dbk10702 kuliah satu_ minggu 2 mac 2012

Kuliah 1: a) House keeping: Memperkenalkan kursus

Skop:1)Pengendalian Kursus

1) Jadual2) Kehadiran : minimum 80 % layak duduki peperiksaan akhir.3) RPP (Rancangan Pengajaran & Pembelajaran). 4) Bahasa : BM/BI5) Penilaian;

Penilaian Berterusan : 60 %. Tugasan Kumpulan: Analisis Tema Kurikulum Terpilih: Berkumpulan @ 3 ahli :

Tempoh 5 Minggu, mulai hari ini.: Hantar Minggu Ke 6, Mula Bentang Minggu ke 6. Kertas terbaik akan dikolokiumkan di Kolokium FPTV, Rabu).

Tugasan Individu: Tulis Semula Silabus KPM (KV/ PAV/ KSSR/ KSSM , termasuk KHSR) ke Format OBE. KT (Kemahiran Teknikal) KI (Kemahiran Insaniah) lengkap sehingga tahap pentaksiran. Peperiksaan Akhir : 40 %

2)Bab 1 : Pengenalan1) Falsafah, Konsep & Prinsip Pembangunan Kurikulum.2) Kurikulum dan Pendidikan3) Sejarah Pembangunan Kurikulum

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Skop Kuliah:- Falsafah,Konsep & Prinsip Pembangunan Kurikulum.- Kurikulum dan Pendidikan- Sejarah Pembangunan Kurikulum

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-

3

Apakah pendidikan?

Apakah KURIKULUM?

Fikirkan Sejenak…..

ZAINI ABDULAH (Nota Kuliah) 4

Olivia(1992) membuat analogi pengertian kurikulum dengan sekumpulan orang buta dengan gajah, masing-masing

mempunyai interpretasi sendiri.

Falsafah Dalam Pembangunan Kurikulum

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Philosophy in GeneralLet ‘s Discuss…this philosophical issues:What is good?........ Axiology (values) What is true? ……… Epistemology (mediums of learning)What is real? ……… Ontology (content of study)

Which of the dimensions of schooling are strongly related to TVET or workforce development education?Philosophical perspectives:

1.

Philosophy and Curriculum• Philosophy is basis of decisions regarding curriculum

(aims, selection, organization and implementation)• Helps to answer to questions such as:

– What are schools for? (For Survival or Livelihood?)– What subjects are of value? (KBSM..Holistic? AlQuran?)– How should students learn the content? (Techer Centred,

Student Centred, Schooling or without Schooling?)– What homework to assign and how? ( Content, Context?)

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FALSAFAH BARAT (Contoh)

Idealisme Realisme Pragmatisme Eksistensialisme

Ciri Terawal & tradisional

Tradisional Awal abad 20 – US / moden

Pertengahan abad 20 - Eropah/ moden

Fokus Kebenaran akal, jiwa, kerohanian

Dimensi Kebenaran, keadilan dan keindahan menerusi proses penaakulan

Kebenaran nyata/ maujud fizikalnya

Kewujudan di alam fikiran selaras dgn alam nyata.

Kebenaran dari pengalaman

Persekitaran bersifat dinamik.

Pengalaman individu berbeza

Kebenaran dari pengalaman bebas

Pengalaman bentuk idea & pengetahuan

Individu berhak mempuat pilihan & bertanggung jawab

Tokoh Plato, Descartes, Kant, Hagel dll

Aristotle, Russel, Bacon, Lock

Dewey, Darwin, James dll

Kierkegard, Jaspers

FALSAFAH dalam PEMBANGUNAN KURIKULUM

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Matlamat Pendidikan (Perspektif Islam)

INSAN YANG SOLEHi. Manusia yang berimanii. Manusia yang melakukan amal soleh iii. Manusia yang mempunyai akhlak mulia

KHALIFAH ALLAH i. Mengatur kehidupan di dunia sesuai dengan

iradah dan petunjuk Allah melalui ilmu naqli ii. Mengambil manfaat dari apa yang dikurniakan

Allah dalam alam ini melalui ilmu aqli

FOKUS:

Jasad = Akal = Roh Ilmu + Iman + Amal


Ketuhanan (KHALIQ)

Alam (MAKHLUK)

Manusia (MAKHLUK)

Falsafah

Teologi

Perbandingan Falsafah Barat & Islam

“Falsafah adalah sesuatu yang berada di antara teologi dan sains.” Russell (1946)

Sains

Falsafah Barat Tuhan, manusia & alam adalah sama

Falsafah Islam Allah Maha berkuasa & mencipta. Makhluk adalah ciptaan yg tunduk & patuh kpd pencipta.

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Falsafah Dan Hubungannya Dengan Pengetahuan

Kneller (1971)ILMU

NAQLI1. Wahyu

2. Pengetahuan Empirikal

3. Pengetahuan Rasional

4. Pengetahuan Intuitif

5. Pengetahuan Aotoritatif

I

L

M

U

A

Q

L

I

Sidi Gazalba (1974)


Kedudukan Falsafah & PengetahuanKedudukan

Falsafah (Russell)

Jenis Pengetahuan

(Kneller)

TEOLOGI

SAINS

Taak

ulan

Spe

kula

siWahyu

Intuitif

Empirikal

Autoritatif

Rasional

FALSAFAH

kurikulum di sekolah perlu ke arah menyediakan generasi abad ke-21 yang mempunyai pendidikan yang

lengkap bagi mengisi dua keperluan utama iaitu

keperluan individu (al-ulum insaniah) keperluan sosial (al-ulum kauniyah)

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15

Apakah implikasi falsafah & kurikulum terhadap pendidikan?

Falsafah memainkan peranan sebagai dasar yang menjadi arah tuju, panduan

dan bimbingan (sebab itu FPK diwujudkan). Kurikulum berasaskan

falsafah yang menjadi bahan pengisian pendidikan.

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EKLEKTIK

Kesepaduan Dalam Falsafah Pendidikan Kebangsaan

FALSAFAH PEND. BARAT

(TRADISIONAL)

FALSAFAH PEND.

BARAT (MODEN)

FALSAFAH PEND. ISLAM

F P K

Intelek, Jasmani,

Emosi

Intelek, Rohani, Jasmani

Kognitif, Afektif,

Psikomotor

ZAINI ABDULAH (Nota Kuliah) 17Seimbang & Harmonis

Diri

Keluarga

Masyarakat

Negara

Seimbang dan harmonis adalah merujuk kesan akhir pendidikan iaitu lahirnya warganegara seperti yang

dihasratkan.

sumban

gan

INTELEK ROHANI EMOSI JASMANI

Falsafah & Kurikulum

• Kurikulum adalah terjemahan falsafah pendidikan

• Tanpa falsafah sesuatu kurikulum pendidikan itu adalah tanpa asas

• Hala tuju kurikulum adalah bergantung kepada falsafah pendidikan

• Kurikulum yang berteraskan falsafah ini umumnya untuk membentuk pelajar bagi perkembangan menyeluruh meliputi dimensi instrumental/sosial dan dimensi intrinsik

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Education and Curriculum

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What is Education?What is Curriculum? Why you pursue into this programme?

CURRICULUM AND EDUCATION

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• The relationship between curriculum and education is that Education is the process of human learning faculty trained and skills developed.

• Whereas curriculum is the totality of experiences which learners undergo in an educational institution that is planed and guided by educational authorities.


DIDIK (educere)

LATIH (educare)

Kebijaksanaan

Berterusan

Belajar u

ntu

k belajar

Belajar u

ntu

k keteramp

ilan

Kemahiran

Ada had

PENDIDIKAN(education)

Memimpin Melatih

Perbandingan

Definition of Curriculum• In formal education, a curriculum (pronounced /kəˈrɪkjʊləm/; plural:

curricula, /kəˈrɪkjʊlə/) is the set of courses, and their content, offered at a school or university.

• As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow and mature in becoming adults.

• Curriculum[6] means two things: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.

Reference: Kelly, A.V. (1989) The Curriculum: theory and practice 3rd Ed

What is Curriculum?

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Curriculum Approaches

CURRICULUM as:

Content

• emphasis on the content to be transmitted

• syllabus (document listing the topics, the content and suggestions on how topics should be taught)

Product

• what is it that is desired of students having been taught using a curriculum (behavioral objectives).

• product = student equipped with knowledge, skills and values

Process

• emphasis on interaction of teachers, students and knowledge.

• teaching and learning process in classroom

Concept of Curriculum Development

• Curriculum simply means `a course of study.'

• Curriculum development is the process of designing a course of study according to a set of requirements.

TERMINOLOGIES ASSOCIATED WITH THE CONCEPTION OF THE CURRICULUM

Curriculum: Key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning.Curriculum Development: Development of classroom ready instructional materials for career and technical education.Program: Each subject area in a school's curriculums, for example, mathematics, science, language arts, social studies, and career and technical programs.Course: A subject taught within a program, for example, algebra within mathematics, physics within science, and Applied Biological Systems within Agricultural Business Management-Plant Science.Career: A lifelong process, unique to each person; involves a sequence of work and leisure activities and includes career development and participation inoccupations. A career choice should be an informed decision.Career pathway: A cluster of occupations aspired to by people with similar interests, talents, and abilities and requiring different levels of education and training.Career plan: A program of study which includes courses and other educational opportunities a student plans to take in high school and beyond. A career plan should be reviewed and updated periodically.Industry: The goods and services people produce.Occupation: The jobs people do. 31

Field of Curriculum Studies

What is a “curriculum”

• It is “a plan or design for education/training that addresses the following questions:− Who is to be taught?− What is to be taught and/or learned?− Why is it to be taught and/or learned?− How is it to be taught and/or learned?− Where is it to be taught and/or learned?− When is it to be taught and/or learned…”

(Quinn 1997)

What is curriculum development and what do curriculum developers do?

• Curriculum development always involves:

– Assumptions about the nature of learners (and teachers) – Assumptions about the purposes of schools – Assumptions about what kind of knowledge is important – Assumptions about what kind of world we live in– Assumptions about what kind of world we want to live in

(Different curriculums and different schools are more or less likely to reveal these assumptions)

Prinsip Pembangunan KURIKULUM

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Contents of a Curriculum Document

1. the curriculum model2. the teaching/learning

philosophy3. the award to be made on

successful completion of education/training

4. the teachers qualifications and experience

5. the entry criteria for course participants

6. aims and objectives of the course

7. course content8. teaching methodology9. course resources10. suggested reading11. examination/assessment

strategy12. course evaluation

Curriculum Purpose:

Transmission Transaction Transformation

Curriculum Content:

Memory,

Translation

Interpretation, Application, Analysis

Synthesis, Evaluation

Curriculum Organization:

Discipline Based Interdisciplinary Transdisciplinary

Curriculum Format:

Behavioral Objective Webbing Results Only

Relationship of Curriculum Purpose, Content, Organization and Format

KONSEP PEMBANGUNAN KURIKULUM

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The Curriculum Models and Definitions

Goal:

Explore a variety of program and curriculum definitions as well as ways to plan so you may determine what best fits

your style and school/organization.

Process/ Stages of Curriculum Development

1.Exploratory Stage2. Design Stage3. Implementation Stage4. Monitoring and Review Stage

CurriculumStandardSetting

CurriculumDesigning

CurriculumImplementation

CurriculumEvaluation

Curriculum Developmen

t Process

Curriculum Developmen

t Process

Key Components of Comprehensive Curriculum

Exemplary standards incorporate “big ideas,” enduring understandings, and skills of a discipline. Additionally, they provide clarity, power, and authenticity for teachers and students.

Content is what we want students to know, understand, and do as a result of our curriculum and instruction. Standards are broad statements about what grade-level students should know and be able to do.

Content

(Standards)

Exemplary Characteristics

DefinitionCurricular Component

Well-designed assessments are diagnostic, aligned with the learning goals, and provide a high ceiling, as well as a low baseline, to ensure that all students’ learning can be measured. They are used before, during, and after instruction. High-quality assessments inform instruction.

Assessments are varied tools and techniques teachers use to determine the extent to which students have mastery of learning goals.

Assessments

Key Components of Comprehensive CurriculumExemplary

CharacteristicsDefinitionCurricular

Component


A high quality introduction will include all six elements, as well as an advance organizer that provides students with information that they can use to help assess their acquisition of the unit’s learning goals.

An introduction sets the stage for a unit. Components may include: (1) a focusing question, (2) a needs assessment to determine students’ prior knowledge,interests, and learning preferences (3) a teaser or “hook” to motivate students’ (4) information about the relevance of the goals and unit expectations, (5) information about expectations for students, and (6) consideration of students’ interests in or experiences that connect with the unit topic.

Introductory Activities



Beneficial teaching methods are closely aligned to learning goals, varied, promote student involvement, and provide support, feedback, and scaffolding for learners.

Teaching strategies are methods teachers use to introduce, explain, demonstrate, model, coach, guide, transfer, or assess in the classroom.

Teaching Strategies




Sejarah Pembangunan Kurikulum

50

Era Masyarakat

Melayu Tradisi

Era Penjajahan

Ambang Kemerdekaan

Pasca Merdeka

Pendidikan tidak formal, penerapan budaya, adat, agama dan kedaulatan

Pengabaian, pecah & perintah, masyarakat majmuk, penghakisan budaya, vernakular. Pendidikan untuk mengekalkan kuasa penjajah.

Pendidikan untuk kesedaran, penyatuan dan kemerdekaan.

Pendidikan untuk perpaduan, tenaga kerja dan pembangunan.

Imbasan Perkembangan Pendidikan Malaysia

04/07/23 (c) MD. ARIF BIN MD. ZIN 51

SEJARAH PERKEMBANGAN PTV DAN KAITANNYA DGN RBT

DI SEKOLAH RENDAH (1/8)

SBL KEDATANGAN BRITISHPEND AGAMA ISLAM ( CTH : ALQURAN )BEKERJA DI

LADANG / KEBUNKERJA KRAF ( CTH : KERJA KAYU & LOGAM , BERTENUN )

BENTUK PTV TIDAK FORMAL




AKTA – AKTA PEND YG BERKAITAN

• JK LEMON (1918)

• JK WINSTEDT (1925)

• LAPORAN BARNES ( 1951 )

• LAPORAN JK PELAJARAN ( LAPORAN RAZAK : 1956 )

• LAPORAN RAHMAN TALIB ( 1960 )

• LAPORAN JK KABINET ( 1979 )





JK LEMON ( 1918 )

SEK TEKNIK TREACHER > MAKTAB TEKNIK > ITK > UTM





JK WINSTEDT BAGI PEND INDUSTRI & TEKNIK ( 1925 )

SEK KETUKANGAN- TIDAK MENDAPAT SAMBUTAN- SINDROM ‘KOLAR BIRU’

04/07/23 55




• LAPORAN BARNES ( 1951 )

SYOR TUBUHKAN S.M VOKASIONALTIDAK DPT DILAKSANAKAN ( $$ .. ? )

04/07/23 56




• LAPORAN JK PELAJARAN ( LAPORAN RAZAK : 1956 )

PTV DISUSUN SEMULADISERAPKAN DLM SISTEM K’SAAN

( YAHYA EMAT : 1993 )

04/07/23 57




• LAPORAN RAHMAN TALIB ( 1960 )

SEK KETUKANGAN & SEK LANJUTAN KG → S.M VOKASIONAL ( 1968 )

SEK ANEKA JURUSAN ( 1965 )

04/07/23 58




• LAPORAN JK KABINET ( 1979 )PERANAN PTV DIPERTINGKATKAN TERUTAMA PENGLIBATAN DLM INDUSTRI & KEUSAHAWANAN.AKTA PENDIDIKAN ( 1990 ) MEMPERKASAKAN LAGI PTV

dbk10702 kuliah satu_ minggu 2 mac 2012

Documents

arif bin md

prinsip pembangunan

sejarah pembangunan

konsep amp

laporan razak

zaini abdulah

learning goals

falsafah pend