Curriculum 1984
General Description
The prominent figures of curriculum
1984 was Prof. Dr. Conny, R. Setiawan as the leader of Pusat Kurikulum
Depdiknas (1980-1986). This curriculum released because of a consideration that
the curriculum 1975 is no longer compatible with the needs of the community and
the demands of science and technology. It legalized based on Keputusan Menteri
Pendidikan dan Kebudayaan No. 0461/U/1983 on October 22, 1983 about
accomplishment of elementary and secondary curriculum in area of educational
and cultural department (Suparlan, 2009: 18). In general, the basic curriculums
1975 change to the curriculum 1984 are as follows (Siska Eliyanti, 2010).
a.
There is a clash between the field of study curriculum materials
with the ability of the students.
b.
There is a gap between the program and the implementation of
the curriculum in schools.
c.
Too much curriculum content to be taught.
d.
Procurement of new courses (such as in high school) to meet
the needs of employment.
Curriculum 1984 has characteristics as follows.
a.
Oriented to the instructional goals. Based on the view that
the students learn in school is very limited, so that learning in the classroom
must be functional and effective. Therefore, before choosing or set of teaching
materials, which must first be defined is what the goal should be achieved by
students.
b.
The approach of teaching is based on students with student’s
active learning system (Cara Belajar Siswa Aktif, CBSA). CBSA is a teaching
approach that provides the opportunity for students to actively engage the
physical, mental, intellectual, emotional, and with hope that students get the
maximum learning experience, both in cognitive, affective, and psychomotor.
c.
The lesson material is packed using spiral approach. Spiral
is the approach used in the packaging of teaching materials based on the width
and depth of learning materials. The higher the class and school levels, the
more knowledgeable in the materials and lessons provided.
d.
Provide concept of science before exercises. Concepts must
be based on the understanding, then after the training given to understand. To
support the understanding, tools used to help students understand the concept.
e.
The material is given based on the level of maturity or readiness
of students.
f.
Using the skills of the process. Skills in the process of
learning are the approach that emphasizes how to acquire knowledge and
communicate results. This approach should be done effectively to achieve the
goal of lessons.
Method Used in Teaching
In
1984, constructivism theory had bigger influence rather than behaviourist. Then,
it made a side effect that the focus on language learning should be in its
function rather than its structure. Consequently, method used in this
curriculum is Communicative Approach. Students were taught foreign langauge
language in order that they have capability to communicate in the target
language effectively (Suherman, 2010). Unfortunately, according to Anita Lie,
an Assosiate Director Asia TEFL (2007), that goal cannot be reached at all.
Students’ guidence book still in structure-oriented model and most of English
teachers was not very competence and their speaking ability was not very fluent
as well.
Teaching Materials
The focus of teaching is on four skills
of English e.i Listening, Speaking, Reading, and Writing. Theme of lesson is
about self-introduction, things, clothes, profession/job, colour, etc. This
example of lesson materials in 1984 based on a certain students’ book:
Unit
1
This
is my…..
My/his/her
name is…..
Dr.
Gunawan. His name is Dr. Gunawan
Mrs. Tati Gunawan.
Her name is Mrs. Tati Gunawan.
Reference
Anita Lie. 2007. Antara Sekolah dan Kursus. Retrieved
August 12, 2010.
Siscka Elvyanti. 2010. Indonesian
Curriculum History. Retrieved August 7, 2010.
Suherman. (2010). Pembelajaran
Bahasa Asing. Retrieved August 12, 2010.
Suparlan. (2009). Modul Kurikulum dan Pengembangan Materi
Pembelajaran. Jakarta: Fakultas Keguruan Dan Ilmu Pendidikan Universitas Tama Jagakarsa.
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