be an informed decision.Career pathway: A cluster of occupations aspired to by people with similar interests, talents, and abilities and requiring different levels of education and training.Career plan: A program of study which includes courses and other educational opportunities a student plans to take in high school and beyond. A career plan should be reviewed and updated periodically.Industry: The goods and services people produce.Occupation: The jobs people do. 31
Field of Curriculum Studies
What is a “curriculum”
• It is “a plan or design for education/training that addresses the following questions:− Who is to be taught?− What is to be taught and/or learned?− Why is it to be taught and/or learned?− How is it to be taught and/or learned?− Where is it to be taught and/or learned?− When is it to be taught and/or learned…”
(Quinn 1997)
What is curriculum development and what do curriculum developers do?
• Curriculum development always involves:
– Assumptions about the nature of learners (and teachers) – Assumptions about the purposes of schools – Assumptions about what kind of knowledge is important – Assumptions about what kind of world we live in– Assumptions about what kind of world we want to live in
(Different curriculums and different schools are more or less likely to reveal these assumptions)
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Prinsip Pembangunan KURIKULUM
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Contents of a Curriculum Document
1. the curriculum model2. the teaching/learning
philosophy3. the award to be made on
successful completion of education/training
4. the teachers qualifications and experience
5. the entry criteria for course participants
6. aims and objectives of the course
7. course content8. teaching methodology9. course resources10. suggested reading11. examination/assessment
strategy12. course evaluation
Curriculum Purpose:
Transmission Transaction Transformation
Curriculum Content:
Memory,
Translation
Interpretation, Application, Analysis
Synthesis, Evaluation
Curriculum Organization:
Discipline Based Interdisciplinary Transdisciplinary
Curriculum Format:
Behavioral Objective Webbing Results Only
Relationship of Curriculum Purpose, Content, Organization and Format
KONSEP PEMBANGUNAN KURIKULUM
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The Curriculum Models and Definitions
Goal:
Explore a variety of program and curriculum definitions as well as ways to plan so you may determine what best fits
your style and school/organization.
Process/ Stages of Curriculum Development
1.Exploratory Stage2. Design Stage3. Implementation Stage4. Monitoring and Review Stage
CurriculumStandardSetting
CurriculumDesigning
CurriculumImplementation
CurriculumEvaluation
Curriculum Developmen
t Process
Curriculum Developmen
t Process
Key Components of Comprehensive Curriculum
Exemplary standards incorporate “big ideas,” enduring understandings, and skills of a discipline. Additionally, they provide clarity, power, and authenticity for teachers and students.
Content is what we want students to know, understand, and do as a result of our curriculum and instruction. Standards are broad statements about what grade-level students should know and be able to do.
Content
(Standards)
Exemplary Characteristics
DefinitionCurricular Component
Well-designed assessments are diagnostic, aligned with the learning goals, and provide a high ceiling, as well as a low baseline, to ensure that all students’ learning can be measured. They are used before, during, and after instruction. High-quality assessments inform instruction.
Assessments are varied tools and techniques teachers use to determine the extent to which students have mastery of learning goals.
Assessments
Key Components of Comprehensive CurriculumExemplary
CharacteristicsDefinitionCurricular
Component
Key Components of Comprehensive Curriculum
A high quality introduction will include all six elements, as well as an advance organizer that provides students with information that they can use to help assess their acquisition of the unit’s learning goals.
An introduction sets the stage for a unit. Components may include: (1) a focusing question, (2) a needs assessment to determine students’ prior knowledge,interests, and learning preferences (3) a teaser or “hook” to motivate students’ (4) information about the relevance of the goals and unit expectations, (5) information about expectations for students, and (6) consideration of students’ interests in or experiences that connect with the unit topic.
Introductory Activities
Exemplary Characteristics
DefinitionCurricular Component
Beneficial teaching methods are closely aligned to learning goals, varied, promote student involvement, and provide support, feedback, and scaffolding for learners.
Teaching strategies are methods teachers use to introduce, explain, demonstrate, model, coach, guide, transfer, or assess in the classroom.
Teaching Strategies
Key Components of Comprehensive Curriculum
Exemplary Characteristics
DefinitionCurricular Component
Sejarah Pembangunan Kurikulum
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Era Masyarakat
Melayu Tradisi
Era Penjajahan
Ambang Kemerdekaan
Pasca Merdeka
Pendidikan tidak formal, penerapan budaya, adat, agama dan kedaulatan
Pengabaian, pecah & perintah, masyarakat majmuk, penghakisan budaya, vernakular. Pendidikan untuk mengekalkan kuasa penjajah.
Pendidikan untuk kesedaran, penyatuan dan kemerdekaan.
Pendidikan untuk perpaduan, tenaga kerja dan pembangunan.
Imbasan Perkembangan Pendidikan Malaysia
04/07/23 (c) MD. ARIF BIN MD. ZIN 51
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (1/8)
SBL KEDATANGAN BRITISHPEND AGAMA ISLAM ( CTH : ALQURAN )BEKERJA DI
LADANG / KEBUNKERJA KRAF ( CTH : KERJA KAYU & LOGAM , BERTENUN )
BENTUK PTV TIDAK FORMAL
04/07/23 (c) MD. ARIF BIN MD. ZIN 52
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (2/8)
AKTA – AKTA PEND YG BERKAITAN
• JK LEMON (1918)
• JK WINSTEDT (1925)
• LAPORAN BARNES ( 1951 )
• LAPORAN JK PELAJARAN ( LAPORAN RAZAK : 1956 )
• LAPORAN RAHMAN TALIB ( 1960 )
• LAPORAN JK KABINET ( 1979 )
04/07/23 (c) MD. ARIF BIN MD. ZIN 53
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (3/8)
AKTA – AKTA PEND YG BERKAITAN
JK LEMON ( 1918 )
SEK TEKNIK TREACHER > MAKTAB TEKNIK > ITK > UTM
04/07/23 (c) MD. ARIF BIN MD. ZIN 54
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (4/8)
AKTA – AKTA PEND YG BERKAITAN
JK WINSTEDT BAGI PEND INDUSTRI & TEKNIK ( 1925 )
SEK KETUKANGAN- TIDAK MENDAPAT SAMBUTAN- SINDROM ‘KOLAR BIRU’
04/07/23 55
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (5/8)
AKTA – AKTA PEND YG BERKAITAN
• LAPORAN BARNES ( 1951 )
SYOR TUBUHKAN S.M VOKASIONALTIDAK DPT DILAKSANAKAN ( $$ .. ? )
04/07/23 56
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (6/8)
AKTA – AKTA PEND YG BERKAITAN
• LAPORAN JK PELAJARAN ( LAPORAN RAZAK : 1956 )
PTV DISUSUN SEMULADISERAPKAN DLM SISTEM K’SAAN
( YAHYA EMAT : 1993 )
04/07/23 57
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (7/8)
AKTA – AKTA PEND YG BERKAITAN
• LAPORAN RAHMAN TALIB ( 1960 )
SEK KETUKANGAN & SEK LANJUTAN KG → S.M VOKASIONAL ( 1968 )
SEK ANEKA JURUSAN ( 1965 )
04/07/23 58
SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT
DI SEKOLAH RENDAH (8/8)
AKTA – AKTA PEND YG BERKAITAN
• LAPORAN JK KABINET ( 1979 )PERANAN PTV DIPERTINGKATKAN TERUTAMA PENGLIBATAN DLM INDUSTRI & KEUSAHAWANAN.AKTA PENDIDIKAN ( 1990 ) MEMPERKASAKAN LAGI PTV