REVISION – PPP 6144

DEFINITION OF CURRICULUM

Curriculum
The plans made for guiding learning in the schools,
usually represented in retrievable documents of
several levels of generality, and the actualization of
those plans in the classroom, as experienced by the
learners and as recorded by an observer; those
experiences take place in a learning environment that
also influences what is learned
 CURRICULUM AS A

SYLLABUS PRODUCT PROCESS PRAXIS

Delivering the An attempt to A higher level of

The interaction awareness
knowledge-content achieve certain of teachers,
ends specified in through
to students by the students and curriculum
behavioural and
most effective knowledge differentiation
measurable terms
methods and with the use of
in students
technology
REKA BENTUK KURIKULUM
Cara kurikulum dikonsepsikan dan
bagaimana komponen utama
kurikulum disusun
 RELATIONSHIP BETWEEN
CURRICULUM & INSTRUCTION

Curriculum is the content taught

Kurikulum ialah apa (content) yang diajar

Instruction is the method used

to teach the content
Instruksi ialah kaedah untuk mengajar kandungan itu
Aktiviti 1.
1. Bincangkan maksud ‘kurikulum’ sebagai sukatan pelajaran,
produk, proses dan praxis.

Discuss the meaning of ‘curriculum’ in terms of syllabus,

product, process and praxis.
 MODEL HUBUNGAN
KURIKULUM-INSTRUKSIONAL
 MODEL HUBUNGAN
KURIKULUM-INSTRUKSIONAL

Curriculum is the content taught

Kurikulum ialah apa (content) yang diajar

Instruction is the method used to

teach the content
Instruksi ialah kaedah untuk mengajar kandungan itu
 DUALISTIC MODEL

Curriculum and instruction are

separate entities or not related
Kurikulum dan pengajaran adalah berasingan atau
tidak berkaitan

Curriculum Instruction
 INTERLOCKING MODEL

There is some integration between curriculum and

instruction. Teaching the curriculum without thinking
about instruction brings bad effect.

Terdapat integrasi antara kurikulum dan instruksi. Mengajar

kurikulum tanpa memikirkan instruksi akan memberi kesan
buruk.

Curriculum Instruction
 CONCENTRIC MODEL

Instruction is subsystem to curriculum

Instruksi adalah subsistem kurikulum

Curriculum

Instruction
 CYCLICAL MODEL

Curriculum and instruction are separate entities but has

a continuous circular relationship based on feedback
Kurikulum dan instruksi adalah entiti berasingan tetapi ada hubungan
circular berterusan berasaskan maklum balas

Curriculum Instruction

Instruction is determined after developing curriculum. Next, curriculum is modified

after implementing and evaluating instruction
Instruksi ditentukan selepas membuat kurikulum. Seterusnya kurikulum diubah
setelah pengajaran dilaksanakan dan dinilai
 MODEL KURIKULUM TYLER

Pendekatan deduktif : Fokus kepada perancangan dan objektif

Tumpuan kepada pengalaman pembelajaran ; interaksi antara murid
dengan keadaan luaran dalam persekitaran yang murid akan bertindak
membina kemahiran berfikir, membantu mencari maklumat, membina
sikap dan membina minat
Penyusunan pengalaman secara sistematik akan hasilkan kesan
pembelajaran yang kumulatif dan efektif.

Menekankan pentingnya penilaian untuk melihat keberkesanan sesuatu

program & pengalaman pembelajaran.
Kelemahan
a. Logik linear: dipengaruhi oleh unsur luar
b. Tiada interaksi dalam sumber perkembangan kurikulum

13
 MODEL KURIKULUM TABA

1. Menggunakan pendekatan grass-root (guru)

2. Kurikulum seharusnya direkabentuk oleh guru
3. Pendekatan induktif untuk pembinaan kurikulum
4. Kelemahan
i. Penglibatan grass-root: proses membuat
keputusan tidak mantap
ii. Proses pembentukan kurikulum adalah
taktikal, kompleks dan khusus
iii. Melibatkan pelbagai pihak

14
 PERBANDINGAN – DEFINISI KURIKULUM
PERBANDINGAN – DEFINISI KURIKULUM

Model Tyler Model Taba

Kurikulum: seluruh pengalaman
belajar yang dirancangkan dan
diarahkan oleh sekolah untuk
mencapai tujuan pendidikan
Kurikulum: pernyataan tentang
tujuan pendidikan yang bersifat
umum dan khusus dan bahan-
bahannya dipilih dan
diorganisasikan berdasarkan
suatu pola tertentu untuk
kepentingan belajar dan
mengajar
 PERBANDINGAN – PENDEKATAN
PERBANDINGAN – DEFINISI KURIKULUM

Model Tyler Model Taba

Bersifat deduktif iaitu arahan Bersifat induktif iaitu objektif
atau format kurikulum kurikulum bermula dari bawah –
diturunkan daripada pihak daripada guru, pelajar dan
atasan masyarakat
 PERBANDINGAN - KEKUATAN
PERBANDINGAN – DEFINISI KURIKULUM
Model Tyler
1. Hala tuju yang jelas kerana objektif 1.
digariskan dengan jelasnya
2.
2. Sistematik – terdapat komponen
dan langkah yang sistematik;
mempunyai tatacara untuk
memastikan kejayaan pelaksanaan 3.
program; mengandungi kriteria
untuk menilai kejayaan program
4.
Model Taba
Kurikulum dan pengajaran adalah
saling berkaitan dan tidak wujud secara
berasingan
Menitikberatkan bagaimana
mengembangkan kurikulum sebagai
suatu proses penambahbaikan dan
penyempurnaan
Memberi guru peranan yang lebih
besar dengan tidak hanya mereka
sebagai pelaksana kurikulum tetapi
juga pemaju dalam menjayakan
matlamat kurikulum
Memberi kepentingan untuk
memutuskan apa yang perlu
dimasukkan, dikecualikan dan
penekanan dalam kurikulum
Aktiviti 2.
1. Bincangkan perbezaan antara ciri-ciri Model Tyler dan
Model Taba.

Discuss the differences of the characteristics between

Model Tyler and Model Taba.
 TYLER’S MODEL

Learner Needs

Society Needs TYLER’S MODEL

Subject Matter
 NEEDS OF THE LEARNERS

Vocational
Focus Cognitive
Development

Moral/Affective
Development
Needs of the
Learners

Linguistic
Development
Psycho-social
Development
(Bincangkan – Apakah keperluan murid kita hari ini dan 10 tahun akan datang?)
 THE NEEDS OF SOCIETY
Creativity &
Innovation

Transmission
of Values Literacy
& Culture
Needs of
the Society

Interpersonal
Skills Social Order
& Morality
 THE NEEDS DERIVED FROM
THE SUBJECT MATTER
Structure of a subject, basic ideas, fundamental principles
Each subject contain topics or areas (the basis for
determining the scope of the course)
Taught at certain times
Taught in a logical prescribed order (sequence)
Sequence determined
– at increasing complexity (e.g. mathematics, languages,
science)
– By logic (as in social science programs that begin with the
child’s environment- home & school- & expand to
community and the world)
– By psychological means (as in vocational programs that
start with immediate interests of learners and proceed to
more remote ones)
Aktiviti 3.
1. Bincangkan bagaimana kita dapat membina kurikulum sesuatu
mata pelajaran secara berkesan berdasarkan keperluan
a) pelajar
b) masyarakat dan
c) mata pelajaran

Discuss how we can develop the curriculum of any subject

effectively based on the needs of
a) learner
b) society and
c) subject matter
Berdasarkan pendapat saya, seorang perancang kurikulum dapat
membina objektif am sesuatu kurikulum dengan mengumpul data
berdasarkan keperluan murid. Keperluan murid adalah amat
penting kerana murid merupakan peserta yang akan mempelajari
sesuatu kurikulum itu, oleh itu, saya berpendapat bahawa keperluan
murid adalah keperluan yang paling penting dalam membina
sesuatu kurikulum. Menurut Teori Tyler, keperluan dan minat adalah
faktor utama dalam membina sesuatu kurikulum. Sekiranya
perancang kurikulum dapat membina sesuatu kurikulum yang dapat
membawa sesuatu yang menarik dan baharu kepada seseorang
pelajar, pelajar pasti akan suka dan berminat dalam pembelajaran
mereka. Perkembangan individu seorang pelajar dalam bidang
kognitif, psikomotor dan afektif juga perlu dititikberatkan semasa
proses membentuk sesuatu kurikulum. Setiap murid mempunyai
kehendak dan keperluan asas yang melibatkan kehendak dan
keperluan asas yang melibatkan keselamatan, kasih sayang,
bermasyarakat dan kehendak penyempurnaan kendiri. Kurikulum
yang akan dibentuk seharusnya dapat memberi ilmu pengetahuan
dan kemahiran yang dapat merangsang perkembangan potensi
murid secara menyeluruh iaitu merangkumi jasmani, emosi, rohani,
intelek, dan sosial.
Selain itu, objektif kurikulum yang ditetapkan haruslah bersesuaian dengan
tahap pengetahuan semua pelajar supaya tiada pelajar yang akan tercicir.
Sesuatu kurikulum yang berjaya ialah semua pelajar dapat mencapai objektif
pembelajaran yang ditetapkan dan semua pelajar dapat mengaplikasikan
pengetahuan yang mereka mempelajari dalam kehidupan harian mereka.
Perancang kurikulum harus mengambil kira latar belakang dan bentuk
masyarakat pelajar dalam merangka sesuatu kurikulum. Malaysia terdiri
daripada pelbagai etnik dan kaum, kurikulum yang dirancang haruslah tidak
melibatkan topik-topik yang sensitif dan isu perkauman. Kurikulum yang
dirancang juga harus dapat memberi peluang kepada pelajar untuk melibatkan
diri dalam dunia pekerjaan kelak. Sebagai contoh, topik mengenai anggota
badan dan fungsi-fungsinya dapat memberi gambaran kepada pelajar yang
ingin menjadi seorang doktor. Ia dapat membolehkan mereka lebih memahami
dan dapat menghasilkan hasil kerja yang berkesan.
 NEEDS OF THE LEARNERS

Vocational
Focus Cognitive
Development

Moral/Affective
Development
Needs of the
Learners

Linguistic
Development
Psycho-social
Development
 FOUNDATIONS OF CURRICULUM
ASAS-ASAS KURIKULUM

Foundations of
Socialogy

Text Foundations
Foundations of Foundations of
of
Psychology
Text Philosophy
Text
Curriculum

Foundations of
History
Asas-asas di atas digunakan untuk membentukkan tujuan kurikulum, kandungan,
instruksi, sumber-sumber, menilai kurikulum dll.
 MAJOR PHILOSOPHIES OF EDUCATION
(FALSAFAH UTAMA PENDIDIKAN)

Reconstructionism

Existentialism

Progressivism

Perennialism
Essentialism
 PERENNIALISM
Perennial means “everlasting”
A teacher-centred philosophy
See truth as eternal, everlasting, absolute and unchanging
Grounded on the view that all human beings possess
the same essential nature: we are all rational animals
The aims of education are to develop the mind
(intellectual power) and moral qualities
Focuses on the values associated with reason that
have the potential for solving problems in any era
Plato, Aristotle, Islamic thinker, Catholic thinker
Suitable to small percentage of students who possess
high verbal and academic aptitude
Most conservative
 ESSENTIALISM
A teacher-centred philosophy

Essentialists believe that there is a common core of

knowledge that needs to be transmitted to students
in a systematic and disciplined way

Emphasis on intellectual and moral standards that

schools should teach

Schooling should be practical, preparing students to

become valuable members of society - focuses on
training students to read, write, speak and compute
clearly and logically

Students should be taught hard work, respect for

authority and discipline
 PROGRESSIVISM
Also known as pragmatism
See truth as relative, changing and as yet to be discovered
Education should focus on the whole child, rather than on the
content or the teacher
Emphasis: students should test ideas by active experimentation
Education is life (learn by doing). Learning is active, not passive
The learner is a problem solver and thinker who makes meaning
through his/her individual experience in the physical and cultural
context
Effective teachers provide experiences so that students can learn
by doing
The needs and interests of learners must be considered. Curriculum
content is derived from student interest and questions.
Teach the child in a relaxed environment without forcing learning
(child-centered school)
 PROGRESSIVISM

If experiences in school are designed to meet the needs

and interests of the individual learners, it follows that no
single pattern of the subject matter can be appropriate for
all learners
(Sekiranya pengalaman di sekolah adalah bertujuan untuk
memenuhi keperluan dan minat pelajar individu, tidak
terdapat satu corak pembelajaran yang sesuai untuk
semua orang pelajar)

Teachers are counselors and facilitators of learning, not

expounders of subject matter
(Guru adalah kaunselor dan fasilitator bukan pemberi
ilmu)
 PROGRESSIVISM

Cooperation is emphasized in the classroom, not

competition
(Kerjasama ditekankan bukan persaingan)

Individual growth in relationship to one’s ability is

more important than growth in comparison to
others
(Perkembangan kebolehan secara individu adalah lebih
penting daripada diperbandingkan dengan orang lain)
 RECONSTRUCTIONISM
A philosophy that emphasizes the addressing of social
questions and a quest to create a better society and
worldwide democracy - promotes world social progress
Education is the means of preparing people for
creating this new social order
Shape individuals and through them shape culture and
society
Curriculum - highlights social reform as the aim of
education
Focuses on student experience and taking social action
on real problems, such as violence, hunger, international
terrorism, inflation, and inequality.
Strategies: inquiry, dialogue, and multiple perspectives
Most liberal
 EXISTENTIALISM

Curriculum -students are given a wide variety of options

from which to choose

Students understand and appreciate themselves as

unique individuals who accept complete responsibility for
their thoughts, feelings, and actions

Methods - focus on the individual. Learning is self-paced,

self directed, and includes a great deal of individual contact
with the teacher, who relates to each student openly and
honestly.
Teacher's role - to help students define their own essence
by exposing them to various paths they may take in life
and creating an environment in which they may freely
choose their own preferred way
 COMPARISON OF ATTRIBUTES OF EDUCATIONAL PHILOSOPHIES
Categories Traditional Contemporary
Philosophical - Realism Idealism & Realism Pragmatism Pragmatism
Orientation
Theoretical -orientation Perennialism Essentialism Progressivism Reconstructionism

Direction in time Preserving the pass Growth, reconstruct present, change society, shape
future
Educational Value Fixed, absolute, objective Changeable, subjective, relative

Educational process Focuses on teaching Focuses on active self-learning

Intellectual focus Train, discipline the mind Engage in problem-solving, social tasks

Subject matter For its own self-importance All have similar value

Curriculum Composed of three Rs Three Rs, arts, sciences, vocational

Learning Cognitive learning, disciplines Exploratory, discovery

Grouping homogeneous Heterogeneous, culturally diverse

Teacher Disseminates, lectures, dominates instruction Facilitates, coaches, change agent

Student Receptacle, receives knowledge, passive Engages discoverer, constructs knowledge

Social Direction, control, restraint Individualism

Citizenship Cognitive, personal development Personal, social development

Freedom & democracy Conformity, compliance with authority, knowledge Creativeness, self-actualization, direct experiences
and discipline
Excellence vs Equality Excellence in education, academic, rewards and jobs Equality of education, equal change to disadvantaged
based on merit
Society Group values, acceptance of norms, cooperative and Individual growth, individual ability, importance of
conforming bahaviour individual
Aktiviti 4.
1. Pada pendapat anda, adakah falsafah pendidikan seperti
perennialisme, essentialisme, progressivisme, reconstructivisme
atau existentialisme sesuai diaplikasikan dalam sistem
pendidikan negara anda?

Do you think education philosophies such as perennialism,

essentialism, progressivism, reconstructivism or
existentialisme suitable to be applied in your country’s
education system?
 FOUNDATIONS OF CURRICULUM
ASAS-ASAS KURIKULUM

Foundations of
Socialogy

Text Foundations
Foundations of Foundations of
of
Psychology
Text Philosophy
Text
Curriculum

Foundations of
History
Asas-asas di atas digunakan untuk membentukkan tujuan kurikulum, kandungan,
instruksi, sumber-sumber, menilai kurikulum dll.
 ASAS SEJARAH
DALAM KURIKULUM

Bagaimanakah perkembangan sejarah sebelum

merdeka sehingga ke hari ini mempengaruhi
pembentukan kurikulum di Malaysia?
Sebelum merdeka

Sistem pendidikan di bawah pemerintahan British (1800 -1956)

Sekolah vernukular Melayu
Sekolah vernukular Cina
Sekolah vernukular Tamil
Sekolah Inggeris
Sekolah Agama (Madrasah)
Sistem pendidikan di bawah pemerintahan Jepun (1941-1956)
Sekolah vernukular Melayu
Sekolah vernukular Tamil
Sekolah Nippon-Go
 ASAS SEJARAH
DALAM KURIKULUM
Perkembangan Pendidikan Selepas Merdeka
Akta Pelajaran 1961 – Laporan L.J. Barnes 1951 Dasar Pendidikan
– Laporan Razak 1956 Kebangsaan
– Laporan Rahman Talib 1960
Pendidikan rendah percuma
Peperiksaan sekolah menengah dimansuhkan -1964
Pendidikan menengah komprehensif /pendidikan aneka jurusan
diperkenalkan 1965
Peperiksaan darjah 5 diperkenalkan – 1967
Jawatankuasa Perancangan Pelajaran Tinggi dibentuk –
tertubuhnya Majlis Pelajaran Tinggi 1968 – ITM, TAR, UKM
1967 – Laporan Khir Johari dikemukakan dan Akta Bahasa Kebangsaan
diluluskan
Peristiwa 13 Mei 1969 –Dasar Ekonomi Baru dan Rukun Negara sebagai
panduan
Laporan Murad 1973- kandungan keciciran pelajar
Laporan Kabinet 1979 mencadangkan KBSR/KBSM
1983- 2010 – KBSR/KBSM
2011-2017 - KSSR
 ASAS PSIKOLOGI
DALAM KURIKULUM

Teori pembelajaran
(behaviourism, humanism, constructivism- cognitive & social)
Multiple intelligences
Stail pembelajaran
Maslow’s hierarchy of needs
 LEARNING THEORIES

Learning
Theories

Behaviourism Humanism
(Pavlov, Thorndike,
Constructivism
(Carl Rogers)
Skinner)

Cognitive Social
(Piaget, Bruner) (Vygotsky)
Learning Advocator Focus Role of Educator Human Knowledge Learning
Theories Behaviour
Behaviourisme Skinner Behaviour Teacher Human being Like a gift Driven by
Controlling Transmit should behave Ready made to positive and
knowledge & the same way be given and to negative
behaviour to
correct students’ be received; reinforcement &
positive or behaviours transmission of
transmit
negative Student from one to certain
reinforcement Passive receiver another knowledge
of knowledge &
reinforcement
Cognitivisme Piaget Intelligence Teacher Human being Something to be Depends on the
Providing right Observer different; investigated & developmental
Student individual discovered; stage of the
environment
Active in the should be individually child – a child
for best process of respected constructed cannot learn if
learning: learning and according to the he/she is not
materials etc responsible for developmental ready
their own learning stage of the
learner
Social Vygotsky Action Teacher Human being- Something Human
Constructivis People create Mediator & different; this collaboratively & development is
collaborator of provides creatively led by learning
me the world and
producing opportunities produced by and the
can transform it knowledge for critically inversion of the
– working Student collaboration analyzing cognitivisme
together to Active & differences view such that
address world responsible for among learning should
issues the learning accumulated push the
knowledge development
across cultures which is
commonly
referred to the
proximation
development
Aktiviti 5
1. Sebagai seorang guru, bincangkan bagaimana anda
mengaplikasikan teori pembelajaran yang termasuk
behaviorisme, kognitivisme dan konstruktivisme untuk
meningkatkan potensi pelajar dalam kelas anda?

As a teacher, discuss how you apply the learning theories

which consists of theory of behaviourism, cognitivism and
constructivism to enhance the potential of your students in
your class?
 LAPAN KECERDASAN
(Howard Gardner)

Naturalis

Intrapersonal Verbal-Linguistik
abc

8
Logik-
Interpersonal Kecerdasan
Matematik
x12+

Muzik Visual-Ruang

Kinestetik
 CIRI-CIRI STAIL PEMBELAJARAN

Setiap individu mempunyai satu atau

1 lebih SP, kekuatan pembelajaran dan
juga kelemahan pembelajaran

2 SP wujud dalam kontinuum yang luas

3 SP individu akibat daripada ‘nature’

dan juga ‘nurture’
 P&P Serasi Dengan SP Murid
Teachers’ Teaching Styles

Students’ Learning Styles

The closer the match between students’ learning styles

and their teachers’ teaching styles, the higher the grade
point average.
R. Dunn, Griggs, Olson, Gorman & Beasley, 1995
 Pengetahuan Asas Guru
Dalam Aplikasi PdPC Berasaskan SP

Struktur
& Fungsi
Otak
Sistem Motivasi
Memproses
Maklumat Efek
Mozart
Teori Otak
Kiri & Kanan Teori
Dunn & Dunn

Teori
Kecerdasan
Pelbagai
MASLOW’S HIERARCHY OF NEEDS
(1943, 1954)
Aktiviti 6
1. Bincangkan bagaimana faktor falsafah pendidikan, sejarah,
psikologi dan sosiologi bleh mempengaruhi pembangunan
sesuatu kurikulum.

Discuss how factors of educational philosophies, history,

psychology and sociology can influence the curriculum
development.
 KIRKPATRIK’S TRAINING EVALUATION MODEL

Reaction
Assessing participants satisfaction with the program and capture planned
action (To what degree participants react favorably to the learning event)
(Did they like it?)
Learning Outcome
Measuring the learning of the facts, knowledge, skills and attitude (To what
degree participants acquire the knowledge, skills and attitudes based on their
participation in the learning event) (Did they learn It?)

Behaviour
Measuring the changes in aspects of behaviour/ job performance (To what
degree participants apply what they learned during training when they are
back on the job) (Did they use it?)
Results/Outcome to Organization
Changes in criteria of organizational improvements /effectiveness (To what
degree targeted outcome occur, as a result of the learning events and
subsequent reinforcement) (Did it impact the organization?)
 MEASURING THE FOUR LEVELS

LEVEL DURATION TOOL

1. Reaction Short-term Quantitative – Reaction
sheets/forms

2. Learning Short-term Quantitative – Pre & Post Test

3. Behaviour Long-term Quantitative & Qualitative –

Before and after comparisons;
survey; observations; interview

4. Results Long-term Quantitative & Qualitative –

Before and after comparisons;
Cost and benefit (ROI)
 ALAT PENILAIAN

INSTRUMEN MENGUKUR
Ujian pra & ujian pos Pembelajaran
Pemerhatian Perubahan dalam kelakuan

Laporan kerja Perubahan ke atas kerja

(Results on the job)
Soal selidik Persepsi peserta tentang
latihan/perubahan
Temu bual Persepsi penemuduga tentang
perubahan
Penilaian prestasi Persepsi pengurusan tentang
(Management ratings) perubahan
KIRKPATRIK’S TRAINING EVALUATION MODEL
 EVALUATION MODEL: CIPP
(STUFFLEBEAM, 1970)
Context Evaluation
Continuously assesses needs and problems in the context in order
to help decision makers determine goals and objectives

Input Evaluation
Assesses alternative means for achieving those goals to help
decision makers choose optimal means

Process Evaluation
Monitors the processes both to ensure that the means are actually
being implemented and to make the necessary modifications

Product Evaluation
Compares actual ends with intended ends and leads to a series of
recycling decisions

Definition - “Evaluation is the process of delineating, obtaining, and

providing useful information for judging decision alternatives
Aktiviti 7
1. Bincangkan bagaimana anda boleh menjalankan penilaian
terhadap projek/program yang dilaksanakan di sekolah anda
berdasarkan Model Kirkpatrick atau Model Stufflebeam.

Discuss how you can conduct evaluation on any project/

program implemented in your school based on Model Kirkpatrick
or Model Stufflebeam.
Thank you and
good luck for your exam!