the developmental of curriculum of educational unity level (group vi)

8/9/2019 The Developmental of Curriculum of Educational Unity Level (Group VI)

1/47

THE DEVELOPMENTAL OFCURRICULUM OF EDUCATIONALUNITY LEVEL (KTSP) DOCUMENT

MutmainnaEkawati

Selvianti Yanti Tandi Nurul Ekawati Muh. Anshari

Presented By


2/47

Curriculum has two sides that important each other, curriculum

as document and curriculum as implementation

CURRICULUM


3/47

CURRICULUM

Curriculum as a document results written

curriculum, and then is become a guide for eachdeveloper of curriculum include teacher.

Curriculum as a implementation is a realization of

operational curriculum in the field, the learningprocess that done by the students not only in the

class but also in the out of class.


4/47

STRUCTURE OF KTSP CONSIST OF:

First document, consist of themodel of KTSP developmentalinclude background, aim and

developmental principle,educational aim, the structureand the curriculum contained,

educational calendar.

Second Document, consist ofsyllabus and instructional design


5/47

FIRST DOCUMENT

CHAPTER 1. INTRODUCTION

A. Background and Basic of developmentalB. Developmental Aim and function of KTSP

C. Principle of KTSP Developmental

CHAPTER 2. EDUCATIONAL AIM

A. Educational Aim

B. School Vision and Mission


6/47

CHAPTER 3. STRUCTURE AND CURRICULUM CONTAINED

FIRST DOCUMENT

Subjectlocally content

Self Develo ental

Organization of Learning Burden

Learning Co letion

Ascending and assing

S ecialization

Life Ca ability Education

Education in the Locally and GloballyLevel


7/47

FIRST DOCUMENT

CHAPTER 4. EDUCATIONAL CALENDAR

A. Effective week, day and hourB. Annual program

C. Semester program


8/47

FIRST DOCUMENT


A. BackgroundBackground consist of the reasons why the KTSP have to formed in the

school. In the background we must be formulated two reasons, like rational

reason and the basic law of KTSP formation. The rational reason answers

why KTSP is necessary from the school vision and mission corner, the

particular of the school and the expectation in the KTSP implementation in

the learning progress.The reason that connects with the basic law is many definite that attachedin the institution like the institution No. 20 on 2003, the government system

No. 19 on 2005 and etc.


9/47


B. Developmental Aim and function of KTSP

The developmental aim of KTSP must be formulated to answers what the

role and the function of KTSP for each people that include in the

educational process especially for the teacher

Example:The KTSP is formed with purpose:

First, to be become guide for teacher in the learning organization that

suitable with the characteristic of student and the necessary of the region.

Second, As a guide to determine the competency standard and basic

competence that have to reached by the student.


10/47


C. The Principles of KTSP Developmental

The principle of KTSP developmental is matched with the system and the

capability that have been determined, as following as:

1. Unity in skill, development, necessary and importance of pupil and

their environment.

2. Diversity and solid.3. React to the development of science, technology, and art.4. Relevant with the necessary of the life.

5. Totally and continuity.

6. Study whole the life

7. Balance between national and regional importance.


11/47

FIRST DOCUMENT

CHAPTER 2. EDUCATIONAL AIM

A. Educational Aim

The educational aim is formulated suitable with the intuitional no. 20 onthe 2003, chapter 3, to make develop the pupils potency, so that

become a faithful human and praise to the God, be fine character,health, creative, capable, and become a democratized society and

responsibility. Beside the educational aim, also formulated the school

aim. In the government system No. 19 on the 2005 about NationalEducational Standard part V chapter 26 explained Completed

competency Standard in the basic education stage has purpose to take

the smart basic, knowledge, personality, fine characteristic, and skill to doeverything by their self and follow the education.


12/47


13/47

FIRST DOCUMENT


The government system no. 19 on the 2005 about the national standard

of education part 6 chapter 3: curriculum for kind of general education,specification in the basic educational stage and the middle consist of:

A. Subject

1. Group of Subject


14/47


Religionand finecharactersubjectgroup

Civic andpersonalsubjectgroup

Scienceand

technologysubjectgroup

Estheticsubjectgroup

Sportyand

healthysubjectmatter

The scoop for each subject is prepared in your hand book (page 178-180)


15/47


Curriculum structure is a pattern and sequence of subject that have to

done by the pupil in the learning activity.

2. Group of Subject


16/47


a. Curriculum structure of Elementary school

1) Curriculum includes 8 subjects, locally content, and self development.

2) The substance of subject of natural and social science is unity naturalscience and unity social science.

3) The learning in the I and III grade is done through thematic approach, while

in the IV until VI is done through subject matter approach.4) Learning hour for each subject matter is allocated like in the curriculum

structure.

5) Time allocation for one hour of learning is 35 minutes6) The effective week in two semester is 34-38 weeks.


17/47


b. Curriculum structure of Junior High school

1) Curriculum includes 10 subjects, locally content, and self development.

2) The substance of subject of natural and social science is unity naturalscience and unity social science.

3) Learning hour for each subject matter is allocated like in the curriculum

structure.4) Time allocation for one hour of learning is 40 minutes

5) The effective week in two semester is 34-38 weeks.


18/47


c. Curriculum structure of Senior High school

Organization of classes in the senior high school is divided into

two groups. The X grade is general program that followed byall of the pupils, and the XI and XII is specialization that consist

of 4 programs: 1) Natural Science Program; 2) Social ScienceProgram; 3) Language Program; 4) Religion Program

(especially for Madrasah Aliyah.


19/47


1. Curriculum of X grade of Senior High school

a) Curriculum consists of 16 subjects, locally content, and self

development.b) Learning hour for each subject matter is allocated like in the

curriculum structure.c) Time allocation for one hour of learning is 45 minutes.

d) The effective week in two semesters is 34-38 weeks.


20/47


2. Curriculum of XI and XII grade of Senior High school

a) Curriculum of natural science program, social science program,

language program, and religion program consist of 13 subjects,locally content, and self development.

b) Learning hour for each subject matter is allocated like in thecurriculum structure.

c) Time allocation for one hour of learning is 45 minutes.

d) The effective week in two semesters is 34-38 weeks.


21/47


d. Curriculum structure of Specialization Educational

1) The curriculum consist of oblige subject, basic specialization

subject, locally content and self development. The oblige subject

consist of religion subject, civic education, language, mathematic,

natural science, social science, culture and art, sport, andskill/specialization. The basic subject consists of several subjects

that has function to support the specialization competence and

habitual them selves in their specialization.

2) The curriculum structure consist of learning substance that is done

in a educational stage for three years start from X grade until

XII grade.


22/47


B. locally content

The definite for the developmental of locally content are:

1. locally content is a curricular activity to develop the competence that issuitable with the particular character, region potency, and prospect of

region developmental include specialty of a region.

2. The matter of locally content is grouped into the subject matter thathave been prepared.

3. The locally content substance is determined by the educational unity.

4. The assessment of locally content is quantitative.5. Each school can do more than one locally content suitable with the pupil

ability and school characteristic.


23/47


B. locally content

6) Each student can follow more than one locally content activity.

7) The learning can be done by the subject teacher, or the other from outof school that has relevant ability with the locally content substance.

8) Each teacher of locally content have to develop the syllabus and

instructional design.


24/47


C. Self Development Activity

Self development gives the opportunity to the pupils to

develop and explore themselves suitable with theirnecessary, talent, and ability and also suitable with the

school condition.


25/47


D. The organization of Learning Burden

Several guides of development of organization of learning burden

are:1. The organization of learning burden consist about amount of

learning burden per subject, per week, and per year of subjectthat is done in the school, suitable with the time allocation that

attached in the curriculum structure

2. School can organize the time allocation for each subject in the odd

or even semester in one year of subject suitable with the necessary,

but amount of totally learning burden is permanent.


26/47


D. The organization of Learning Burden

3. Time allocation for practice activity are:

a. 2 subject hours of practice in the school is equal to 1 subject hour face to

face, and 4 subject hours outside of school is equal to 1 subject hourface to face.

b. School can use extra allocation 4 subject hours and time allocation for

structural tasking and non structural tasking as much as 0%-60% persubject.

c. The usage of time allocation (structural and non structural tasking) have

to designed systematically and programmatically become integral partof Learn and Instruction Activity in the subject.

d. Time allocation for structural and non structural tasking do not attached

in the curriculum structure and syllabus.

e. School have to bridle so that the teacher can use time by efficient,

effective and do not burden the student.


27/47


E. Learning completion

1. Criteria and mechanism of institution completion is minimal of 1 subject that

have been definite by school.2. The ideal learning completion for each indicator is 0-100% with limited of

minimum ideal criteria is 75%.3. School have to definite the minimal completion criteria per subject suitable

with the student average ability, complexity, and supporting resource.

4. School can definite minimal completion criteria under the ideal limited

criteria, but it by step by step and must reach ideal completion criteria.


28/47


F. Ascending and Passing

G. Specialization

Contain about the criteria and mechanism of specialization and alsostrategy/activity of talent searching and reward that done by the school that

refer to:Guide of Specialization that is formed by Directory


29/47


H. Life Capability Education

1. Not a subject matter, but its substance is integral part off all of subjects

2. Not include to curriculum structure3. Can be prepared by integration or like package or module that is planned.

4. Life capability substance have to consist of individual capability, social,

academic and vocationally.

5. For vocational capability, can be gotten from educational unity, such as

through subject of locally content or subject of skill.

6. School can develop standard competence, basic competence, and other skill

syllabus suitable with the necessary of school7. Skill subject is done by comprehensive through intracurriculer.

8. The development of standard competence, basic competence, syllabus, and

instruction material can be done through the work together with the formal

educational unity/ the non formal.


30/47


I. Education in the Locally and Globally Level

1. Education program that is developed by use the locally superior and the

globally necessary.2. It substance scoop several aspects like economic, culture, language, ICT,

ecology and etc. All of them has useful for the developmental of the pupil.

3. Can become part from all subjects that is integrated.

4. Can be found by pupil from the other formal education unity or non formal

education unity


31/47

FIRST DOCUMENT


A. Effective week, day and hour

1. Determine on what month the learning activity is begun and on

what month will be finished in the first and second semester.

2. Determine the amount of effective week for each week after we

took the exam weeks or holidays.

3. Determine the effective learning day for each week.


32/47


B. Annual Program

1. Look how many time allocation for each subject in a week like as

in the curriculum structure.

2. Analyze how many effective week for each semester.


33/47


C. Semester Program

1. Determine Standard Competence (SC) and Basic Competence

(BC) that will be reached.

2. Look annual program ta have been made to determine the time

allocation or the amount of subject for each SC and BC.

3. Determine on what month and what week the learning processfor that BC will be done.


34/47

SECOND DOCUMENT

SYLLABUS DEVELOPMENTAL

1. Syllabi is design of learning program or group of subjects thatcontain standard competence and basic competence that have

to reached by the pupil, the main matter that have to learnt by

the pupil and the way to learn it and also the way to know the

achievement of basic competence that have been determined.

2. For teacher, syllabus has function as a guide to arrange the

instructional design and as a guide in the learning process.3. For administrator include the headmaster, syllabus become aguide to determine the school institution like for determine the

scale of infrastructure that should be prepared.

4. For supervisor, syllabus has function to do the school supervision,

such as to give service or help to the teacher that experiencedisorder.


35/47


A. The Principle of Syllabus Developmental

Scientific Relevant Systematic Consistent FulfillActualand

contextualFlexible Totality


36/47


B. Time Unit

1. Syllabus is formed based on the whole time allocations that is

prepared to the subject during the operation of education in the

educational unity.

2. The arrangement of syllabus take attention the time allocation

that is prepared per semester, per year, and time allocation of

the other subject that is in the same group.3. Subject implementation per semester use piece of syllabus based

on the standard competence and basic competence for subjectwith the prepared time allocation in the curriculum structure.


37/47


C. Syllabus Developer

Syllabus can be developed by teacher by solitary or grouped in a

school or several schools, conference of subject teacher

Musyawarah Guru Mata Pelajaran or in the Central Activity of

Teacher Pusat Kegiatan Guru and Educational Department.


38/47


D. Format of Syllabus

1. Determine the Syllabus identity

School Name :

Subject :

Class :

Semester :

The giving of identity has function to give information to the teacherabout something that is connected with the syllabus usage such as the

characteristic of student, the beginning ability, and etc.


39/47



2. The formulation of standard competence

In every subject, the standard competence have been determined by

the curriculum developer, we can look it in the content standard.

3. Determine the basic competence

The formulation of competence standard can be found in the contentstandard, so the duty of syllabus developer is analyzing that

standard. Basic competence doesnt always suitable with the

sequence that found in the content standard.


40/47



4. Identify the main matter/subject matter

The main matter is formed to the aim reached, so that the main

matter is chosen based on the basic competence that must be

reached.

5. Formulate the indicator of competence reached

The reached indicator is formed to determine the successfully of

basic competence standard. So the indicator is formulated as a basic

to arrange the assessment tool.


41/47



6. Determine the assessment

The assessment not only done by written and spoken but also done

through non test, such as do interview and observation include

attitude and creation assessment

7. Determine the time allocation

For each basic competence, the time allocation is based on the

amount of effective week and subject allocation time per week by

take attention the amount of basic competence, deepen, widen,

difficult level, and the level of basic competence.


42/47



8. Determine the learning resource

The learning resource is determined based on the standard

competence and basic competence, main matter, learning activity

and indicator of competence reached.


43/47

SECOND DOCUMENT

INSTRUCTIONAL DESIGN

Instructional design is planning program that is formed as a guide

of learning for each activity of learning process. It is developed

based on syllabus. There are 5 main components that are found in

the instructional design such as learning aim, subject matter, method,

media, learning resource and evaluation component.


44/47


1. Learning aim

Through the aim formulation, teacher can identify somewhat thatmust be reached by the pupil after the learning process is over.

2. Matter/content

The subject matter is related with the subject that must be mastered

by the pupil suitable with the learning aim. The subject matter mustbe dug from many sources suitable with the competence that should

be reached.


45/47


3. Strategy and learning method

Strategy is a design of many activity to reach certain purpose,while method is the way that is used to imply the strategy. Strategy

and learning method are designed suitable with the purpose thatwill be reached

4. Media and learning resourceHe determining of media and learning resource must be suitablewith the characteristic of pupil and region.


46/47


5. Evaluation

Evaluation in the KTSP is directed not only to measure thesuccessfully of pupil but also to collect the information about the

learning process that is done by the student so in the instructionaldesign, each teacher not only determine test as a evaluation tool

but also use non test such as task, interview and etc.


47/47

THANKS FOR UR CONCENTRATE

the developmental of curriculum of educational unity level (group vi)

Documents