ELEMENTS OF CURRICULUM

Members of group :

Amalia Adiba (170203089)

Muhammad Fajar (1702030

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

UNIVERSITY OF ISLAM NEGERI AR-RANIRY BANDA ACEH

2019
 PREFACE

Praise be to god Almighty for the blessing ofthis grace, and that we were given the
opportunity to be able to compile a working aworking paper entitled “Elements of Curriculum”

This paper is structured so that readers can know about the Elements of Curriculum, this
paper was complied with help from various parties.both parties come from outside as well
asfrom parties concerned ourself. And because the aid and help of god Almighty.

The compilers also thanked to Mr.erry as the teacher in English curriculum development subject.
Hopefully this paper can give a broader insight to the reader. Althought this paper has
advantages and disadvantages, Thank you.

Author

11 april 2019
 Table of Contents

CHAPTER I……………………………………………...............................……..1

INTRODUCTION……………………………………………………………...….1

1.1 Background of the paper…………………………………………………....1

1.2 Problem formulation………………………………………………..……….1
1.3 Purpose of the problem……………………………………………….……..1

CHAPTER II

2.1 Definition of the curriculum……………………………………………….……..2

2.2 the elements of the curriculum……………………………………………………2

2.3 The elements curriculum of KTSP………………………………………………..5

2.4 The changing element curriculum from 2006 to 2013…………………………….6

CHAPTER III………………………………………………………………………..9

CONCLUSION………………………………………………………………………9

3.1 Conclusion……………………………………………………………………..9

BIBLIOGRHAPHY
 CHAPTER I

INTRODUCTION

1.1 Background of the paper

Curriculum is the broadpicture of education system, in Indonesia, the education of
curriculum has been change for several times, the changing of the curriculum is aimed to
provide better qualityof education in Indonesia. Nowdays, Indonesia is using a school based
curriculum or called KTSP (Kurikulum tingkat satuan pendidikan). This curriculum has
being applied at school in this country since 2006.
The newest curriculum applied in Indonesia education is the curriculum 2013.the
implementation of the curriculum 2013 s started on july 2013, however, it is still for certain
school and levels of education.

1.2 The problem formulation :

The problem formulation in this paper are :

1. What is the definition of elements of curriculum?
2. What is the main elements of curriculum based ?
3. What is the elements of curriculum KTSP ?
4. What is the changing curriculum element from 2006 (KTSP) to 2013 ?

1.3. The purpose of the problem

1. Knowing about the curriculum elements definition

2. Knowing about the elements of curriculum.
3. Knowing the element of curriculum KTSP
4. Knowing the changing curriculum elements KTSP to 2013.

CHAPTER II
 DISCUSSION

2.1 Definition of Curriculum

According to Parkay , 2006, curriculum are a course of study or planned learning

experience.Curriculum is all of the educative experience is all of the educative experience
learners have in educationalprogram, the purpose of which is to achieve broad goals and
related specific objectives.

The definition of curriculum is complex because thare are many definition as there are
writers in the field. It can go anywhere along the range from a list of subject for a course
to the perception of the ultimate goal ofeducation asa whole.

Elements of curriculum is the nature of the elements and the manner in which they are
organized may comprise which we call a curriculum design. Curriculum is made up of
elements which their appropriate coordination would guarantee the success of a
curriculum, there is no consensus between the expert on element of curriculum.

2.2 The elements of curriculum

According to Bire, there are four main components/elements of Indonesia curriculum,

such as:

1. Objectives/Aim

Generally, objective of curriculum refer to the large or general guidelines of course

and what students should be achieved.

Aim of elementary education

 Provide knowledge and develop skill, attitudes, values essential to

personal development and necessary for living in and contributing to
adeveloping and changing society
 Provide learning experience which increase the child awareness of and
responsiveness to the changes in the society
  Promote work experiences which develop orientation to the world of
workand prepare the learner to honest and gainful work

Aims of secondary Education

 Continue to promote the objectives of elementary education

 Discover and enhance the different aptitudes and interests of students
in order to equip them with skill with productive endeavour.

Aim of the Tertiary education

 Develop the profession tha will provide leadership for the nation.
 Provide general education program which will promote national
identify, cultural, conciuousness, moral integrity and spiritual vigor.

2. Content/ subject matter

Content of the curriculum relate to whole thing(competences) of the
course program, for instance : material, skill, knowledge, and so forth. Based on
the research that had been conducted by ayeni, there are some content in
curriculum, such as: subject matter, skill, knowledge, laws and ideas that will be
learnt during the course.
a. Subject-centered view of curriculum
The fund of human knowledge represent the repository of accumulated
discoveries and inventions of man downthe centuries, due to man exploration
of the world
b. Learner-centered view ofcurriculum
Relate knowledge to the individual’s personal and social world and how he or
she defines reality

Criteria used in selection of subject matter for thecurriculum :

  Self-suffiency, less teaching effort and educational resource, less
learner’s effort but more results and effective learning outcomes –
most economical manner (Scheffler, 1970)
 Significance – contribute to basic ideas to achieve overall aim of
curriculum, develop learning skills.
 Validity ,meaningful to the learner based on maturity, prior
experience, educational and social value.
 Utility, usefulness of the content either for the present or the future.
3. Methods
Methods are the ways of how to achieve the aims and objective of the curriculum,
Method is used to execute the contents of the curriculum.
 Teaching methods should stimulate the learner’s desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual.
 Teaching method are means to achieve the end, they are used to
translet the objectives into action

4. Evaluation
This part tells about how to assess and evaluate the performances (Measurement or
evaluation of students performance). According to Worthen and Sander, all
curricula to be effective must have the element of the evaluation. From the
definition , several models of evaluation came up, the most widely used is
Stufflrbeam’s CIPP(content, input, product, process) Model.
 In the CIPP, the process is continuous and very important thing in
curriculum managers, like principals, supervisor, department head and even
teacher
 Context refers to the environment of the curriculum
 Input refers to ingredient of the curriculum which include the goals,
strategies,learner and soon
 Process refers to the ways and means of how the curriculum has been
implemented
  Product indicates if the curriculum accomplishes its goals.

2.3 Element curriculum 2006 (KTSP)

KTSP has four components, they are the level education unit of education
purpose, structure and content of KTSP, calendar of education and syllabus, and
teaching implementation planning.
1. Component of level education unit of education purpose
The formulation of level education purpose referred to education general
purpose as follows:

a. Based education purpose is to put an intelligent base, knowledge,

personality, a good character, also skill for standalone life and follow of
high education.

b. Secondary education purpose is to increase intelligent, knowledge,

personality, a good character, also skill for standalone life and follow of
high education.

c. Secondary of vocational education purpose is to increase intelligent,

knowledge, personality, a good character, also skill for standalone life and
follow based on vocational.

2. Component of structure and content of KTSP

Structure of KTSP in basic education and secondary education level from

standard of content that are developed from subject matter groups, as
follows:

a. Group of subject of civics and personality

It can be implemented by religion activity, good morals, civics, language,
art and culture, and also materialism education.
b. Group of subject of science and technology
 It can be implemented by language activity, mathematics, and science of
nature, science of social, skill, vocational, and information and
communication technology.
c. Group of subject of aesthetic
It can be implemented by language activity, art and culture and skill.
d. Group of subject of materialism, sport and healthy
It can be implemented by materialism, sport, and education of health and
science of nature.

3. Component of education calendar

Unit of education can arrange for education calendar based on area

requirement, school characteristic, pupil requirement and society by
paying attention to the education calendar that is written in standard of
content.

4. Syllabus and teaching planning implementation

Syllabus is presented of standard competence and base competence in

the main subject, learning activity and indicator of competence
achievement to evaluation

2.4 The changing of curriculum of 2006 to 2013

The differences between the Curriculum 2006 and curriculum 2013 ,
curriculum 2013 is the revision of the curriculum 2006, so it is still the
operational curriculum made and done by each unit of education.
Curriculum 2013 is arranged and developed by seeing the potential students, the
developing of era, and the students’ needs. And the important thing is curriculum
2013 offer some models of teaching.
Curriculum 2013 was implemented in the school year 2013/2014 on specific
schools (limited). It was officially launched on July 15, 2013 in ministry of
Education and Culture. Something new would have differences with the old
curriculum. Basically the curriculum in 2013 is similar with curriculum 2006.
 Elements of the 2013 curriculum changes include graduate competency
standards, process standards, and assessment standards
1. The competency standard
All levels of education ranging from elementary school until senior high
school require the increase and balance of skills and hard skills including
attitudes & aspects of competence, attitude, skills, and knowledge

2. Standard Content elements

The position of subjects of competency which are derived from
subjects turned into subjects developed from competency. For the
approach taken is elementary shool level thematically in all subjects, the
level of junior high school competency is developed through the eyes.

3. For Process Standard elements

This process standard element, all students (starting from
elementary school until SMA/SMK) must have the ability to observe,
ask, process, present conclusions, even to create. Learning does not only
occur in the classroom, but also may be outside the classroom such as
libraries, school workshops, industries / related institutions, and even the
surrounding community. Teachers are not the only source of learning,
but can also be obtained from books, newspapers, TV, radio, internet.
And attitude is not taught verbally, but students will see more than what
is exemplified by the teacher by giving a good example

4. The element of Standard Assessment

if the value is usually taken from an exam then it is converted into
an authentic assessment (measuring all competencies start from attitudes,
skills, and knowledge based on processes and work outcomes, each
student has all records of activities in the form of portfolios made by the
students themselves as the main instruments of assessment Scouting
extracurricular activities will be mandatory at all levels of basic to
secondary education.

CHAPTER III
CONCLUSION
3.1 Conclusion
curriculum are a course of study or planned learning experience.Curriculum is all
of the educative experience is all of the educative experience learners have in
educationalprogram, the purpose of which is to achieve broad goals and related specific
objectives.
Elements of curriculum is the nature of the elements and the manner in which
they are organized may comprise which we call a curriculum design. Curriculum is made
up of elements which their appropriate coordination would guarantee the success of a
curriculum, there is no consensus between the expert on element of curriculum.
 REFERENCES
BECTA. (2001). Computer for teacher: An evaluation of phase. London:
Department for education and skill
Kridel,C(2010). Encyclopedia of curriculum studies USA: SAGE publication
Sulistyaningsih, Erma. 2013. Memahami Elemen Perubahan Kurikulum
https://www.academia.edu/18328761/elemen_kurikulum
https://www.academia.edu/18328761/elemen_kurikulum