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Wednesday, December 30, 2009

Selecting your Curriculum

By Anisa Abeytia

Freelance Writer and Integrative Health Specialist — UAE
When selecting a curriculum you should ask yourself:

1. How involved in teaching do you want to be?

How much of the teaching do you want to do and how much of it do you want someone else to do? If you want to do as little teaching as possible, a curriculum that also provides teacher support is for you. K-12 and Calvert provide such services (distance learning) as well as public and charter schools.

2. What would you like your child to take away from their schooling?

Growing up I had a big problem with the way history was taught, and how most of the world was excluded in those lessons. I also did not like all the workbook work, and how you were never taught real world skills like how to cook, sew on a button, get along with others or manage money. I found school lacking in many ways, so I did not want to emulate it at home, (although a school does have many redeeming qualities).

I also did not like the lack of diversity. If you feel this way, you can still use a boxed curriculum, but also bring in other resources. If you do choose that way, you may end up not using all the resources. I like to have the freedom to pick and choose without feeling I am wasting money on unused curriculum, with that said, that type of curriculum is a good way to start because everything is included.

Problems with Existing Curriculum in Muslim Educational Institution

By Rosnani Hashim

A. Educational Institution

As a consequence of the Western influence, the university curriculums in Muslim countries are still compartmentalized into the various divisions of natural sciences, social sciences, applied sciences, humanities, and religious sciences, without having any core fundamental knowledge to bind them together and give them unity.

Saturday, December 12, 2009

DESAIN KURIKULUM PENGANTISIPASI KRISIS MORAL

A. LATAR BELAKANG MASALAH
Manusia dengan potensi akal yang dimiliki adalah pembeda yang jelas dengan makhluk yang lain di muka bumi ini, kemampuan ini memberikan arah bagi manusia untuk melakukan sesuatu secara sempurna. Perkembangan manusia akan berjalan dengan baik jika dilakukan dengan pendidikan yang terarah (formal), walau bisa mendapat pengetahuan tanpa pendidikan seseorang akan tetap mengalami perkembangan tetapi tidak maksimal pada target yang akan dicapai. Dalam proses belajar dan pembelajaran pada umumnya materi pembelajaran diupayakan berorientasi pada head, heart dan hand, yaitu berkaitan dengan pengetahuan, sikap/nilai dan keterampilan. Namun masih diperlukan faktor kesehatan (healt) sehingga akan dimiliki empat H, yaitu: pertama, Head kedua, Hand, ketiga Heart, keempat Helth.

Thursday, December 10, 2009

EVALUATION

Tis with our judgments as our watches, none Go just alike, yet each believes his own.
-ALEXANDER POPE
Evaluation, the fourth component of the curriculum, is probably the most nar- rowly viewed aspect of the educational enterprise. In most curriculum book that deal with the topic, it is almost always treated exclusively in terms of the evaluation of student achievement, often in connection with assigning "grades or "marks." Even in a comprehensive text, which accords curriculum evaluatior far broader scope than most treatments of curriculum, the focus of evalua Bon is principally on "the degree to which pupils attain . . . objectives" (Tab: 1962, p. 312).

FILSAFAT DAN TUJUAN PENDIDIKAN

A. Landasan Filosofis Pendidikan
Sebagaimana yang telah dijelaskan pada bagian pendahuluan bahwa salah satu landasan dalam pengembangan kurikulum adalah landasan filosofis. Filsafat memegang peranan yang penting dalam kurikulum sama halnya dengan filsafat pendidikan . Kita dikenalkan pada berbagai aliran filsafat, seperti Perenialisme, Esensialisme, Eksistensialisme, Idealisme, Progresivisme dan Rekonstruksisisme dan lain-lain. Dalam pengembangan kurikulum kita senantiasa berpijak pada aliran-aliran tertentu, sehingga akan mewarnai terhadap konsep dan implementasi kurikulum yang dikembangkan.