Curriculum Development Approach

Curriculum growth can be done through two approaches: (1) the top-down strategy to the management design and (2) the lawn main design.

1. The management model;

This design is a design of program growth of the lengthiest and most commonly used. The idea came from program growth and academic directors use management techniques. With management power, form a Guiding Panel or program growth. Members, consists of regulators under him, education and learning professionals, program professionals, professional professions, and the management of the world of perform and business. The process group is to come up with the primary ideas, fundamentals, policy and key techniques in program growth. Furthermore, directors established Task Team composed to train and learning professionals, program professionals, professionals from the professions of college, and mature instructors, who are actually in charge of planning the program more functional ideas and describes the primary guidelines defined by the Guiding Team, such as developing objectives more functional, choose the material series, choosing learning techniques and assessment, and to create recommendations for the execution of the program for instructors. After Work Team finished the process, the results are analyzed by the Guiding Panel and other professionals or regulators of the qualified regulators.

After getting several upgrades and analyzed has been quite good, giving directors the process of developing the credibility program. Since the introduction of the above, then the design is called a design Top - Down. In practice, the required tracking, assistance and assistance. After strolling some time need to be analyzed.

2. The lawn main model;

This growth design is the other of the first design. Curriculum growth projects and initiatives, rather than coming from above but from below, that the instructors or the university. Curriculum growth design first used in the management to train and learning / program is central, while the design lawn origins will grow in the training and learning program is decentralized. In the design of growth that is lawn origins instructors, categories of instructors or instructors in the whole university program growth effort performed. Development or enhancement can be with regard to a part of the program, one or more topic matter or whole areas of research, and all elements of the program. If the condition has been possible, in terms of the ability of instructors, features costs and collection materials, program growth design of lawn main seems to be better.

This was based on the consideration that the instructors are organizers, implementers, and also falsifies the training in college. It was he who best know the needs of the category, so he is the most qualified planning program for the category.

Curriculum growth that is lawn origins, may only apply to a particular area of research or a particular university, but may also be used for the entire area of research at the university or elsewhere. Curriculum growth that is decentralized design rootsnya lawn, enabling the competitors to improve the quality and the academic program, which in turn will give beginning to humans who are more separate and innovative.

Associated with the growth of the Education Unit Level Curriculum, it seems more likely performed using the grass-root strategy design. However, in order to run an effective program growth must be reinforced by the preparedness of sources, especially recruiting available in educational institutions.

Basis of Curriculum Development

curriculum is the core of the field of education and have an influence on the entire educational activity. Given the importance of curriculum in education and human life, the curriculum can not be done arbitrarily. Curriculum requires strong foundations, based on the results of the depth of thought and research. Curriculum that is not based on a solid foundation can be fatal to the failure of the education itself. By itself, it will berkibat also to the failure of the process of human development.

In this case, Nana Syaodih Sukmadinata (1997) suggests four major cornerstone in the development of the curriculum, namely: (1) philosophical, (2) psychological, (3) socio-cultural, and (4) science and technology .. For more details , the following section describes the four premises.

Philosophical 1.Landasan

Philosophy plays an important role in the development kuikulum. Just as in the Philosophy of Education, we are introduced to the various schools of philosophy, such as: Perenialisme, essentialism, eksistesialisme, Progressivism, and rekonstruktivisme. In curriculum development was always grounded in the flow - the flow of a particular philosophy, so that will color the concept and implementation of the curriculum developed. With reference to the idea Yulaelawati Ella (2003), the below-described on the content of each of the schools of philosophy, related to curriculum development.

a.Perenialisme more emphasis on immortality, ideals, truth and beauty of the cultural heritage and social impacts certain. Knowledge is considered more important and less attention to day-to-day activities. Education who hold this ideology emphasizes the absolute truth, universal truths that are not tied to place and time. The flow is more oriented to the past.

b.Essensialisme stressed the importance of cultural inheritance and the provision of knowledge and skills to students in order to become useful members of society. Math, science and other subjects considered basics curriculum precious substance to live in the community. Similarly Perenialisme, essesialisme also more oriented to the past.

c.Eksistensialisme emphasis on the individual as the source of knowledge about life and meaning. To understand life one must understand oneself. This flow question: how do I live in the world? What is the experience?

d.Progresivisme emphasizes the importance of serving the individual differences, learner-centered, experiential learning, and process variations. Progressivism is the basis for the development of active learners.

e.Rekonstruktivisme a further elaboration of the flow of progressivism. In rekonstruktivisme, the future of human civilization is emphasized. In addition to the emphasis on individual differences such as progressivism, rekonstruktivisme further emphasis on problem solving, critical thinking, and the like. This stream will be questioned as to what to think critically, solve problems, and do something? Adherents of this school emphasizes the learning outcomes of the process.

Philosophy flow Perenialisme, essentialism, existentialism is a school of philosophy that underlies the development of subject-Academic Model Curriculum. Meanwhile, the philosophy of Progressivism provide the basis for development of Private Education Curriculum Model. Meanwhile, many rekonstruktivisme philosophy applied in the development Interactional Model Curriculum.

Each school of philosophy certainly has its drawbacks and advantages. Therefore, the practice of curriculum development, implementation philosophies tend to be in eklektif for more compromise and accommodate a variety of interests related to education. However today, in some countries, and especially in Indonesia, seems to be a shift in the foundation in the development of the curriculum, with a focus on philosophy rekonstruktivisme.

Psychological 2.Landasan

Nana Syaodih Sukmadinata (1997) suggests that there are at least two underlying psychology curriculum development: (1) developmental psychology and (2) studying psychology. Developmental psychology is the study of individual behavior with regard to its development. In the studied developmental psychology about the nature of development, phasing of development, developmental aspects, individual development tasks, as well as other matters related to the development of individuals, all of which can be used as a basis for consideration and curriculum development. Learning psychology is the study of individual behavior in the context of learning. Psychology study examines the nature of learning and theories of learning, as well as various aspects of the behavior of other individuals in the study, all of which can be used as a consideration as well as the underlying curriculum development.

Still regarding the psychological basis, Ella Yulaelawati describe psychological theories underlying the Competency-Based Curriculum. Citing thought Spencer, Ella Yulaelawati sense of competence suggests that competence is "the fundamental characteristics of someone who is a causal relationship to the reference criteria or effective and best performance in the work of a situation".

Furthermore, also raised about the 5 types of competencies, namely:
a.motif; something that one has to think consistently or desire to perform an action.
b.bawaan, ie the physical characteristics that consistently respond to various situations or information.
c.konsep themselves, ie behavior, values ​​or image someone;
d.pengetahuan, ie information which is owned by someone, and
e.keterampilan, namely the ability to perform physical and mental tasks.

The five competencies have practical implications for human resource planning or education. Skills and knowledge tend to be more visible on the surface characteristics of a person, while the concept of self, innate and hidden motives more and more deeply, and is the center of one's personality. Surface Competence (knowledge and skills) are more easily developed. Training is appropriate to ensure this capability. In contrast, innate competence and motives much more difficult to be recognized and developed.
In the context of Competency-Based Curriculum, E. Mulyasa (2002) highlighted the different aspects and characteristics of learners, He explained that there are at least five different and learner characteristics to consider in the Competency-Based Curriculum, namely: (1) differences in the level of intelligence, (2) creative differences, (3) differences in physical disability, (4) the needs of learners, and (5) growth and cognitive development.

Socio-Cultural 3.Landasan

The curriculum can be viewed as a design education. As a design, curriculum implementation and determining educational outcomes. We understand that education is an effort to prepare students to go into the community. Education is not just for education per se, but provide sufficient knowledge, skills and values ​​to live, work and achieve further development in the community.

Learners come from the community, getting both formal and informal education in communities and geared to people's lives as well. Community life, with all the characteristics and cultural richness as well as a foundation and reference point for education.
With education, we did not expect turn up man - a man who became alienated from their communities, but rather through education is expected to better understand and be able to build a life masyakatnya. Therefore, the purpose, content, and process of education must be tailored to the needs, conditions, characteristics, wealth and development in masyakarakat.

Every society each has its own socio-cultural systems that govern the life pattern and the pattern of relationships between members of the public. One important aspect of socio-cultural systems are the order of the values ​​that govern the way the Bohemian and behaved citizens. These values ​​can be derived from religious, cultural, political or other facets of life.

In line with the development of society, the values ​​that exist in the community also helped develop so that requires every citizen to make changes and adjustment to the demands of the development going on around the community.

Israel Scheffer (Nana Syaodih Sukmadinata, 1997) suggests that through the study of past human civilizations knew, participated in civilization now and create the future of civilization.
Thus, the curriculum developed should consider, respond to, and based on the social - cultural in a society, whether in the context of local, national and global levels.

4.Landasan Science and Technology

At first, science and technology of the human remains relatively modest, but since the Middle Ages had great development. The discoveries of new theories continue to this day and likely will continue growing future
The human mind has been able to reach before things is something that is not possible. In ancient times, people probably would have thought it impossible that humans could set foot on the Moon, but thanks to advances in the field of Science and Technology in the mid-20th century, Apollo plane successfully landed on the Moon and Neil Armstrong was the first to successfully set foot on the Moon.
Rapid progress in the world of information and technology in the last two decades has been an effect on human civilization beyond the reach of human thought before. This influence is seen in the shift in the social, economic and political needs a new balance between the values, ideas and ways of life prevailing in global and local contexts.

Moreover, in today's knowledge age, it takes a knowledgeable society through lifelong learning with high quality standards. The nature of the knowledge and skills that must be mastered very diverse and sophisticated society, so that the required curriculum, along with meta-cognitive skills and competence to think and learn how to learn (learning to learn) to access, select and assess knowledge, and overcome siatuasi ambiguous and adaptable to the uncertainty ..

Developments in the field of science and technology, especially in the field of transport and communications have been able to change the order of human life. Therefore, the curriculum should be designed to accommodate and anticipate the pace of development of science and technology, so that students can keep pace and simultaneously develop science and technology for the benefit and survival of human

Curriculum development is a comprehensive

Program growth is a extensive term, therein include: preparing, execution and evaluation. Program preparing is the first step in building a curriculum as curriculum workers create choices and take action to produce a plan that will be used by instructors and learners. Implementation of curriculum or curriculum execution also called tried transfer curriculum preparing into functional activities. Program evaluation is the final stage of the growth of the curriculum to determine how much studying results, accomplishment stage programs that have been structured, and the results of the curriculum itself. In creating the curriculum, not just include individuals associated directly with education and studying alone, but in it includes a lot of individuals, such as political figures, entrepreneurs, parents of learners, as well as elements - elements of community who are concerned with education and studying.

The concepts that will be used in the growth of the curriculum is basically the rules or regulations that will animate the curriculum. In creating the curriculum, can use the concepts that have been designed in everyday lifestyle or even create your own new concepts. Therefore, the execution of the curriculum in an organization very likely use different concepts to the curriculum used in other schools, which will be found a great many of the concepts used in the growth of curriculum.

In this case, Nana Syaodih Sukmadinata (1997) examines the concepts of curriculum growth are separated into two groups: (1) concepts - general principles: importance, versatility, a continual, functionality, and performance, (2) specific principles: concepts with respect to educational goals, material choice concept with respect to education and studying, the concepts about the choice of the studying procedure, the concepts about the choice of media and studying tools, and concepts with respect to the choice of the evaluation. While Asep Hernawan Herry et al (2002) recommended five concepts for curriculum growth, namely:

The concept of relevance; internal that the curriculum has importance in the curriculum elements (objectives, materials, strategies, organization, and evaluation). While on the outside the elements tersebutmemiliki importance to the requirements of technological innovation (relevance epistomologis), requirements and prospective learners (psychological relevance) as well as the requirements and needs of the growth community (relevance sosilogis).
The concept of flexibility; curriculum growth to be able to commercialize the causing qualities versatile, soft and versatile in its execution, allowing for modifications depending on the situation and the condition of the place and time that is always changing, and the ability and background bekang learners.
The concept of continuity; namely the kesinambungandalam curriculum, both top to bottom and flat in a trench. Learning encounters provided by the curriculum should pay attention to durability, both at the class stage, between stages to train and studying, and the training and studying stage with this type of perform.
The concept of efficiency; namely try to get in curriculum growth can utilize enough time, cost, and other sources that there is an maximum, carefully and precisely so the results are sufficient.
The concept of effectiveness; namely structured for curriculum growth activities create it happen without a repetitive activity, both in classifieds.
Associated with the growth of the Education Device Level Program, there are a number of concepts that must be met, namely:

Centered on the prospective, improvement, needs and passions of learners and the surroundings. The curriculum was designed depending on the most crucial that learners have a central position to develop capabilities to be able to become a human being trustworthy and pious to God Almighty, royal, healthy, experienced, experienced, creative, separate and become people of a democratic and responsible. To support the accomplishment of these goals designed proficiency growth of learners with prospective, improvement, needs and passions of learners and the requirements of the surroundings.
The curriculum was designed considering the variety of you will of learners, regional circumstances, and stages and types to train and studying, regardless of religious beliefs, competition, lifestyle and traditions, as well as socio-economic position and sex. The curriculum shall consist of the material of the charge component of the curriculum, regional material, and self-development in a and structured into significant linkages and durability, and accurate antarsubstansi.
Responsive to the growth of technological innovation, technological innovation, and art. The curriculum was designed depending on the understanding that technological innovation, technological innovation and art of growing dynamically, and therefore the spirit and material of the curriculum motivates learners to follow and create the proper growth of technological innovation, technological innovation, and art.
Relevant to the needs of lifestyle. Program growth is done by such as stakeholders (stakeholders) to ensure the importance to train and studying to the needs of lifestyle, such as public interaction, the corporate globe and the globe of perform. Therefore, the growth of personal abilities, thinking abilities, public abilities, educational abilities, and professional abilities is a necessity.
Comprehensive and ongoing. The material of the curriculum includes all size of proficiency, the field of scholarly study and topics were structured and presented antarsemua ongoing education and studying.
Lifelong studying. The curriculum is instructed to the procedure of growth, farming and power of learners who last a lifetime. The curriculum shows the relationship between the elements of official education and studying, non-formal and casual, considering the circumstances and requirements of a constantly changing atmosphere and the direction of growth of the whole person.
Balance between nationwide passions and regional passions. The curriculum was designed by considering the nationwide attention and the attention of the region to build the lifestyle of community, state and country. National passions and regional passions should supplement and encourage line with the slogan Oneness in Diversity within the structure of the Unitary Republic of Philippines.
Compliance with the concepts upon which recognized between the execution of the Education Device Level Program with the previous curriculum, which it seems is often neglected. Because of these concepts may be said to be the spirit or spirit curriculum

PRINCIPLES OF CURRICULUM DEVELOPMENT

Understanding System Development

Curriculum growth is a procedure of preparing, producing a better tool depending on the outcomes of an assessment of the curriculum that has been in force, so as to provide excellent studying and training conditions. In other words, the growth of the curriculum is to generate a new curriculum actions through a step-by-step curriculum on the basis of the assessment performed over a period of time period.

In general curriculum experts looked at the curriculum growth activity as a ongoing procedure, a cycle that involves several components, namely curriculum objectives, components, actions and assessment.

Oemar Hamalik (2001) separates the foundations of curriculum growth into eight types, among others:

In goal-oriented principle
Curriculum growth aimed at achieving a particular objective, which begins from the Nationwide academic purposes. Purpose of the curriculum is a translation and efforts to accomplish device objectives and particular levels. Objectives of the curriculum contains factors of information, abilities, behaviour and values. Which in turn promote changes in behavior of students and contains three factors related to the factors in the national education and learning objectives.

Principle of Importance (Conformity)
Curriculum growth that contains objectives, content and delivery program must be relevant (correspond) to the needs and conditions of the community, the stage of growth and the needs of students, and in balance with the growth of technology.

Principles of Efficiency Efisiensidan.
Curriculum growth should be regarded in terms of efficient and effective use of resources, time, energy, and resources available to experience optimal outcomes. Funds must be used in such a way terbat in support of the execution of studying. Enough time available for students to learn in schools is also restricted so it must be used properly according to excellent studying and training components needed. University employees is also very restricted, both in quantity and excellent, should be efficiently utilized to apply the studying procedure. In the same way, restricted indoor facilities, devices, and other legibility, must be used properly by SSWA to be able studying, all to be able to increase the effectiveness or success of students.

Principle of Flexibility
A flexible curriculum is easily tailored, changed, formulated or reduced depending on demand and the state of the environment and local abilities, so it is not fixed or firm. For example, in an academic program curriculum is provided industrial and agriculture abilities. Implementation in the city, because of the unavailability of agriculture land., Then dialaksanakan pendidikn industry abilities program. In contrast, the execution of non-urban agriculture abilities highlighted in this method. In this environment, the conditions, and the accessibility to employees and devices to be a factor regarded in the structure of the execution of the curriculum.

The concept of continuity
Curriculum consistently, meaning that the parts, aspect-spec, components, and study components organized in a series, not independent-off, but to each other pick a significant efficient relationship, according to the training and learning stage, the structure of the academic device, the stage of growth students. With this concept, it seems clear flow and linkages within the curriculum so that it makes instructors and students in applying the studying procedure.

Principle of Balance
Curriculum noticed proportionate and efficient stability between the various applications and sub-programs, the topics randomly, and the behavior factors that wants to develop. Also there should be a stability between concept and exercise, between the components of information technology, public, humanities, and behavior technology. With the stability is predicted intertwined blend of complete and thorough, which each other mutually give rise to self improvement.

Principles of Alignment
The curriculum is designed and applied depending on the most crucial of incorporation, incorporated preparing begins from the issue or topic and reliability between its components. Integrated execution by including all stakeholders, both within the college and on the inter-sectoral stage. With this incorporation is predicted to form a curved individual and unchanged. Besides, it also applied incorporation in pembalajaran procedure, both in the interaction between students and instructors and between concept and exercise.

Principles of Quality
Curriculum growth focused excellent education and learning, which indicates that the execution of excellent studying is determined by the degree of excellent of instructors, studying and training actions, devices / media excellent. The outcomes of excellent education and learning is calculated by the requirements of the national education and learning objectives predicted.

Curriculum Development Approach

Basically, the technique and the technique is different, the difference lies in the range (coverage) bahasannya. This implies that the technique is smaller than the technique. The technique is generally a technique that is set to to fix a issue, while the technique concentrates on effort and execution measures or ways of wanting to apply a technique and some appropriate method, which is performed using the methodical steps to gain employment better.

So the way to curriculum growth is a way of wanting to apply the right methods and tactics by following a methodical growth lngkah to generate a better curriculum, there are various approaches that can be used in the growth of the curriculum are:

Oriented way to studying materials
Goal-oriented approach
approach with a pattern of material organization.
While Shodih and Mulyasa (2002) suggested technique is depending on the growth of curriculum control program, focused objectives and abilities. That curriculum growth control program to differentiate between the central control program (centralized) and distributed (decentralized). while depending on the point of interest objectives recognized curriculum growth technique that encourages expertise of the information, abilities expertise requirements, expertise of abilities, individual development, and expertise of public problem-solving abilities. Competency-based technique is the growth of a curriculum that concentrates on expertise of particular abilities depending on the stages of growth of students