PPP6144

REKABENTUK
KURIKULUM DAN
INSTRUKSIONAL
Definisi kurikulum dan pengajaran

 Sebelum kita bincangkan definisi kurikulum, ada

beberapa istilah yang berkaitan dengan
kurikulum.
Apakah perbezaan di antara istilah-istilah seperti:
- Pendidikan
- latihan
- pembelajaran
Apakah hubungan di antara pendidikan, latihan,
pembelajaran dengan kurikulum?

EDUCATION
A process and a series of activities which aim at
enabling an individual to assimilate and develop
knowledge, skills, values and understanding that
are not simply related to a narrow field of activity
but allow a broad range of problems to be
defined, analyzed and solved.

COMPARING TRAINING AND

EDUCATION
The process
of
TRAINING
developing skills for
a specific job or
task
Emphasizes doing
Emphasizes a
closed system
perspective:
There are specific
right and wrong ways
of performing a skill

EDUCATION

The process of
imparting knowledge
or information
Emphasizes knowing
Emphasizes an open
system perspective:
There are often many
ways to achieve the
goal; creativity & critical
thinking are encouraged

COMPARING TRAINING AND

EDUCATION
TRAINING

Emphasizes
performance levels in
order to perform a
specific job
Emphasizes a
comprehensive listing
of skills required to
perform a specific
behaviour; each step in
the process is
prescribed.

EDUCATION

Emphasizes knowing
information not
necessarily linked to a
specific job or career
Emphasizes an openended approach to
achieve a goal; not
every step in the
process is always
prescribed.

DISTINCTIONS OF TRAINING AND

EDUCATION
TRAINING

PROCESS
ORIENTATION
METHOD
CONTENT
EFFECT

EDUCATION

LEARNING
The process whereby individuals acquire
knowledge, skills and attitudes through
experience, reflection, study or instruction.

TRAINING, EDUCATION AND

PLANNED EXPERIENCE
The ability of an individual to acquire knowledge,
skills and attitudes in a training context may
depend directly or indirectly on the quality of
previous educational experiences.
Planned experiences must not be overlooked.
Training, education and planned experience are
interdependent and equal partners with regard to
their potential contribution to learning and
development.

Definisi kurikulum

Apakah kurikulum?
Apakah tujuan kurikulum?
Apakah jenis-jenis kurikulum yang ada?
Apakah jenis-jenis model kurikulum yang ada?
(Bab 2)
Apakah proses pembangunan kurikulum? (Bab 3)
Bagaimana ia memberi kesan ke atas pelajar dan
guru?
Apakah cabaran cabaran pembangunan
kurikulum?

Beberapa tafsiran umum

kurikulum
1. A plan for action or a written document that includes strategies
for achieving desired goals or ends satu tafsiran linear
kurikulum. Tafsiran ini disokong oleh pendokong dalam bidang
behavioural dan managerial and system.
2. Kurikulum dilihat sebagai pengalaman pelajar yang dirancang.
Tafsiran ini mengambil kira hampir semua elemen dalam
sekolah dan luar sekolah (selagi ianya dirancang) sebagai
sebahagian daripada kurikulum. Tafsiran ini disokong oleh
pembina kurikulum kemanusiaan dan sekolah dasar.
3. Kurikulum sebagai satu sistem untuk mengurus manusia dan
proses menyusun atur pekerja serta tatacara bagaimana
sistem tersebut dilaksanakan.
4. Kurikulum sebagai satu bidang pengajian yang merangkumi
asas-asas, kajian, teori dan prinsip.
5. Kurikulum sebagai senarai matapelajaran dan isi kandungan
matapelajaran (bagaimana maklumat tentang matapelajaran
tersebut disusun dan disampaikan).

Why Curriculum? (Tujuan kurikulum)

How we conceive of curriculum and
curriculum
making
is
important
because our conceptions and ways of
reasoning about curriculum reflect and
shape how we see, think and talk
about, study and act on the education
made available to students.
(Cara kita konsepsikan kurikulum dan
rasional kita berkaitan kurikulum
membentukkan cara kita memikir,
melihat
dan
membincangkan
kurikulum.)

Why Curriculum? (Tujuan kurikulum)

Our curriculum conceptions, ways
of reasoning and practice cannot
be value free or neutral. They
necessarily
reflect
our
assumptions about the world,
even if those assumptions remain
implicit and unexamined.
(Pengkonsepsian kurikulum tidak
boleh bebas dari nilai).

 Further, concern with conceptions is

not "merely theoretical".
Conceptions emerge from and enter
into practice." (Cornbleth, 1990).
(Pengkonsepsian kurikulum bukan
semata-mata berasaskan teori.
Pengkonsepsian wujud dari amalan
pendidikan dan dilaksanakan ke dalam
pendidikan.)

Curriculum
Decision making in curricular matters involves
considering, examining, and formulating the
ends of education.

Questions:
What knowledge is most worth?
What knowledge should be introduced to
the learner?
What are the criteria for selecting
knowledge?
What is valuable for the learner as a
person and as a member of society?

Types of Curriculum
(Jenis-jenis kurikulum)
Recommended Standards as defined by experts
in their field.
Written State standards, local goals and
objectives (ie., curriculum binders).
Supported Curriculum for which materials are
actually available, such as textbooks and
software.

Types of Curriculum
Tested What is actually assessed at
the state and local level.
Taught The content that teachers
actually deliver.
Learned The content that students
learn.
Hidden curriculum?

How Do We Define Curriculum?

(Bagaimana suatu kurikulum
didefinisikan?)

Curriculum is all planned

learning for which the school
is responsible.
Curriculum is all the
experiences learners have
under the guidance of the
school.
John Delnay (1959.)

How Do We Define
Curriculum?
According to Bandi & Wales (2005), the
most common definition derived from
the word Latin root, which means
racecourse.
Bandi & Wales (2005) also stated that
for many students, the school
curriculum is a race to be run, a series
of obstacles or hurdles (subjects) to be
passed.

How Do We Define
Curriculum?
It is important to keep in mind that
schools in the Western Civilization have
been heavily influenced since the
fourth century B.C. by the philosophies
of Plato and Aristotle and the word
curriculum has been used historically
to describe the subjects that are being
taught during the classical period of
Greek Civilization.

Definition by
Purposes e.g. to transmit cultural
heritage
Contexts e.g. child-centered
curriculum
Strategies e.g. problem solving
technique, scientific method

National Philosophy of Education

(NPE)
Education in Malaysia is an on-going effort towards
further developing the potential of individuals in a
holistic and integrated manner, so as to produce
individuals
who
are
intellectually,
spiritually,
emotionally
and
physically
balanced
and
harmonious, based on a firm belief in and devotion
to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, who
are responsible and capable of achieving a high level
of personal well-being as well as being able to
contribute to the betterment of the family, society
and the nation at large.
(Ministry of Education, Malaysia, 1996)
Soalan: Cuba analisiskan definisi kurikulum sekolah
kita dari segi tujuan, konteks, dan strategi.

Rekabentuk kurikulum
Cara kurikulum dikonsepsikan dan bagaimana
komponen utama kurikulum disusun.
Komponen utama kurikulum mengandungi,
antaranya: matlamat, objektif, kandungan
kurikulum, kaedah, media, penilaian.
Jenis rekabentuk kurikulum: tumpuan
matapelajaran, tumpuan pelajar, tumpuan
penyelesaian masalah.
Sumber-sumber rekabentuk kurikulum:
pelajar, masyarakat, matapelajaran?

 Rekabentuk kurikulum yang berasaskan

standard.
Berasaskan standard kandungan dan
standard pembelajaran yang perlu dicapai
oleh murid.
Rekabentuk kurikulum yang berbentuk
modular.
Mengandungi kandungan yang telah
diorganisasikan dan disampaikan dalam
bentuk bahagian atau unit dan bahagian
unit.
Bagaimanakah kurikulum kebangsaan di
Malaysia dibangunkan? (Kurikulum Prasekolah

 Pilih dua (2) pembangunan sosial,

kejadian atau tekanan (social
development, events or pressures) di
Malaysia dalam 15 tahun kebelakangan
ini yang telah menyebabkan
perubahan-perubahan dalam kurikulum
kebangsaan, dan huraikan perubahanperubahan berkenaan.

Apakah instruksi?
Kurikulum ialah apa (content) yang
diajar.
Jadi, apakah instruksi?

Apakah instruksi?
Kurikulum ialah apa (kandungan /content)
yang diajar.
Jadi, apakah instruksi?
Instruksi ialah kaedah untuk mengajar
kandungan itu.

Apakah hubungan di
antara kurikulum dan
instruksi?
Model-model untuk hubungan
kurikulum dan instruksi:
Dualistic
Interlocking
Concentric
Cyclical
Integrated?

Dualistic Model
Kurikulum dan pengajaran adalah
berasingan atau tidak berkaitan.
Contoh: Guru mengajar kandungan yang
berbeza daripada kurikulum Malaysia.

Curriculum

Instruction

Interlocking Model
Terdapat integrasi antara kurikulum dan
instruksi. Mengajar kurikulum tanpa
memikirkan instruksi akan memberi kesan
buruk.

Curriculum

Instruction
Yang mana difikirkan dahulu? Kurikulum atau
instruksi? Apakah akan berlaku sekiranya
instruksi didahulukan sebelum kurikulum

Concentric Model
Instruksi adalah subsistem kurikulum.
Kurikulum adalah subsistem kepada _______?
Curriculum

Instruction

Bolehkah kurikulum menjadi subsistem

instruksi? Boleh! Sekiranya kurikulum
terpaksa mengikuti instruksi global.

Cyclical Model
Kurikulum dan instruksi adalah entiti
berasingan tetapi ada hubungan circular
berterusan berasaskan maklumbalas.

Curriculum

Instruction

Instruksi ditentukan selepas membuat

kurikulum. Seterusnya kurikulum diubah
setelah pengajaran dilaksanakan dan dinilai.

Integrated Model
Faktor-faktor lain juga
dipertimbangkan:

Who is a curriculum specialist?

A philosopher
A psychologist
A sociologist
A supervisor
A human relations expert
A theoretician
A historian
A scholar in one or more disciplines
An evaluator
A researcher
An instructor
A system analyst
.?

Soalan opsyen
Apakah perbezaan peranan antara
seorang pakar kurikulum daripada
seorang penyelia kurikulum
(contoh guru besar, nazir, )