Curriculum Development in Indonesian Education

Pendidikan Indonesia telah belangsung selama berabad-abad mengikuti perkembangan sejarah, elonomi, politik masyarakat Indonesia. Pendidikan Indonesia sejalan dengan tumbuh kembangnya kerajaan-kerajaan di Nusantara dan juga masuknya agama-agama besar di Indonesia seperti Hindu, Budha maupun Islam. Namun perkembangan pendidikan modern di Indonesia diawali dengan masuknya kolonial bangsa barat ke Indonesia. Setelah Indonesia merdeka, pemerintah terus menerus melakukan pembangunan pendidikan secara nasional di seluruh wilayah NKRI. Pembangunan pendidikan tidak bias terlepas dari pengembangan kurikulum karrena kurikulum adalah inti dari proses pembelajaran. Kurikulum disususn dan dikembangkan sesuai kebutuhan siswa, sekolah, masyarakat serta tuntutan jaman

Curriculum development practice

This paper discusses the subject of curriculum development. More specifically the paper discusses involvement with curriculum development in teaching and adopts a reflective writing style

Curriculum Development Training Improvement in the Competence Geological Disaster Mitigation Community Based

This research was motivated still many natural disasters in Indonesia. Geological disasters would always be an important issue in the Indonesian Nation as a consequence of Indonesia's geological conditions unique region, rich in natural resources but full of potential disasters. Disaster handling required the participation of all components of the nation led to the importance of the massive dissemination of disaster information to all levels of society. Unfortunately, the competence of members of the community who were still considered weak in disaster mitigation and counseling techniques became constraints the achievement of objectives disaster-conscious society. Increased competence was absolutely necessary and training could be selected as an option to improve competence. Research conducted using the method of research and development which was divided into three main stages. First, the needs analysis as a preliminary study, the second, the development of a model curriculum, and the third trials of the curriculum model to determine the effectiveness in improving the competence fields of geological disaster mitigation

Curriculum development in further education

This chapter outlines the development of the further education curriculum post-1945 in Scotland and examines somes issues, specifically: modes of learning; staff development and curriculum development; and support for students

Indonesian Curriculum Development: Meaning-Based Curriculum and Competency-Based Curriculum in the Context of Teaching English Subject

Curriculum as the foundation of teaching and learning process coverssubject matters and students' learning experience frominside and outside of school. This articleaims at describing Indonesian curriculum developments, which consist of Meaning-Based Curriculum (MBC) and Competency-Based Curriculum (CBC), basedon theoretical dimension and practical dimension. Curriculum views as a theoretical dimension are underpinned by four models of curriculums that consist of (1) dualistic model, (2) interlocking model, (3) concentric model, (4) cyclical model. Meanwhile, English subject matter curriculum (ESMC) views as a practical dimension are based upon (1) thematic development inMBC, (2) syllabus development in CBC. Two theoretical dimensions of the Indonesian curriculum views describe (1) Concentric model is incorporated into MBC in the 1994 Curriculum and CBC in the 2004 and 2013 Curriculum; (2) Interlocking model is incorporated intoCBC in the 2006 Curriculum. Three dimensions of ESMC views describe (1) Thematic development is incorporated into MBC in the 1994 Curriculum to develop students' English skills and components based on selected themes, (2) Syllabus development is incorporated intoCBC to develop students' English competences by the 2004 and 2006 Curriculum; however, in the 2013 Curriculum to develop students' core competences for character values that are attached in science and technology by Exploring English without adequately equipping students with English skills and components

Using technology to support curriculum development

This guide takes you through a process of curriculum innovation, from planning to evaluation, and considers: how technology can extend when and where learning can take place; how technology can affect how learning takes place; how technology can involve a broader range of individuals in the learning process

Curriculum Development in Madrasa: Exploration From Muslim Minority of West Papua

Muslim minority educational development was left behind to explore. The existing researches on the publication are only about Muslim majority. Therefore, it is a need to discover the existence of Muslim minority in the eastern part of Indonesia. This research was conducted in West Papua Province. In-dept interview and non-participant observation were conducted to collect data. Focus group discussion was circulated to ensure data triangulation. This study shows that environment neighborhood is one of the factors to consider in curriculum formation. Educational establishment is the breakthrough to fulfill the need of religious education. In addition, the standard to achieve is not only the national average but also there is vision to inaugurate social harmony and cultural situation. Finally, this article concludes that educational management board and teacher panel tried to perceive and hear the sound of milieu. This practice shows a progress of improvement and enhancement in improving relevant curriculum

Curriculum Development: Teacher Involvement in Curriculum Development

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation.  It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful. Keywords: curriculum development, teacher involvement, challenge in curriculum developmen

Akin House Curriculum Development and Living History Programming

This unit plan is comprised of a variety of inquiry-based lessons that explore the culture and way of life of the Native Americans who occupied New England. After studying the Akin house documents, materials, and narratives, I chose to focus my unit on the land and the people who came before the Akin family so that students will learn the long-view of our rich New England history