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” CURRICULAR DEVELOPMENT RESEARCH AS A

SPECIMEN OF EDUCATIONAL DESIGN RESEARCH”
(JAN VAN DEN AKKER)

Dosen Pembina:

Prof. Dr. Ahmad Fauzan, M.Pd. M.Sc.

Prof. Dr. Elizar, M.Pd
Dr.Yulkifli, S.Pd, M.Si

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Development
strategies

Problems

Gaps between the intended curriculum (as expressed in

policy rhetoric), the implemented curriculum (real life in
school and classroom practices), and the attained curriculum
(as manifested in learner experiences and outcomes).

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1. Tyler’s (1949) ‘rational-linear’

approach,
Pendekatan 2. Walker’s (1990) ‘deliberative’
approach,
3. Eisner’s (1979) ‘artistic’
approach
4. Van den Akker & Kuiper,
(2008) ‘blended’ approaches

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1. Pragmatism (Konteks praktis dan penggunanya berada

di bagian utama desain kurikulum)
Key
Charact 2. Prototyping (Pembuatan prototipe produk-produk
eristics kurikulum secara evolusioner dan representasi
berikutnya dalam praktik dipandang lebih produktif
daripada pendekatan pengembangan kuasi-rasional
dan linier)
3. Communication (Gaya komunikatif-relasional
diinginkan untuk mencapai kompromi dengan berbagai
peran dan kepentingan)
4. Professional development (integrasi perubahan
kurikulum dan pembelajaran profesional )

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An approach that incorporates some of these

Curricular characteristics, and it becomes even more

Development promising by adding the element of
Research (CDR)
knowledge growth to it

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The potential of curricular
development research

CDR seems a wise and productive approach for curriculum development,

offering a sort of middle ground between overly ideological or overly
technocratic perspectives.

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Features of curricular
development research

Pola standar praktek pengembangan kurikulum:

(1) Preliminary investigation
(2) Theoretical embedding
(3) Empirical testing
(4) Documentation, analysis and reflection on process and outcomes

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Emphasis on formative
evaluation

Formative evaluation within CDR should not only concentrate on locating

shortcomings of the intervention in its current (draft) version, but especially
generate suggestions on how to improve these weak points. Richness of
information, notably salience and meaningfulness of suggestions on how to
make an intervention stronger, is therefore more productive than
standardization of methods to collect and analyze data. Also, efficiency of
procedures is crucial.

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Generalization of curricular
design research findings

Prinsip substantif dan metodologis CDR

1. Jika Anda ingin merancang intervensi X [untuk tujuan / fungsi Y
dalam konteks Z]
2. maka Anda disarankan untuk memberikan intervensi tersebut
karakteristik C1, C2,…, Cm [penekanan substantif]
3. dan untuk melakukannya melalui prosedur P1, P2,…, Pn [penekanan
metodologis]
4. karena argumen teoritik T1, T2,…, Tp
5. dan argumen empiris E1, E2,…,Eq

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Contoh
PENGEMBANGAN KETERAMPILAN 4C (COMMUNICATION, COLLABORATION, CRITICAL THINKING AND PROBLEM SOLVING,
DAN CREATIVITY AND INNOVATION) MELALUI MODEL RESEARCH BASED LEARNING TERINTEGRASI PENDEKATAN
SAINTIFIK PADA PEMBELAJARAN FISIKA SMA
Maka:
1. INTERVENSI X: MODEL RESEARCH BASED LEARNING TERINTEGRASI PENDEKATAN SAINTIFIK
TUJUAN Y: PENGEMBANGAN KETERAMPILAN 4C (COMMUNICATION, COLLABORATION, CRITICAL THINKING AND
PROBLEM SOLVING, DAN CREATIVITY AND INNOVATION)
KONTEKS Z : PADA PEMBELAJARAN FISIKA SMA
2. KARAKTERISTIK (PENEKANAN SUBSTANTIF )
C1:
C2:
C3:
3. PROSEDUR (PENEKANAN METODOLOGIS)
P1:
P2:
P3:
4. TEORITIK
T1:
T2:
T3:
5. EMPIRIK
E1:
E2:
E3: DST

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Program Doktor Ilmu Pendidikan UNP