Definisi Kurikulum Menurut Para Ahli

Definisi Kurikulum Menurut Para Ahli

2013

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 2013 1


2013

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: / Kurikulum Preskriptif memberikan definisi mengenai apa 1. Prescripti ve curr icul um

yang "seharusnya" terjadi, memiliki sebentuk rencana, sebuah program yang memiliki tujuan, atau semacam pendapat ahli tentang apa yang perlu dilakukan dalam program studi. 2. Descripti ve curr icul um / Kurikulum deskriptif adalah pengalaman. Kurikulum ini disebut kurikulum yang terlaksana / curriculum in action

Prescripti ve Cur ri culu m

No. 1.

2.

Tahun 1902

Penulis John Dewey

Definisi 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. 11 – 12, Glatthorn, Boschee, Whitehead, Boschee, 2012, p. 3)

1918

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) 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

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perfecting the individual (Bobbit, 1942, p. 10, dikutip dari Wiles & Bondi, 2011, p. 5) 3.

1927

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)

4.

1935

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)

5.

1957

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)

6.

1967

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)

7.

1970

James Popham & Eva Baker

[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)

8.

1997

J. L. McBrien & R. Brandt

[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.

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9.

2010

2013

Indiana Department of Curriculum means the planned interaction of Education pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. (n.p.)

Descripti ve Cur ri culu m

No. 1.

Tahun 1935

Penulis Hollis Caswell & Doak Campbell

Definisi All the experiences children have under the guidance of teachers.

2.

1941

Thomas Hopkins

Those learnings each child selects, accepts, and incorporates into himself to act with, on, and upon, in subsequent experiences.

3.

1960

W. B. Ragan

All experiences of the child for which the school accepts responsibility.

4.

1987

Glen Hass

The set of actual experiences and perceptions of the experiences that each individual learner has of his or her program of education.

5.

1995

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.

6.

2006

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.

7.

2009

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.

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Dari beberapa sumber lainnya, beberapa orang ahli juga mendefinisikan kurikulum. Definisi tersebut ditampilkan dalam tabel berikut ini: No. 1.

Tahun 1957

Penulis B. O. Smith, W. O. Stanley & J. H. Shores

Definisi 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)

2.

1962

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)

3.

1970

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)

4.

1995

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)

5.

2001

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)

6.

2011

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)

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7.

2012

Dirjen Dikti

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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.

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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, 123 – 138 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 www.dikti.go.id/files/atur/PanduanKBK-Dikti2008.pdf

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Definisi Kurikulum Menurut Para Ahli

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