MATERIALS AND PROCESSES

IN THE CURRICULUM
By
Name : Murni Suryani L

ID : 4133131038
Class : Chemical Education C 2013

CURRICULUM MATERIALS
The question that always comes up in the
educational planners and curriculum developers
is, whether the material should be taught to
students, and what their end? This question
concerns the content of the curriculum or
teaching not only consists of a set of knowledge or
set of information, but it should be selected and
the unity of knowledge is needed, both for the
knowledge sediri as well as for students and their
environment.

WHAT CONSTITUTES CONTROL

STRUCTURE?

Mastery of the structure is the

understanding of the lesson
material thoroughly and
meaningfully. Studying the
structure is to learn a whole, in
which things are interconnected
integrated into one unit.

THERE ARE FOUR MAIN THINGS

IMPORTANT IN THE EDUCATION PROCESS.

First, it is the role of the material structure, and how

it is a learning center.
Second, how to teach the basic structure effectively,
and how to learn emphasis on intuitive thinking
Third, the readiness (readiness) in learning
Fourth, the impetus for learning (learning motives) as
well as how to make use of the motif

AT LEAST THERE ARE FOUR THINGS THAT ARE

BENEFITS THAN LEARNING OR OF TEACHING
THE STRUCTURE OF THE BASIS OF:

First, an understanding of the things that are

fundamentally that me may right mastery teaching
materials in more comprehensive.
Second, associated with the level of the ability of the
memory of human.

AT LEAST THERE ARE FOUR THINGS

THAT ARE BENEFITS THAN LEARNING
OR OF TEACHING THE STRUCTURE OF
THE BASIS OF:

Third, an understanding of the principle of the principle and the

idea of the idea of the fundamentals is the main qualified to hold
the transfer.
Fourth, emphasis on the structure and principles of the principle
of teaching that fundamentally can be a narrow distance between
the knowledge elementer with the knowledge further.

THE LEARNING PROCESS

Teaching activities can not in the release of learning,
because both her is two sides of an eye money.
Teaching is two sides of the money. Teaching is a
efforts made the teacher so that students learning.

IS INTUITIVE THINKING?
Thinkers arrive at an answer may be right or may not,
with a little statement about the process of
achievement.He often can seldom explain how to
obtain the answer, maybe he was not aware of the
aspects of the situation of his problem/do.

MEANINGFULNESS IN LEARNING

There are two things pentinf in the concept of

meaningful learning :
Cognitive structure is all the knowledge that has
been owned by the students as a result of
learning activity ago
new knowledge should have a relationship or is
connected with the cognitive structure. The
relationship occurs because of the similarity of
content (subtantiveness) and regular (nonarbitrary).

THIS CAN BE CONCLUDED MEANINGFUL

LEARNING REQUIRES THREE CONDITIONS:
1.

2.
3.

The subject matter should be correlated with

cognitive structures with irregular manner and for
their common content.
Students must have a concept that is in accordance
with the material to be studied.
Students must have the will or motive to connect
that concept with his cognitive structure.

LEARNING PROPOSITION
Learning proposition is a sentence that shows the
relationship between two things. This proportion is
there a general nature that contains many of the
concepts and some special nature.

LEARNING PROPOSITION

In the study a significant proportion, words are

studied linked with existing concepts in cognitive
structure. There are three ways connect them:
Relationship turf. Raw materials are studied students
meruupakan part of the existing concept. In this
interdepartmental relations, there are two kinds of
parts, derivatives and correlative

LEARNING PROPOSITION

Relationship superordinate. The materials studied is

the subordination of the concepts that already exist in
the cognitive structure.
Relationship combination. The materials studied are
not part of the existing subordination but a
combination of many relationships.

DISCOVERY LEARNING

Discovery learning thoroughly studied but needs

some mental activity to complete and expressed
the cognitive structure. Discovery learning is
divided into two kinds of learning activities that
learning problem-solving and
creative learning.

DISCOVERY LEARNING
learning problem-solving
In learning to problem-solving, children are
exposed to the problems that need solving.
Teachers ask some questions that lead students
in order to find a solution or answer
themselves.
2. Creative learning. Creativity is the ability to
produce something new, either for himself or
others.
1.

HIS RELATIONSHIP WITH BLOOM'S

TAXONOMY

1.
2.

Because knowledge of bloom more associated

with memories, it can be classified as learning to
memorize (rote learning).
A new concept learned by the individual, in mind
for some time and some of them forgotten. This
process occurs in two steps
acquisition and storage
remembering and forgetting

MASTERY AND STORAGE

Mastery and storage, a concept studied in a way
that is meaningful and united with concepts that
already exist in the cognitive structure. The
interaction between the new concepts with the
concepts that have been there raises a meaning.
The new meaning may change, expand,
narrowing the concept that has existed in some
things may not change the old concepts.

REMEMBERING AND FORGET

Remembering and Forget.The new concepts are
less common, over a period of time unitedly /
assimilation with concepts that already exist.In
it can be a reduction of meaning, because there is
a reduction relation (reduction).Because the
process of assimilation and the reduction of
spontaneous walk and gradually forgotten the
concept of such a concept.

READINESS LEARNING

First, the intellectual development

Second, learning
Third, the spiral curriculum.

INTEREST AND MOTIVATION TO

LEARN
Regarding the concentration of attention and
interest in learning lies in one continuous moving
themselves apathy or no interest at all until very
interested. Learning this interest or concern
when dealing with learning activities. Learning
activities have also moved from the active, in the
form of projects that contain activities that are
executive in which every child is passively
waiting for their turn assignments, which provide
many of boredom and apathy.