PPP6144REKABENTUK KURIKULUM DAN INSTRUKSIONALDefinisi kurikulum dan pengajaran

• Sebelum kita bincangkan definisi kurikulum, ada beberapa istilah yang berkaitan dengan kurikulum.

• Apakah perbezaan di antara istilah-istilah seperti:- Pendidikan- latihan- pembelajaran• Apakah hubungan di antara pendidikan, latihan, pembelajaran

dengan kurikulum?

EDUCATION• A process and a series of activities which aim at enabling an

individual to assimilate and develop knowledge, skills, values and understanding that are not simply related to a narrow field of activity but allow a broad range of problems to be defined, analyzed and solved.

COMPARING TRAINING AND EDUCATION

TRAINING EDUCATION

• The process of developing skills for a specific job or task • Emphasizes doing• Emphasizes a closed

system perspective:• There are specific right and

wrong ways of performing a skill

• The process of imparting knowledge or information

• Emphasizes knowing• Emphasizes an open

system perspective:• There are often many ways

to achieve the goal; creativity & critical thinking are encouraged

COMPARING TRAINING AND EDUCATION…

TRAINING EDUCATION

• Emphasizes performance levels in order to perform a specific job

• Emphasizes a comprehensive listing of skills required to perform a specific behaviour; each step in the process is prescribed.

• Emphasizes knowing information not necessarily linked to a specific job or career• Emphasizes an open-

ended approach to achieve a goal; not every step in the process is always prescribed.

DISTINCTIONS OF TRAINING AND EDUCATION

TRAINING EDUCATION

• PROCESS

• ORIENTATION

• METHOD

• CONTENT

• EFFECT

LEARNING• The process whereby individuals acquire knowledge, skills and

attitudes through experience, reflection, study or instruction.

TRAINING, EDUCATION AND PLANNED EXPERIENCE• The ability of an individual to acquire knowledge, skills and

attitudes in a training context may depend directly or indirectly on the quality of previous educational experiences.

• Planned experiences must not be overlooked.• Training, education and planned experience are

interdependent and equal partners with regard to their potential contribution to learning and development.

Definisi kurikulum• Apakah kurikulum?• Apakah tujuan kurikulum?• Apakah jenis-jenis kurikulum yang ada?• Apakah jenis-jenis model kurikulum yang ada? (Bab 2)• Apakah proses pembangunan kurikulum? (Bab 3)• Bagaimana ia memberi kesan ke atas pelajar dan guru?• Apakah cabaran –cabaran pembangunan kurikulum?

Beberapa tafsiran umum kurikulum

1. A plan for action or a written document that includes strategies for achieving desired goals or ends – satu tafsiran linear kurikulum. Tafsiran ini disokong oleh pendokong dalam bidang behavioural dan managerial and system.

2. Kurikulum dilihat sebagai pengalaman pelajar yang dirancang. Tafsiran ini mengambil kira hampir semua elemen dalam sekolah dan luar sekolah (selagi ianya dirancang) sebagai sebahagian daripada kurikulum. Tafsiran ini disokong oleh pembina kurikulum kemanusiaan dan sekolah dasar.

3. Kurikulum sebagai satu sistem untuk mengurus manusia dan proses menyusun atur pekerja serta tatacara bagaimana sistem tersebut dilaksanakan.

4. Kurikulum sebagai satu bidang pengajian yang merangkumi asas-asas, kajian, teori dan prinsip.

5. Kurikulum sebagai senarai matapelajaran dan isi kandungan matapelajaran (bagaimana maklumat tentang matapelajaran tersebut disusun dan disampaikan).

Why Curriculum? (Tujuan kurikulum)

How we conceive of curriculum and curriculum making is important because our conceptions and ways of reasoning about curriculum reflect and shape how we see, think and talk about, study and act on the education made available to students.

(Cara kita konsepsikan kurikulum dan rasional kita berkaitan kurikulum membentukkan cara kita memikir, melihat dan membincangkan kurikulum.)

Why Curriculum? (Tujuan kurikulum)

Our curriculum conceptions, ways of reasoning and practice cannot be value free or neutral. They necessarily reflect our assumptions about the world, even if those assumptions remain implicit and unexamined.

(Pengkonsepsian kurikulum tidak boleh bebas dari nilai).

• Further, concern with conceptions is not "merely theoretical". Conceptions emerge from and enter into practice." (Cornbleth, 1990).

• (Pengkonsepsian kurikulum bukan semata-mata berasaskan teori. Pengkonsepsian wujud dari amalan pendidikan dan dilaksanakan ke dalam pendidikan.)

Curriculum • Decision making in curricular matters involves considering,

examining, and formulating the ends of education.• Questions: • What knowledge is most worth? • What knowledge should be introduced to the

learner? • What are the criteria for selecting knowledge? • What is valuable for the learner as a person and as a

member of society?

Types of Curriculum (Jenis-jenis kurikulum)• Recommended – Standards as defined by experts

in their field.• Written – State standards, local goals and

objectives (ie., curriculum binders).• Supported – Curriculum for which materials are

actually available, such as textbooks and software.

Types of Curriculum

• Tested – What is actually assessed at the state and local level.• Taught – The content that teachers

actually deliver.• Learned – The content that students

learn.• Hidden curriculum?

How Do We Define Curriculum? (Bagaimana suatu kurikulum didefinisikan?)

•Curriculum is all planned learning for which the school is responsible.•Curriculum is all the experiences

learners have under the guidance of the school.

John Delnay (1959.)

How Do We Define Curriculum?• According to Bandi & Wales (2005), the most

common definition derived from the word Latin root, which means “racecourse.” • Bandi & Wales (2005) also stated that “ for many

students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

How Do We Define Curriculum?• It is important to keep in mind that schools in the

Western Civilization have been heavily influenced since the fourth century B.C. by the philosophies of Plato and Aristotle and the word curriculum has been used historically to describe the subjects that are being taught during the classical period of Greek Civilization.

Definition by

• Purposes e.g. to transmit cultural heritage• Contexts e.g. child-centered curriculum• Strategies e.g. problem solving technique,

scientific method

National Philosophy of Education (NPE)

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.

(Ministry of Education, Malaysia, 1996)

Soalan: Cuba analisiskan definisi kurikulum sekolah kita dari segi tujuan, konteks, dan strategi.

Rekabentuk kurikulum

• Cara kurikulum dikonsepsikan dan bagaimana komponen utama kurikulum disusun.• Komponen utama kurikulum mengandungi, antaranya:

matlamat, objektif, kandungan kurikulum, kaedah, media, penilaian.• Jenis rekabentuk kurikulum: tumpuan matapelajaran,

tumpuan pelajar, tumpuan penyelesaian masalah.• Sumber-sumber rekabentuk kurikulum: pelajar,

masyarakat, matapelajaran?

• Rekabentuk kurikulum yang berasaskan standard.• Berasaskan standard kandungan dan standard

pembelajaran yang perlu dicapai oleh murid.• Rekabentuk kurikulum yang berbentuk modular.• Mengandungi kandungan yang telah diorganisasikan

dan disampaikan dalam bentuk bahagian atau unit dan bahagian unit.

• Bagaimanakah kurikulum kebangsaan di Malaysia dibangunkan? (Kurikulum Prasekolah Kebangsaan dll – Standard? Modular? Kedua-duanya?)

• Pilih dua (2) pembangunan sosial, kejadian atau tekanan (social development, events or pressures) di Malaysia dalam 15 tahun kebelakangan ini yang telah menyebabkan perubahan-perubahan dalam kurikulum kebangsaan, dan huraikan perubahan-perubahan berkenaan.

Apakah instruksi?

• Kurikulum ialah apa (content) yang diajar.• Jadi, apakah instruksi?

Apakah instruksi?

• Kurikulum ialah apa (kandungan /content) yang diajar.• Jadi, apakah instruksi?• Instruksi ialah kaedah untuk mengajar kandungan itu.

Apakah hubungan di antara kurikulum dan instruksi?• Model-model untuk hubungan kurikulum dan

instruksi:• Dualistic• Interlocking• Concentric• Cyclical• Integrated?

Dualistic Model

Curriculum Instruction

Kurikulum dan pengajaran adalah berasingan atau tidak berkaitan.Contoh: Guru mengajar kandungan yang berbeza daripada kurikulum Malaysia.

Interlocking Model

Curriculum Instruction

Terdapat integrasi antara kurikulum dan instruksi. Mengajar kurikulum tanpa memikirkan instruksi akan memberi kesan buruk.

Yang mana difikirkan dahulu? Kurikulum atau instruksi? Apakah akan berlaku sekiranya instruksi didahulukan sebelum kurikulum dirancang?

Concentric Model

Curriculum

Instruction

Instruksi adalah subsistem kurikulum. Kurikulum adalah subsistem kepada _______?

Bolehkah kurikulum menjadi subsistem instruksi? Boleh! Sekiranya kurikulum terpaksa mengikuti instruksi global.

Cyclical Model

Curriculum Instruction

Kurikulum dan instruksi adalah entiti berasingan tetapi ada hubungan circular berterusan berasaskan maklumbalas.

Instruksi ditentukan selepas membuat kurikulum. Seterusnya kurikulum diubah setelah pengajaran dilaksanakan dan dinilai.

Integrated Model

• Faktor-faktor lain juga dipertimbangkan:

Who is a curriculum specialist?

• A philosopher• A psychologist• A sociologist• A supervisor• A human relations expert• A theoretician• A historian• A scholar in one or more disciplines• An evaluator• A researcher• An instructor• A system analyst• ….?

Soalan opsyen

• Apakah perbezaan peranan antara seorang pakar kurikulum daripada seorang penyelia kurikulum (contoh guru besar, nazir, …)