BAB VI.pptx

7/26/2019 BAB VI.pptx

1/12

BAB V

CURRICULUM EVALUATION

OLEH

YUNI CHAIRANI

8156142032

PROGRAM PASCASARJANA PENDIDIKAN KIMIA

UNIVERSITAS NEGERI MEDAN

MEDAN

2 0 1 6


2/12

Understanding about the Curriculum

Based on the above facts the restrictionsunderstanding curriculum that is used to evaluationperceived as a necesstly. Without limitation of such

understanding curriculum evaluation invite a lot ofdifference of opinion between the writer and reader.However on this accasion will not put forward alengthy dicussion to support their arguments about

the curriculum.


3/12

FOUR DIMMENSIONS THAT ARE

INTERCONNECTED TO EACH OTHER.

Curriculum as an idea on conception

Curriculum as a written plan

Curriculum as an activity (process)

Curriculum as a result of learning


4/12

Curriculum as an i!a "nc"nc!#$i"n

Curriculum in $%! imm!nsi"ns "&$%! i!a "r c"nc!#$i"n is acurriculum in $!rms "& $%! m"s$

'namic in imm!nsi"ns ra#il'!("l(in) (!r' ra#il' !(!n&"ll"*in) $%! !(!l"#m!n$ "&

$%in+in) #!"#l! *%" %a(! i$,


5/12

Curriculum as a *ri$$!n #lan

Curriculum in )!n!ral $al+ a-"u$ $%!!(!l"#m!n$ "& curriculum as a #lan,

.asicall'/ $%! curriculum as a #lan is

a $ransla$i"n "& $%! curriculum in $%!im!nsi"ns "& $%! i!a, Euca$i"nal$!c%n"l")' %as -!c"m! s" a(anc!$%a$ $%! curriculum in $%!

im!nsi"ns "& $%! #lan is n"$acc!#$!/ $%an $%! "ri)inal i!a in$"$%! curriculum s%"ul -! !(!l"#!,


6/12

Curriculum as an activity (process)Opinions on the activity as one dimensions of the curriculum startingfrom several reasons, among other:

!he first reason is that the activities that occur at school reather than thecurriculum then what happens in the classroom nor a curriculum. !hasthe results obtained by students are not learning the curriculum.

!he second reason : but if we observe a particular clasroom in operation,are we not able to ""see## the class move to ward certain goals, employ

certain content, or engange in certain activities.

!herefore, the understanding between the dimensions of the curriculumas an idea$concept with the curriculum as a plan and curriculum as aplan and curriculum as an activity$process is a contious continuation.


7/12

Curriculum as a r!sul$ "& l!arnin)

As a r!sul$ "& l!arnin)/ $%!cirriculum is a r!sul$ "& $%!#r"uc$, T%! c"n$!n$s "& $%!

#r"uc$ (ari!$'/ $%!r! as a r!a'+n"*l!)!/ $%!r! is als" a s+ill$%a$ is -"$% c")ni$i(! s+ills/

a!c$i(!/ an m"$"r s+ills/ an$%!r! is als" a &"rm "& a!c$i(!#r"uc$,


8/12

T'#!s "& CurriculumE(alua$i"nR!!c$i(! !(alua$i"nE(alua$i"n #lan

E(alua$i"n #r"c!ss

E(alua$! $%! r!sul$s "& &"rma$i(!an summa$i(! !(alua$i"n&unc$i"n


9/12

Reflective evaluation

%eflective evaluation is used to name the type ofevaluation that focuses primarilly on thecurriculum as an idea. !his type of evaluation isto assess the idea developed and used as thebasis for the curriculum in other dimensions.


10/12

E(alua$i"n #lan

T%! !(alua$i"n #lan is a $'#! "& !(alua$i"n$%a$ man' #!"#l! "/ !s#!ciall' a&$!r $%!man' inn"(a$i"ns in$r"uc! in $%! curriculum!(!l"#m!n$/ an a&$!r $%! $!c%n"l")ical

!(!l"#m!n$ "& $%! curriculum as a #lan "r"ucin) c!r$ain &"rma$s,

Curriculum r!uir!m!n$s as "$%!r #lans suc%as $%! &"rma$/ l!)i-ili$'/ sinc! -!$*!!nc"m#"n!n$s/ an %"ri3"n$al (!r$ical"r)ani3a$i"n "& $%! l!arnin) !4#!ri!nc!/ussuall' $%! $%in)s $%a$ !5n! $%! !(alua$"rsa$$!n$i"n a$ $%! $im! "& !(alua$in) $%!curriculum as a #lan,


11/12

E(alua$i"n #r"c!ss

T%! !(alua$i"n #r"c!ss iss"m!$im!s als" r!&!rr! $" as $%!!(alua$i"n "& curriculum

im#l!m!n$a$i"n, 7!r! $!rm#r"c!ss $" s$r!n)$%!nun!rs$anin) "& $%! curriculum

as a #r"c!ss/ as s"m!$%in) $%a$%a##!n! a$ sc%""l,


12/12

E(alua$! $%! r!sul$s "& &"rma$i(!an summa$i(! !(alua$i"n &unc$i"n

E(!n in $%! -!)innin) *as m!an$-' $%! !(alua$i"n is i!n$ical $"$%! !(alua$i"n "& $%!s! r!sul$s,

D!5ni$i"n "& !(alua$i"n !ua$!*i$% !(alua$i"n r!sul$s/ al$%"u)%%! *an$! $" )i(! a i!r!nc!

*i$% *%a$ is +n"*n asac%i!(!m!n$ $!s$s,

BAB VI.pptx

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