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MANAJEMEN KURIKULUM
DAN SISTEM EVALUASI
SEKOLAH MENENGAH
DAN PERGURUAN TINGGI
Dosen Pengampu:
Sutaryat
Trisnamansyah
Referensi
(tidak untuk laporan buku)
Sukmadinata, N.SY.
(2008).
Pengembangan Kurikulum: Teori dan Praktek.
Bandung: PT. Remaja Rosdakarya.
Sukmadinata, N.SY.
(2004).
Kurikulum dan Pembelajaran Kompetensi.
Bandung: Kesuma Karya.
Sukmadinata, N.SY.
(2008).
Strategi Meningkatkan Mutu Pendidikan Dasar.
Bandung: Maestro.
Sukmadinata, N.SY.
(2005).
Pengendalian Mutu Pendidikan Sekolah Menengah.
Bandung: Kesuma Karya.
Hamalik Oemar
(2007).
Manajemen Pengembangan Kurikulum.
Hubungan Teori, Kebijakan dan Praktek
Teori
Kebijakan
Praktek
Fakta-Data-Fenomena-IsuMasalah: Pendidikan,
Manajemen Kurikulum,
Sistem Evaluasi.
Miller and Seller
AN EXPLICITLY (WRITTEN CUR. ) & IMPLICITLY (HIDDEN CUR) INTENTIONAL
SET OF INTERACTIONS DESIGNED TO FACILITATE LEARNING AND
DEVELOPMENT AND TO IMPOSE MEANING ON EXPERIENCE.
Orientations
Evaluation
Development
Implementation
Education Orientation
Orientations (to curriculum), or Curriculum
Position, or Metaorientations:
Basic belief about
what Schools should
do and how students
learn
Miller, John PA Seller, Wayne.(1985).
Curriculum: Perspective and Practice.
Metaorientation
Help one to perceive the
linkage between curriculum
practices and the philosophical,
psychological, and social
contexts that shape them.
Curriculum Issues:
Educational
aims,
Conception of the learner,
Conception of the learning process,
Conception of the learning environment,
Conception of the teacher’s role,
Conception of the learner’s role,
Conception of learning should be evaluated.
Three Orientations
 Transmission
Curriculum
Student
 Transaction
Curriculum
Student
 Transformation
Curriculum
Student
1. Transmission
The function of education is transmit facts, knowledge,
skills, and values to students.
Mastery
school subjects through textbooks
learning – rote learning
Acquisition basic skills and certain cultural values
and mores that are necessary in society, and
The application of mechanistic view of human
behavior, whereby students skills are developed
through specific instructional strategies
(competence-based learning)
Philosophy
Philosophical-scientific
paradigm (Logical
Positivism, Scientific Empiricism, Analytic
Philosophy).
An atomistic view of nature, reality is seen in
terms of separate, isolated building of blocks.
Ludwig
Wittgenstein (Analytical philosophy)
“ universe is made of isolated facts, or atoms, that
may or may not be related each other, there is no
inherent link or bond between them”
Francis Bacon (1961 – 1626)



Inductive thinking (scientific inquiry).
Scientific inquiry should be the main
method of acquiring new knowledge; by
observing nature we can build theory.
Behavioristic psychology; all human
behavior can be understood in term of
cause and effect.
Psychology


In psychology Bacon is almost a Behaviorist
"all human behavior can be understood in
term of cause and effect".
Behaviorism emphasis "on breaking down
human activity into specific responses that
can be used to predict and control human
behavior".
Psychology-Education: John Locke (1889):

Tabula rasa (blank slate) mind is passive
"Education is a process of habit formation:
Sensation arises 4 is follow by ideas coming
to the mind, 4 ideas give rise to actions, 4
actions lead to habits, 4 habits form persons's
caharacter”
Psychology- Education: Edward L Thorndike (1911):
A
man intellect, character, skill is the sum of his tendencies
to respond to situations and elements of situations.
 A people is essentially passive, beings who simply respond to
situations (stimuli), he acknowledges that these responses
are uniform in all situations.
 Teaching is the arrangement of situations which will lead to
desirable bonds and make satisfying.
 Teacher is the active determiner of learning environment and
student is passive receptor,
 Repetition is important to learning,
 Problem solving is a process of random fumbling-trial and
error.
Psychology-Education: Franklin Bobbit (1924)


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The purpose of education is to prepare students for
their adult live  ought to make up well rounded
adult life.
Ten categories daily activities: language-inter
communication, health, citizenship, social, spare time,
keeping mentally fit, religion, parental, non vocational,
labor activities ("bases for curriculum")
These human activities must be broken into specific
objectives.
The school curriculum is a mirror of society
The dominant principle of educational method is “the
mind grows as it is exercised”
Psychology-Education: B.F. Skinner (1968):


Operant Conditioning (reinforcement) : "If the
occurrence of an operant (a behavior that can be
controlled through reinforcement) is followed by
presentation of reinforcing stimulus, the
strength is increased"
Education is a matter of choosing and using
reinforcement techniques, teaching is the
arrangement of contingencies/reinforcement
under which student learn,
Psychology-Education: B.F. Skinner (1968):




Curriculum: Traditional school subjects and teaching
methodology, instructional strategy (competence
based learning).
Teaching is the arrangement of contingencies of
reinforcement under which the students learn.
Programmed instruction is primarily a scheme for
making an effective use of reinforcer. not only in
shaping new kinds of behavior but in maintaining
behavior in strength.
Positive reinforcement (reward) and negative
reinforcement (punishment).
Three Specific orientation in TRANSMISSION
1. Subject/Content Orientation:
 Curriculum has centered on specific subjects and
academic discipline
 Emphasis on direct instructional : lecture & recitation
 Curriculum divided subjects into: required (core) courses
and electives
 The subject curriculum is based on a plan specifying
what courses will be required at different levels
 The length of the class period is organized around the
subject.
2. Cultural transmission Orientation:
• The schools must be guardians par excellence of our
national character (Emile Durkheim)
• The methods is rational moral education.
• The schools must train the child In terms of the
demand of society.
• Morality is connected with duty: prescribed behavior,
a set of rules that predetermine conduct
(interpersonal relations – relations between people
and property)
• Morality is an external context into which we fit our
behavior.
3. Competency based education/mastery learning Orientation:



Goal of CBE is to developed student competencies
through specific instructional strategies.
CBE focused on measurable objectives, finding
appropriates instructional plan, assessing by mean of
criterion -referenced tests.
Mastery learning is integrated system of instruction that
includes procedures for identifying desired learning
outcomes, evaluation and the process of instruction that
will enhance students learning of those outcomes .
Concluding of TRANMISSION ORIENTATION
Context: atomistic paradigm, reality is broken down into
distinct, separated elements.
• >Aims: mastery school subject and inculcation of students
in social norms.
• Learning experiences: Learn facts and concept associated
with the subject and master certain key skills.
• Role of teacher: play directive role in the learning process.
• Evaluation: traditional achievement tests to indicate how
students has mastered a particular subject.
•
Berlak Dilemmas
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Whole child vs. child as student?
school objectives is to teach academic content, literacy-computational skill
Teacher control vs. student control?
teacher play a strong directive role in students' learning, mastery learning
allows individualization, teacher determines the standards.
Personal knowledge vs. public knowledge?
Knowledge as content vs. knowledge as process?
is relatively fixed
Extrinsic motivation vs. intrinsic motivation?
grade & external reinforces.
Learning is holistic vs. learning is molecular?
atomistic paradigm
Each child unique vs. have shared characteristic?
all students master the same material.
Learning is social vs. learning is individual?
the goal is work individually
Child as person vs. child as client?
"as an object" to master a prescribe curriculum.
2. Transaction



Education is a dialogue between the student and the
curriculum in which the student reconstructs
knowledge through the dialogue process.
The Individual (student) is seen as rational and
capable of intelligent problem solving.
The central elements are an emphasis on curriculum
strategies that facilitate problem solving (cognitive
process); application of problem solving skills within
social context in general and within the context of
democratic process; and development of cognitive
skills within the academic disciplines.
Philosophy:
John Dewey's experimental pragmatism
 Education has both a conservative function, that
school should pass on to the students the mores
and language of the culture; and a reconstructive
function a dynamic process that can help the
student participate in the democratic process.
 The aim of education is growth, the
reconstruction of experience and knowledge,
school should focus on the present live of
children.
Progressive education:



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Progressive education ignored the past and focus
only on the present,
Education is a process of living and not a preparation
for future living,
Education is the fundamental method of social
progress and reform,
The school must represent life, life as real and vital to
the child.
Children interact with their environment,
Teacher facilitate inquiry based on scientific method
Problem solving:





Play a central role in Dewey's concept of education
Develop intelligence and facilitate growth through
individual's interaction with social environment,
Is rooted in the scientific method (reflective thinking)
Problem solving steps:
1)
identify problematic situation ,
2)
define exactly the problem,
3)
clarification: analysis factors contributing to the
problem,
4)
develop hypotheses or "if-then",
5)
implement hypothesis.
Problem selected should be related to intrinsic
Psychology:


Jean Piaget:
Cognitive development
Sensory motor  pre-operation 
concrete operations  formal operations
Lawrence Kohlberg:
Moral (cognitive) development:
Punishment  Egocentric  self respect 
social order  social contract  conscience
Perkembangan Intelek: Piaget
0.0  2.0
Berpikir Sensori-motor: gerak refleks  reaksi
indra  pemahaman melalui pengindraan
2.0  4.0
Berpikir Prakonsep: egosentris, animis, meniru
4.0  7.0
Berpikir intuitif: mengikuti aku-nya, fantasi,
7.0  11.0
11.00 
Berpikir konkrit: pemahaman melalui contoh
nyata memahami persamaan, perbedaan,
hubungan
Berpikir formal: abstrak, hipotetis, deduktifinduktif, konvergen-divergen, evaluatif,
pemecahan masalah, kreatif
Perkembangan Moral : Kohlberg
Pasta konvensi
(Post Conventional)
Katahati (Concience)
Kesepakatan masyarakat
(Contractual legalistic)
Ketaatan pada hukum
Konvensi
(Conventional)
Pra konvensi
(Respect for authority-Social order)
Agar mendapatkan pujian
(Good boy- nice girl )
Berbuat balk utk keuntungan pribadi
(Naively egoistic)
(Pre Conventional) Menghindari hukuman—dapatkan ganjaran
(Obidience & Punishment)
Cognitive Process Orientation


Focuses on how people think and solve problems
Curriculum: facilitate thinking and problem solving
skills.
Problem solving (Ross and Maynes (1982):
1) Define the problem
2) Establishing a framework for the inquiry.
3) Determining sources of data.
4) Obtaining data at source.
5) Judging the adequacy of the data.
6) Putting data into framework.
7) Reducing data to summary form
8) Observing relationship in data
9) Interpreting data
10) Extrapolating the interpretation
11) Communicating an inquiry
Type of problems



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Comparative problems
Decision making problems
Correlational problems
Experimentally orientated problems
Teaching problem solving
1.
2.
3.
4.
5.
6.
7.
Select an instructional context
Develop a growth scheme
Set problems solving goals for students
Develop practice materials
Develop teaching strategies to promote growth
Develop test instruments
Develop a sequence of instructional events in lesson
plans
Concluding of TRANSACTION ORIENTATION

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Context: interaction between the person and social
environment is the central.
Aims: the development of rational intelligence in
general and complex problem-solving skills.
Learning experiences: inquiry and problem solving
skills .
Role of teacher: to facilitate the development of
student inquiry skills.
Evaluation: focuses on the student's acquisition on
complex intellectual frameworks and skills.
Berlak Dilemmas









Whole child vs. child as student?
Teacher control vs. student control?
Personal knowledge vs. public knowledge?
Knowledge as content vs. knowledge as process?
Extrinsic motivation vs. intrinsic motivation
Learning is holistic vs. learning is molecular?
Each child unique vs. have shared characteristic?
Learning is social vs. learning is individual?
Child as person vs. child as client?
3. Transformation
Focuses on personal & social change:
 Teaching students skills that promote personal
and social transformation,
 a vision of social change as movement toward
harmony with the environment, and
 the attribution of a spiritual dimension to
environment.
Philosophy:
Rousseau's thinking the Romantic education:
 Child is essentially good and that education should
allow the inner nature of the child to unfold with
minimum interference.
 Social change orientation
 educators must take a more critical view of the role
of schools in the society,
 schools do not just mirror dominant economic
interest,
 schools must be on the cutting edge of social and
political change.
Perennial philosophy:
Huxley: all phenomena are interconnected and part
of a unified whole and that the individual
is also part of this unity.
Principles:

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The interconnectedness of reality and the fundamental
unity of the universe,
The intimate connection between the individual's inner or
higher self and this unity,
The cultivation of intuition and insight through
contemplation and meditation in order to "see" this unity
more clearly,
The realization of this unity among human beings leads to
social action designed to counter injustice & human
suffering.
Psychology:
Humanistic Psychology
 Description of human functioning and experience
based wholly or in a large part on subhuman species,
 Meaning is more important than method,
 Give primary concern to man's subjective experience,
and secondary concern to his actions,
 Sees a constant interaction between science and
application,
 Is concerned with the individual, the exceptional, and
the unpredicted rather than regular,
 Seeks that which may expand or enrich man's
experience.
Abraham Maslow: Human motivation
Physiological needs  safety needs 
belongingness and love  self esteem 
self actualization  self transcendence.
Carl Rogers: Non directive/ client centered
Facilitative conditions that are crucial to a helping or
teaching relationship:
 Genuineness,
 Regard,
 Empathy
Tangga motif: Maslow
Motif transendental
Motif aktualisasi diri
Motif haga diri
Motif persaudaraan
Motif pengamanan
Motif fisiologis
Concluding of TRANSFORMATION ORIENTATION
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Context: is rooted in an ecological paradigm that acknowledges the
interdependence of phenomena.
Aims: self actualization , self transcendence, and social involvement
are the principal goals
Learning experiences: focus on interdiscip linary integration of the
physical, cognitive, affective and spiritual dimensions .
Role of teacher: to see life as a process of being and becoming.- to be
in touch with inner life and their students- and facilitate student
contact with the community.
Evaluation: student self evaluation, feedback from peers & the
teacher and students interaction with teachers , and conventional
modes on skill and subject mastery.
.
Berlak Dilemmas









Whole child vs. child as student?
Teacher control vs. student control?
Personal knowledge vs. public knowledge?
Knowledge as content vs. knowledge as process?
Extrinsic motivation vs. intrinsic motivation
Learning is holistic vs. learning is molecular?
Each child unique vs. have shared characteristic?
Learning is social vs. learning is individual?
Child as person vs. child as client.?
Terima kasih
Dosen Pengampu:
Prof. Dr.Sutaryat
Trisnamansyah, MA.