Elements/Components of the Curriculum

The nature of the elements and the manner in which they are organized may
comprise which we call a curriculum design.
Component 1: Curriculum Aims, Goals and Objectives
Aims: Elementary, Secondary, and Tertiary
Goals: School Vision and Mission
Objectives: educational objectives
Domains:
1. Cognitive knowledge, comprehension, application, analysis, synthesis,
evaluation
2. Affective receiving, responding, valuing, organization, characterization
3. psychomotor perception, set, guided response, mechanism, complex overt
response, adaptation, origination
Component 2: Curriculum Content or Subject Matter
Information to be learned in school, another term for knowledge ( a compendium of
facts, concepts, generalization, principles, theories.
1. Subject-centered view of curriculum: The Fund of human knowledge represents
the repository of accumulated discoveries and inventions of man down the
centuries, due to mans exploration of his world
2. Learner-centered view of curriculum: Relates knowledge to the individuals
personal and social world and how he or she defines reality.
Gerome Bruner: Knowledge is a model we construct to give meaning and structure
to regularities in experience
Criteria used in selection of subject matter for the curriculum:
1. self-sufficiency less teaching effort and educational resources, less learners
effort but more results and effective learning outcomes most economical manner
(Scheffler, 1970)
2. significance contribute to basic ideas to achieve overall aim of curriculum,
develop learning skills
3. validity meaningful to the learner based on maturity, prior experience,
educational and social value
4. utility usefulness of the content either for the present or the future
5. learnability within the range of the experience of the learners
6. feasibility can be learned within the tile allowed, resources available, expertise
of the teacher, nature of learner

Principles to follow in organizing the learning contents (Palma, 1992)

1. BALANCE . Content curriculum should be fairly distributed in depth and breath of
the particular learning are or discipline. This will ensure that the level or area will
not be overcrowded or less crowded.
2. ARTICULATION. Each level of subject matter should be smoothly connected to the
next, glaring gaps or wasteful overlaps in the subject matter will be avoided.
3. SEQUENCE. This is the logical arrangement of the subject matter. It refers to the
deepening and broadening of content as it is taken up in the higher levels.
The horizontal connections are needed in subject areas that are similar so that
learning will be elated to one another. This is INTEGRATION.
Learning requires a continuing application of the new knowledge, skills, attitudes or
values so that these will be used in daily living. The constant repetition, review and
reinforcement of learning is what is referred to as CONTINUITY.
Component 3 Curriculum Experience
Instructional strategies and methods will link to curriculum experiences, the core
and heart of the curriculum. The instructional strategies and methods will put into
action the goals and use of the content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction. Among these are
time-tested methods, inquiry approaches, constructivist and other emerging
strategies that complement new theories in teaching and learning. Educational
activities like field trips, conducting experiments, interacting with computer
programs and other experiential learning will also form par of the repertoire of
teaching.
Whatever methods the teacher utilizes to implement the curriculum, there will be
some guide for the selection and use, Here are some of them:
1. teaching methods are means to achieve the end
2. there is no single best teaching method
3. teaching methods should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual
4. in the choice of teaching methods, learning styles of the students should be
considered
5. every method should lead to the development of the learning outcome in three
domains
6. flexibility should be a consideration in the use of teaching methods

Component 4 Curriculum Evaluation

To be effective, all curricula must have an element of evaluation. Curriculum
evaluation refer to the formal determination of the quality, effectiveness or value of
the program, process, and product of the curriculum. Several methods of evaluation
came up. The most widely used is Stufflebeam's CIPP Model. The process in CIPP
model is continuous and very important to curriculum managers.
CIPP Model Context (environment of curriculum), Input (ingredients of curriculum),
Process (ways and means of implementing), Product accomplishment of goals)process is continuous.
Regardless of the methods and materials evaluation will utilize, a suggested plan of
action for the process of curriculum evaluation is introduced. These are the steps:
1. Focus on one particular component of the curriculum. Will it be subject area, the
grade level, the course, or the degree program? Specify objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed
regarding the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and
retrieving data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The report of evaluation should be reported to specific
audiences. It can be done formally in conferences with stakeholders, or informally
through round table discussion and conversations.
6. Recycle the information for continuous feedback, modifications and adjustments
to be made.

OVERVIEW OF THE CURRICULUM

DEVELOPMENT PROCESS
"Every Journey Begins With The First Step."
The curriculum development process systematically organizes what will be taught, who will be
taught, and how it will be taught. Each component affects and interacts with other components.
For example, what will be taught is affected by who is being taught (e.g., their stage of
development in age, maturity, and education). Methods of how content is taught are affected by
who is being taught, their characteristics, and the setting. In considering the above three essential

components, the following are widely held to be essential considerations in experiential

education in non-formal settings:
Essential Considerations for Curriculum Development:
1. issue/problem/need is identified (issue what),
2. characteristics and needs of learners (target audience who),
3. changes intended for learners (intended outcomes/objectives what the learners
will be able to do),
4. the important and relevant content (what),
5. methods to accomplish intended outcomes (how),
6. evaluation strategies for methods, content, and intended outcomes (What
works?).

The CURRICULUM DEVELOPMENT MODEL on the next page (Figure 1) shows how
these components relate to each other and to the curriculum development process. It begins when
an issue, concern, or problem needs to be addressed. If education or training a segment of the
population will help solve the problem, then curriculum to support an educational effort becomes
a priority with human and financial resources allocated.
The next step is to form a curriculum develop-ment team. The team makes systematic decisions
about the target audience (learner characteristics), intended out-comes (objectives), content,
methods, and evaluation strategies. With input from the curriculum development team, draft
curriculum products are developed, tested, evaluated, and redesigned -if necessary. When the
final product is produced, volunteer training is conducted. The model shows a circular process
where volunteer training provides feedback for new materials or revisions to the existing
curriculum.

An Example: 1n the case of population education, a need rural out-of-school youth with
information on how population relates to the total environment as well as their personal
lives.

(Insert Curriculum Development Model here)

Figure 1

Figure 2
PHASES AND STEPS IN CURRICULUM DEVELOPMENT (See Figure 2 on the previous
page) further illustrates how the 12 essential steps progress from one to the next. It also shows
the interaction and relationships of the four essential phases of the curriculum development
process: ( I) Planning, (II) Content and Methods, (III) Implementation, and (IV) Evaluation
and Reporting. It is important to acknowledge that things do not always work exactly as
depicted in a model!
Each phase has several steps or tasks to complete in logical sequence. These steps are not always
separate and distinct, but may overlap and occur concurrently. For example, the curriculum
development team is involved in all of the steps. Evaluations should occur in most of the steps to
assess progress. The team learns what works and what does not and determines the impact of the
curriculum on learners after it is implemented. Each step logically follows the previous. It would
make no sense to design learning activities before learner outcomes and content are described
and identified. Similarly, content cannot be determined before learner outcomes are described.
In the experience of the author, and confirmed by other curriculum specialists, the following
curriculum development steps are frequently omitted or slighted. These steps are essential to
successful curriculum development and need to be emphasized.

Essential Curriculum Development Steps Needing Emphasis

1. Needs assessment: if not conducted, wonderful curriculum could be
developed, but the appropriate needs of the target audience may not be met.
2. Involving youth: the target audience and volunteers (or staff) who will be
the implementors of the curriculum must be involved (i.e., they participate as
full members of the curriculum development team).
3. Recruiting and training volunteer facilitators: competent and skilled
curriculum implementors are critical (the printed word cannot teach
experiential group process, it doesn't provide feedback).
4. Evaluating and reporting on the impact of the curriculum: is critical for
securing human and financial support from key policy decision makers and for
assessing whether the curriculum has achieved the intended outcome.

Two types of evaluation are included in the Phases and Steps illustration: (1) Formative
provides feedback during the process of developing the curriculum, and (2) Summative answers
questions about changes (impact) that have occurred in learners because of their learning
experiences. Summative evaluation provides evidence for what works, what does not work, and
what needs to be improved.
In every step of the curriculum development process, the most important task is to keep the
learner (in this case, youth) in mind and involve them in process. For example, the curriculum
team members, who have direct knowledge of the target audience, should be involved in conducting the needs assessment. From the needs assessment process, the problem areas are identified, gaps between what youth know and what they need to know are identified, and the scope
of the problem is clarified and defined. The results may prompt decision makers to allocate
resources for a curriculum development team to prepare curriculum materials.
A brief description of each of the curriculum development steps is described below. After
reviewing these descriptions, you should have a very clear idea of how the steps occur in each of
the phases and what each step includes.

PHASE I: PLANNING
"Nobody plans to fail but failure results from a failure to plan."
The planning phase lays the foundation for all of the curriculum development steps. The steps in
this phase include:

(1) Identify Issue/Problem/Need

(2) Form Curriculum Development Team
(3) Conduct Needs Assessment and Analysis

(1) Identify Issue/Problem/Need

The need for curriculum development usually emerges from a concern about a major issue or
problem of one or more target audience. This section explores some of the questions that need to
be addressed to define the issue and to develop a statement that will guide the selection of the
members of a curriculum development team. The issue statement also serves to broadly identify,
the scope (what will be included) of the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the curriculum
development team can be selected. Topics covered in this section include: (1) the roles and
functions of team members, (2) a process for selecting members of the curriculum development
team, and (3) principles of collaboration and teamwork. The goal is to obtain expertise for the
areas included in the scope of the curriculum content among the team members and develop an
effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the needs assessment process. The first is procedures for conducting a
needs assessment. A number of techniques are aimed toward learning what is needed and by
whom relative to the identified issue. Techniques covered in this section include: KAP Knowledge, Attitude, and Practice Survey; focus groups; and environmental scanning.
Analysis, the second part of this needs assessment step, describes techniques on how to use the
data and the results of the information gathered. Included are: ways to identify gaps between
knowledge and practice; trends emerging from the data; a process to prioritize needs; and
identification of the characteristics of the target audience.
"As the twig is bent, so grows the tree"

PHASE II: CONTENT AND METHODS

Phase II determines intended outcomes (what learners will be able to do after participation in
curriculum activities), the content (what will be taught), and the methods (how it will be taught).
Steps include:

(4) State Intended Outcomes

(5) Select Content
(6) Design Experiential Methods

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs assessed, analyzed and
prioritized, the next step is to refine and restate the issue, if needed, and develop the intended
outcomes or educational objectives. An intended outcome states what the learner will be able
to do as a result of participating in the curriculum activities.
This section includes: (1) a definition of intended outcomes, (2) the components of intended
outcomes (condition, performance, and standards), (3) examples of intended outcomes, and (4)
an overview of learning behaviors. A more complete explanation of the types and levels of
learning behaviours is included in the Addendum as well as intended outcome examples from
FAO population education materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that will make a
real difference in the lives of the learner and ultimately society as a whole. At this point, the
primary questions are: "If the intended outcome is to be attained, what will the learner need to
know? What knowledge, skills, attitudes, and behaviours will need to be acquired and
practiced?"
The scope (breadth of knowledge, skills, attitudes, and behaviours) and the sequence (order) of
the content are also discussed. Intended outcomes of population education with content topics is
provided in the Addendum section as an example and application of how intended outcomes are
linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences) to help
the learner achieve appropriate intended outcomes. An experiential learning model and it's

components (i.e., experience, share, process, generalize, and apply) are discussed in this
section.
Additional topics include:
1. learning styles and activities appropriate for each style;
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. brief discussions on learning environments and delivery modes.
Ten population education sample activity sheets along with tips for facilitators working with
youth and dealing with sensitive topics are included in the Addendum.

PHASE III:IMPLEMENTATION
(7) Produce Curriculum Product
(8) Test and Revise Curriculum
(9) Recruit and Train Facilitators
(10) Implement Curriculum

(7) Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual production of
curriculum materials begins. This section includes: 1) suggestions for finding and evaluating
existing materials; 2) evaluation criteria; and 3) suggestions for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative evaluation of
curriculum materials during the production phase. A sample evaluation form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training is not provided for
facilitators to implement it. Suggestions for recruiting appropriate facilitators are provided with a
sample three-day training program.

(10)

Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to occur without

planning. Strategies to promote and use the curriculum are discussed in this step.

PHASE IV: EVALUATION AND

REPORTING
(11) Design Evaluation Strategies
(12) Reporting and Securing Resources

(11)

Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a specific step. Two types
of evaluation, formative and summative, are used during curriculum development. Formative
evaluations are used during the needs assessment, product development, and testing steps.
Summative evaluations are undertaken to measure and report on the outcomes of the curriculum.
This step reviews evaluation strategies and suggests simple procedures to produce valid and
reliable information. A series of questions are posed to guide the summative evaluation process
and a sample evaluation format is suggested.

(12)

Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the results into
the hands of people who can use them). In this step, suggestions for what and how to report to
key shareholders, especially funding and policy decision makers, are provided and a brief
discussion on how to secure resources for additional programming.

Uraian Prosedur Pengambilan Kuliah Kurikulum 2013

Mon, 2013-07-22 16:57 admin

Pendahuluan

Petunjuk transisi kurikulum 2008 ke 2013 ada di laman berikut ini:

http://www.ee.itb.ac.id/curriculum_transition_2008_to_2013

Petunjuk pengambilan matakuliah kurikulum 2013 secara ringkas ada di dokumen EL

Checklist 2013 (http://www.ee.itb.ac.id/files/EL_Checklist_2013_v5_short.xls)

Dokumen ini berisi uraian praktis untuk membantu memahami dokumen-dokumen di

atas.

Secara umum hal-hal yang perlu dilakukan setiap mahasiswa adalah sebagai berikut
1. Menghitung berapa SKS yang sudah lulus di kurikulum 2008.
2. Menentukan kuliah apa saja di kurikulum 2013 yang perlu diambil
3. Menentukan kuliah apa saja di semester ini (2013/2014-1) yang perlu diambil.

Perhitungan SKS Lulus

Untuk menghitung SKS lulus dilakukan dengan mengisi kuliah yang sudah lulus ke
template EL Checklist 2013. Kuliah yang tidak memenuhi syarat template tersebut
dianggap "kuliah lebih" dan tidak diperhitungkan sebagai SKS lulus Kurikulum 2008

Perhitungan SKS lulus dengan data nilai masing-masing mahasiswa tersedia online di
http://sisfo.ee.itb.ac.id/mhs-peralihan-kurikulum-2013. Untuk dapat melihat laman
tersebut mahasiswa wajib memiliki account di situs sisfo.ee.itb.ac.id dan mengisi dengan
lengkap kuesioner akhir kuliah 2012/2013 semester 2. Email yang digunakan untuk
membuat account di http://sisfo.ee.itb.ac.id harus ada di http://sisfo.ee.itb.ac.id/data-mhsemail , supaya dari email tersebut dapat diketahui NIM anda. Jika email anda tidak
terdaftar di , silakan hubungi webmaster-sisfo@ee.itb.ac.id untuk mengupdate data email
anda.

Menentukan Pengambilan Kuliah Kurikulum 2013

Rujuklah tabel Kurikulum 2013 (bagian kiri) untuk pengambilan sisa SKS tersebut

Pengambilan sisa SKS Kur2013 sampai tercapai 144SKS mengikuti urutas prioritas sbb:
I, II,III, IV,V, VI, dan VII, dengan:

I General Education (Wajib TPB)

II Mathematics & Basic Sciences (Wajib TPB/Prodi)
III EL Core Courses (Wajib TPB/Prodi)
IV EL Breadth Courses (Wajib Prodi)
V General Education (Wajib ITB: 4 matakuliah)
VI Matakuliah Non Prodi EL
VII EL Depth Courses (Pilihan Prodi)

Jika pengambilan sebuah MK Kur2013 memiliki ekivalensi sebuah MK Kur2008 yang

sudah lulus, maka ambil MK lain di Kur2013. Contoh: Jika sudah mengambil EL2091
Struktur Diskrit (KUR2008) dan lulus, tidak boleh lagi mengambil EL2003 Struktur
Diskrit di KUR2013

Jika MK Kur2008 ET3081 Sistem Komunikasi, EP3076 Analisis Sistem Tenaga, dan
EP3071 Mesin Mesin Elektrik sudah lulus tanpa praktikum terkaitnya, maka MK
Praktikum terkaitnya di Kur2013 tidak perlu diambil

Jika MK Kur2008 EL3000 Dasar Teknik Biomedika & Lab sudah lulus, maka salah satu
MK Breadth Kur2013 dapat diabaikan dalam pengambilan sisa SKS Kur2013. Contoh:
http://www.ee.itb.ac.id/contoh_pengambilan_breadth_course_dengan_sudah_lulus_el300
0

Kecuali EL3013 atau mengulang, pengambilan sebuah MK Kur2013 mesti bersamaan

dengan MK Praktikum-nya, bila tersedia.

Menentukan Pengambilan Kuliah di Semester 2013/2014-1

Utamakan kuliah dasar, bisa merujuk ke file struktur kurikulum di

http://www.ee.itb.ac.id/electrical_engineering_curriculum_structure_2013

Utamakan kuliah yang menjadi prasyarat kuliah lain.