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Definition of ideal, actual and hidden curriculum

Hidden curriculum, are curriculum that occurred from anything that affects, while actual or ideal curriculum in progress. Hidden curriculum can not easily to identify. Ideal curriculum are curriculum which is expected or aspired that contain in the curriculum book Actual curriculum are curriculum which is accomplished in teaching and learning process. So the correlation of actual, hidden and ideal curriculum can be represent in diagram below :
Actual curriculum Ideal curriculum

Hidden curriculum occurred

It means that actual curriculum must be same or at least close to the ideal curriculum. Although it is hard to be same as ideal curriculum. Then while the actual curriculum or ideal curriculum occurs another aspect also influence the policy of ideal or actual curriculum what is it call hidden curriculum. The aspect can be influence by teacher, school staff or student itself. 2. The differences among teaching, learning, and instruction. a) Teaching - Teaching - the profession of a teacher; - Teaching - the activities of educating or instructing; activities that impart knowledge or skill; So, those can be concluded that teaching is a method of transferring knowledge. b) Learning Learning - the cognitive process of acquiring skill or knowledge; Learning is an activity done by individual in order to change his/her ability. By learning, people can do more new things than before. It can stimulate someone to be more creative. c) Instruction - Instruction - a message describing how something is to be done; - Instruction - the activities of educating or instructing; activities that impart knowledge or skill; - Instruction - the profession of a teacher; Simply, it can be said that instruction is an effort done by a teacher or educator to stimulate the students to learn.

3. Definition of evaluation, assesment, measurement and test

Evaluation : According to the evaluation of word sense language derived from English, which means the assessment or evaluation assessment (John M. Echols and Hassan Shadily: 1983). According to Stufflebeam, et al (1971) defines evaluation as "The process of delineating, obtaining, and Provide useful information for decision alternatives judging". This means that evaluation is a process of describing, acquire, and present information that is useful to formulate an alternative decision. Evaluation is an activity measure and assess. It measure more quantitative, while the rate is more qualitative. Viviane and Gilbert de Lansheere (1984) states that evaluation is the process of determining whether the material and learning methods are in accordance with the expected goals. Determination can be done one of them by way of giving the test to the learner. It seen there that the reference test is the purpose of learning. Assessment : According Suharsimi Arikunto: appraisal is to take a decision on something well, and quantitative assessment According Mahrens: appraisal is a professional deliberation or process that allows one to make some considerations about the value of something So it might be stated as application of a variety of ways and use various assessment tools to obtain information about the extent to which learners learning outcomes or achievement of competence (the ability of the circuit) learners. Assessment of answering questions about how well the results or learning achievement assess. Result of participant can be either the value of qualitative (narrative statement in words) and the value of quantitative (numeric). Measurements related to the process of finding or determination of the quantitative value. Measurement: Process of giving a number or businesses obtain a numerical description of the degree to which a learner has achieved certain characteristics. Or process of the numbers or labels to the units of analysis to represent the attributes of the concept. This process should be quite understandable though such people do not understand the definition. This is because we often make the measurement. Test: Literally the word "test" is derived from the ancient French language word: test which means the plates to set aside precious metals, in the Indonesian language translated by the test, which means the test or experiment. In terms of the term, according to Anne Anastasi, the test is a measuring device that has an objective standard that can be used widely, and can actually be used and compare the state of psychic or individual behavior. Meanwhile, according to F.L. Geodenough, test is a series of tasks assigned to individuals or groups of individuals with the intent to compare skills between one another.

From the above understanding, it is understood that the test is a way that can be used or the procedures that can be achieved within the framework of measurement and assessment that can formed by administration tasks, or series of tasks that can be generated value that can symbolize achievement. Conclusion: The test is a tool that contains a series of tasks to be done or the questions to be answered by learners to measure an aspect of behavior. Measurement is a process or activity to determine the quantity of "something". Assessment is a process or systematic and continuous activity to gather information about the process and learning outcomes of learners in order to make decisions based on the criteria of certain considerations. Evaluation is a systematic and ongoing process to determine the quality (value and meaning) of something, based on the considerations and criteria specified in the framework of decision making. Between-assessment evaluation, measurement and tests have a close relationship and where evaluation is more comprehensive assessment that includes measurement, while the test is one tool (instrument) measurements. Measurement is more limiting on the picture and quantitative (numbers) about the learning progress of students, while the evaluation and more qualitative assessment. Assessment decisions are based not only on the measurement results, but can also be based on observations and interviews. The scale of measurement is an agreement that is used as a reference for determining the length of the short interval in measuring instruments, so that the measuring instrument when used in research will yield quantitative data. There are four types of measurement scales are often used, namely: nominal scale, ordinal scale, interval scale and ratio scale. 4. instructional approach, method, strategy, technique, model and tactic. Instructional approach

Instructional approach can be defined as point of departure or the perspective towards instructional process that refers to the opinion about the common process. According it approach, there are two types instruction, those are: (1) student centered approach and (2) teacher centered approach Instructional Method

Instructional method can be defined as the way that used to implements the plans that have been arranged in the real and simple to reach the instructional goal. There are several methods that can be used to implement the instructional strategy, those are: (1) speech; (2) demonstration; (3) discussion; (4) simulation; (5) laboratory; (6) field experience; (7)

brainstorming; (8) debate; (9) symposium, and so on. In other hand, method is the procedure that focused on the goal. Instructional Strategy

Instructional strategy is an instructional activity that must be done by teacher and student in order to reach the goal of instruction effective and efficiently. According to J. R David, WinaSenjaya (2008) stated that instructional strategy contains meaning of planning, it means that the strategy basically still conceptual in terms of decisions which will be taken in the implementation of instruction. According to its strategy, instructions can be categorized into two parts, those are: (1) exposition-discovery learning and (2) group individual learning (Rowntree in WinaSenjaya, 2008). Review from its way of presenting and its way of processing, instructional strategy can be distinguished between inductive instructional strategy and deductive instructional strategy. Instructional Model

Basically Instructional model is a form of learning which typically presented by teacher. In other words, instructional model is a cover of approach, method, and instructional technique. Regarding to instructional model, Bruce Joyce and Marsha Weil (DediSupriawan and A. Benyamin Surasega, 1990) stated four groups of instructional model, those are: (1) social interaction model; (2) Information processing model; (3) personal-humanistic model; and (4) behavior modification model.

Instructional Technique

Instructional technique can be defined as the way of someone to implements a method specifically. For example, using speech method in the classroom with a huge number of students needs certain technique, which is different with speech method for limited students. In this point, teachers could change their technique although still in the same method. Instructional Tactic

Instructional tactic is a style of someone in implementing method or certain instructional technique that is individual. For example, there are two people who use speech method, but their tactic of speech probably different. In its presentation, one teacher tend to has the high sense of humor, while another does not have sense of humor, but more using electronic device because he/she more capable in using that device. In style of instruction each unique and typical character will appear, corresponding to capability, experience, and the teacher characteristics. In this tactic, instruction will become knowledge and also an art.
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