Effect of the Administrative Curriculum Model in Curriculum Development 2013

for 21st Century Learning

By:

Rosmayati, Karlina Rosmawati

rosmayati.maya@gmail.com, karlinarosmawati@student.upi.edu

The main purpose of this article is to examine the effect of the Curriculum Administrative model on the curriculum development 2013 in Indonesia with 21st century learning. This article is a literature review of the results of Beauchamp's book analysis with the Curriculum 2013 and 21st century learning. The results of this study are: (1) the administrative curriculum is the oldest and most widely used curriculum development model. The idea of curriculum development comes from educational administrators and uses administrative procedures. The Adminitrative Curriculum Model is also called the Top-Down model; (2) The Administrative Curriculum is more determined on the terms set by the government or the competent authority, the Curriculum 2013 includes the Administrative curriculum as indeed the policy on this curriculum has been established by the Government in Indonesia. (3) The Curriculum 2013 is expected to be implemented in 21st century learning. The Curriculum 2013 is well aware of the challenges of the 21st century, where learning objectives have been directed to (a) life and career skills; (b) learning and innovation skills; (c) information, media and technology skills. The learning of the 21st century reflects four things: critical thinking and problem solving, creativity and innovation, communication, collaboration.

Key words: Beauchamp, Curriculum Administrative, Curriculum 2013 and 21st Century Learning.

A. Curriculum Development

Curriculum development has a broad meaning, according to Nana Syaodih Sukmadinata curriculum development can mean the preparation of a completely new curriculum (curriculum construction), can also improve the existing curriculum (curriculum improvement). Curriculum development models play an important role in curriculum development activities. While the model is a real-world abstraction or representation of complex events or systems, in the form of narrative, mathematical, graphic and other symbols. (Sanjaya, 2007, p 177).

The explanation revealed by Sanjaya it can be concluded that the model curriculum development is a variety of shapes or models that are real in preparations new curriculum or refinement of existing curriculum. In curriculum development can not be separated from various factors and asphek affecting, such as way of thinking, value system (moral value, religious, political, cultural, and social), process of requirement development of learners, scope and sequence of materials lessons, community needs and directions.

B. Concepts of Curriculum According to Beauchamp

The concept of curriculum develops in line with the development of educational theories and practices, also varying according to the flow or theory of education it embraces. Likewise the concept of the curriculum according to (Beauchamp, 1976, p. 7) "A curriculum is a document that may contain many ingredients, but basically it is a plan for the education of the pupils during their enrollment in given school". That Beauchamp put more emphasis on the curriculum is an educational or teaching plan.

The article entitled Basic Components of a Curriculum Theory written by Beauchamp that the meaning of the curriculum is divided into three groups. One group considers the curriculum as a plan for further action. In this case, a curriculum is principally arranged so as to reveal the plan's decision in response to the question of what should be taught in school according to the curriculum where the next action is instruction.

In a Beauchamp article entitled A Hard Look at Curriculum describes that:1. Definition of curriculum2. Errors in curriculum design3. Lack of technical curriculum, especially in implementation4. Shortcomings in the evaluation curriculum5. Early theory on curriculum developmentAccording to (Beauchamp, 1976, p. 58) a curriculum theory is a set of related statements that describes its development, its use, and its evaluation ". That put forward by Beauchamp is: a set of related statements of meaning in the school curriculum that show the relationship between its elements and lead to its development, its use and its evaluation.

The article entitled Basic Components of a Curriculum Theory written by Beauchamp that a theory is a series of related statements that describe several series of events. Theory to theory, there may be variations in the definitions and character of statements made and the series of events that are, admittedly, always unique to the field in which theorizing takes place.

According to Rose (1951, p 182) in Beauchamp titled Curriculum Theory: Meaning Development, and Use explains that "A theory may be defined as an integrated body of definitions, assumptions, and general propositions covering a given subject matter from which a comprehensive and consistent set of specific and testable hypotheses can be deduced logically ". In the statement of Rose states that theory theory can be defined as an integrated unity of definitions, assumptions, and general propositions covering the subject matter given comprehensively and consistently with specific hypotheses and can be tested and concluded logically.

C. The Beauchamp Curriculum Development Model

The model is conceptualized in terms of equations, physical equipments, descriptions, or graphic analogy that describe the situation (actual circumstances). (AECT 1986: 82-83) because the model is a mental picture, consequently there will be many models according to the modeling

capability in pouring a phenomenon either in the form of miniature, chart, or description of the process steps of an object or event.

In (Sanjaya, 2007, p.194) put forward the Beauchamp model that there are five steps in the curriculum development process:

1. Establish a territory or arena that will make changes to a curriculum. The region may occur in only one school, one sub-district, district or perhaps provincial and national levels.2. Establish the people who will be involved in the curriculum development process. Beauchamp, suggests the widest public figures. The person to be involved consists of curriculum specialists / specialists, educational experts including experienced teachers, other education professionals (such as librarians, labors, education consultants and so on), and professionals in other fields along with community leaders (politicians, industrialists, businessmen, and so on).3. Establish procedures to be taken, namely in terms of formulating general goals and specific objectives, selecting content and learning experiences and establishing evaluation. The whole procedure can then be divided into five steps:a. Establish a curriculum development teamb. Conducting research on the ongoing curriculumc. Conduct study or assessment of new curriculum determinationd. Formulate criteria and alternative curriculum developmente. Compile and write the desired curriculum4. Implementation of the curriculum. This step is a step to implement or implement a curriculum that is not something simple, because it requires a thorough readiness, whether the readiness of teachers, students, facilities, materials and costs, in addition to the managerial readiness of the school leadership or local administrator.5. Conducting a curriculum evaluation that involves:a. Evaluation of curriculum implementation by teachers in schoolsb. Evaluation of curriculum designc. Evaluate the success of the studentsd. Evaluate the curriculum systemAccording to (Sukmadinata, 2011, p.163) argues with Sanjaya that the curriculum development model developed by Beauchamp puts forward five points in the development of a curriculum.

In Kurniawan explain the Zais model there are three models of curriculum development that is administrative model, grass root model, and model of demonstration. Administrative models or top down models, curriculum development initiatives come from educational officials (administrators). Similarly, in the activity of appointing the people involved in it and its duties in curriculum development is determined by the administrator.

According to (Beauchamp, 1976, p.133) that the curriculum system consists of three important components:

1. Input data structure2. Required content and system maintenance process3. System from its output

The purpose of the illustration of the system is how to work on more specific choices on each individual or group that may be created within the framework of the system in general. As for Beauchamp the curriculum system can be described in the following table:

INPUTCONTENT AND

PROCESSES FOR SYSTEM MAIBTAINANCE

OUTPUT

Educational foundations Choice of arena for curriculum processes

A curriculum

Community characteristics Selection of personnel Increased knowledge by participants

Personalities of persons involved

Selection and execution of working procedures for :

Determining curricular goals selection of curriculum design planning and writing

Changed attitudes

Curriculum experience Establishing implementation prosedures

Commitment to act

The subject matters from disiplines and other subject

Establishing procedures for apparaising and revising the curriculum

Sosial and cultural valuesA Model of a Curriculum System

Source of: Beauchamp, George A,. Curriculum Theory. (Wilmette, Illionis : The Kagg Press, 1975), p.140.

Data input aims to provide energy to the contents and processes to maintain ideal system conditions. Energy here is a knowledge and personal ability that is generated as the foundation of education, appropriate community characteristics, the personality of the person involved, as a school experience with curriculum affairs, a large structure of human knowledge and categories in discipline, other school subjects, social values and culturally relevant.Content and process for system maintenance. Where the System here is marked by a body of activity known to make the system work and defend itself. In the most obvious and important out curriculum is the planned curriculum and the most visible output.

D. Curriculum 2013 can be implemented 21st century learning

In the 21st century, education is becoming increasingly important to ensure learners have the skills to learn and innovate, the skills of using information technology and media, and can work, and survive by using life skills. In the 2013 curriculum has been directed to 21st century learning. The core subjects of 21st century learning are:

1. Reading2. Writing3. Arithmatic

From the subject of reading and writing, came the idea of modern education is the literacy that is used as learning to understand the idea through word media. From the arithmetic subject comes a modern education which is related to numbers which means to understand numbers through mathematics.

21st Century Knowledge-Skills Rainbow

(Trilling dan Fadel, 2009)

Furthermore, to clarify the function of core subjects in the context of 21st century skills, there are additional concepts of life and career skills, learning and innovation skills and information media and technology skills.

Life and career skills include:1. Flexibility and Adaptability2. Initiative and Self direction3. Social-skill and Cross-skill4. Productivity and Accountability5. Leadership and Responsibility

Learning and innovation skills include:1. Critical Thinking and Problem Solving2. Communication and Collaboration3. Creativity and Innovation

Information, Media and Technology skill include:1. Information literacy2. Media literacy3. Information and Communication Technology literacy (ICT literacy)

With the concept of 21st century competence then there are implications for the learning process, including:1. Supports balance assessment: standardized tests as well as normative and summative assessment2. Emphasis on feedback utilization based on learners' performance

3. Allowing the development of student portfolios4. Creating learning exercises, HR support and infrastructure5. Allow educators to collaborate, share their experience and integration in the classroom6. Allow learners to learn that are relevant to the context of the world7. Support the expansion of community involvement in learning, both directly and online.

Student-centered learning has several characters often referred to as 4C, namely:1. CommunicationIn this character, learners are required to understand, manage, and create effective communication in various forms and contents in oral, written, and multimedia. Learners are given the opportunity to use his ability to express his ideas, either during discussions with his friends and when solving problems from educators.2. CollaborationIn this character, learners demonstrate their ability in teamwork and leadership, adapt in various roles and responsibilities, work productively with others, place empathy in place, respect for different perspectives. Learners also exercise personal responsibility and personal flexibility, at work, and community relationships, setting and achieving high standards and goals for yourself and others, tolerating ambiguity.3. Critical Thinking and Problem SolvingIn this character, learners strive to provide logical reasoning in understanding and making complex choices, understanding the interconnections between systems. Learners also use the ability they have to try to solve the problems they face independently, learners also have the ability to compose and disclose, analyze, and solve problems.4. Creativity and InnovationIn this character, learners have the ability to develop, implement, and convey new ideas to others, be open and responsive to new and different perspectives.

Conclusion

The administrative curriculum is the oldest and most widely used model of curriculum development. The idea of curriculum development comes from educational administrators and uses administrative procedures. The Adminitrative Curriculum model is also called the Top-Down model. The Administrative Curriculum is more determined on the terms set by the government or the competent authority, Curriculum 2013 includes the Administrative curriculum because indeed the policy on this curriculum has been established by the Government in Indonesia. The 2013 curriculum is expected to be implemented in 21st century learning. The 2013 curriculum is well aware of the challenges of the 21st century, where learning objectives have been directed to life and career skills, learning and innovation skills and skills information, media and technology (information media and technology skills). Learning 21st century reflects four things: communication, collaboration, critical thinking and problem solving, creativity and innovation.

Bibliography :

Books :

Beauchamp, G. A. (1976). Curriculum Theory. Willmette: The Kagg Press.

Sanjaya, W. (2007). Kajian Kurikulum dan Pembelajaran. Bandung: Sekolah Pasca Sarjana Universitas Pendidikan Indonesia.

Sukmadinata, N. S. (2011). Pengembangan Kurikulum Teori dan Praktek . Bandung: PT Remaja Rosdakarya.

Journals :

Beauchamp, G. A. (1972). Basic Components of a Curriculum Theory. Curriculum Theory Network. 3: 10, 16-22. (http://dx.doi.org/10.1080/00784931.1972.11075725)

Beauchamp, G. A. (1982). Curriculum Theory: Meaning Development, and Use. Theory Into Practice, 21: 1, 23-27.(http://dx.doi.org/10.1080/00405848209542976)

Beauchamp, G. A. (1978). A Hard Look at Curriculum. “Educational Leadership, 35: 404-409.

Kurniawan, Deni. Model dan Organisasi Kurikulum. Kurikulum Pembelajaran. Materi 4: 1- 45. (http://file.upi.edu/Direktori/FIP/JUR._LUAR_BIASA/196209061986011-AHMAD_MULYADI/PDF/Model_Pengenbamgan_Kurikulum.pdf)

Maccuish, Donald. A. (1986). Bridging The Gap Between Curriculum and Instruction A Look at Beauchamp.Improving Test and Instruction. (http://files.eric.ed.gov/fulltext/ED316164.pdf)

Murti, Kuntarti Eri. 2013. “Pendidikan Abad 21 dan Implementasinya pada Pembelajaran di SMK untuk Paket Keahlian Desain Interior”. Artikel Kurikulum 2013 SMK. (http://p4tksb-jogja.com/index.php/more/topic/525- artikel-widyaswara.)

NEA (National Education Association). 2012. Preparing 21st Century Students for a Global Society: An Educator’s Giude to the “Four Cs”. Author: NEA. (www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf)

Ontario Ministry of Education. 2016. 21st Century Competencies: Towards defining 21st Century Competencies for Ontario. Toronto: Author. (www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf )

Pallegrino, J.W. and Margaret L. Hilton. 2102. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. (http://www.nap.edu/catalog.php?record_id=13398)

Pengaruh Kurikulum Administratif dalam Pengembangan Kurikulum 2013 pada pembelajaran Abad 21

Oleh :

Rosmayati, Karlina Rosmawati

rosmayati.maya@gmail.com, karlinarosmawati@student.upi.edu

Tujuan utama artikel ini adalah untuk mengetahui pengaruh model Kurikulum Administratif pada pengembangan kurikulum 2013 di Indonesia dengan pembelajaran Abad 21. Artikel ini merupakan kajian literatur dari hasil analisis buku Beauchamp dengan kurikulum 2013 dan pembelajaran Abad 21. Hasil kajian ini: (1) kurikulum administratif adalah model pengembangan kurikulum yang paling lama dan paling banyak digunakan. Gagasan pengembangan kurikulum datang dari para administrator pendidikan dan menggunakan prosedur administrasi. Model Kurikulum Adminitratif disebut juga model Top-Down; (2) Kurikulum Administratif lebih ditentukan atas ketentuan yang sudah ditetapkan oleh pemerintah atau pejabat yang berwenang, Kurikulum 2013 termasuk kurikulum Administratif karena memang kebijakan atas kurikulum ini sudah ditetapkan oleh Pemerintah di Indonesia. (3) Kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21. Kurikulum 2013 sudah menyadari tantangan abad 21, dimana tujuan-tujuan pembelajaran sudah di arahkan pada keterampilan kehidupan dan karir (life and career skills), Keterampilan pembalajaran dan inovasi (learning and innovatiion skills), dan Keterampilan informasi, media dan teknologi (information media and technology skills). Pembelajaran abad 21 mencerminkan empat hal yaitu: critical thinking and problem solving, creativity and innovation, communication, collaboration.

Kata Kunci : Beauchamp, Kurikulum Administratif, Kurikulum 2013, Pembelajaran Abad 21.

A. Pengembangan Kurikulum

Pengembangan kurikulum mempunyai makna yang cukup luas, menurut Nana Syaodih

Sukmadinata pengembangan kurikulum bisa berarti penyusunan kurikulum yang sama sekali

baru (curriculum construction), bisa juga menyempurnakan kurikulum yang telah ada

(curriculum improvement). Model-model pengembangan kurikulum memegang peranan penting

dalam kegiatan pengembangan kurikulum. Sedangkan model adalah abstraksi dunia nyata atau

representasi pristiwa kompleks atau sistem, dalam bentuk naratif, matematis, grafis serta

lambang-lambang lainnya. (Sanjaya, 2007, hal. 177).

Penjelasan yang diungkapkan oleh Sanjaya maka dapat disimpulkan bahwa model

pemngembanagn kuirkulum adalah berbagai bentuk atau model yang nyata dalam penyususnan

kurikulum yang baru ataupun penyempurnaan kurikulum yang telah ada. Dalam pengembangan

kurikulumn tidak dapat lepas dari berbagai faktor maupun asfek yang mempengaruhinya, seperti

cara berpikir, sistem nilai (nilai moral, keagamaan, politik, budaya, dan sosial), proses

pengembangan kebutuhan peserta didik, lingkup (scope) dan urutan (sequence) bahan pelajaran,

kebutuhan masyarakat maupun arah.

B. Konsep Kurikulum Menurut Beauchamp

Konsep kurikulum berkembang sejalan dengan perkembangan teori dan praktik

pendidikan, juga bervariasi sesuai dengan aliran atau teori pendidikan yang dianutnya. Begitupun

konsep kurikulum menurut (Beauchamp, 1976, hal. 7) “A curriculum is a written document

which may contain many ingredients, but basically it is a plan for the education of pupils during

their enrollment in given school”. Bahwa Beauchamp lebih memberikan tekanan bahwa

kurikulum adalah suatu rencana pendidikan atau pengajaran.

Artikel yang berjudul Basic Components of a Curriculum Theory yang di tulis oleh

Beauchamp bahwa makna kurikulum terbagi dalam tiga kelompok. Satu kelompok menganggap

kurikulum sebagai rencana untuk tindakan selanjutnya. Dalam hal ini, sebuah kurikulum pada

prinsipnya diatur sedemikian rupa sehingga dapat mengungkapkan keputusan rencana sebagai

jawaban atas pertanyaan tentang apa yang seharusnya diajarkan di sekolah sesuai kurikulum

dimana tindakan selanjutnya adalah instruksi.

Dalam artikel Beauchamp yang berjudul A Hard Look at Curriculum menjabarkan bahwa:

1. Definisi kurikulum

2. Kekeliruan dalam desain kurikulum

3. Kekurangan dari kurikulum teknik, terutama dalam implementasi

4. Kekurangan pada kurikulum evaluasi

5. Teori awal mengenai pengembangan kurikulum

Menurut (Beauchamp, 1976, hal. 58) a curriculum theory is a set of related statements

that gives meaning to a school’s curriculum by pointing up the relationships among its elements

and by directing its development, its use, and its evaluation”. Bahwa yang dikemukakan oleh

Beauchamp yaitu: satu set pernyataan terkait makna pada kurikulum sekolah yang menunjukan

hubungan antara elemen-elemennya dan mengarahkan pada pengembangannya, penggunaannya

dan evaluasinya.

Artikel yang berjudul basic components of a curriculum theory yang di tulis oleh

Beauchamp bahwa sebuah teori adalah serangkaian pernyataan terkait yang menjelaskan

beberapa rangkaian acara. Teori ke teori, mungkin ada variasi dalam definisi dan karakter

pernyataan yang dibuat dan rangkaian peristiwa itu, diakui, selalu khas ke lapangan di mana

berteori terjadi.

Menurut Rose 1951, p 182 dalam Beauchamp dengan judul Curriculum Theory: Meaning

Development, and Use menjelaskan bahwa “A theory may be defined as an integrated body of

definitions, assumptions, and general propositions covering a given subject matter from which a

comprehensive and consistent set of specific and testable hypotheses can be deduced logically”.

Dalam pernyataan Rose menyatakan bahwa teori teori dapat didefinisikan sebagai kesatuan

terpadu mengenai definisi, asumsi, dan proposisi umum meliputi materi pelajaran yang diberikan

secara komprehensif dan konsisten disertai hipotesis spesifik dan dapat diuji serta disimpulkan

secara logis.

C. Model Pengembangan Kurikulum Beauchamp

Model adalah konseptualisasi dalam bentuk persamaan, peralatan fisik, uraian, atau

analogi grafik yang menggambarkan situasi (keadaan yang sebenarnya). (AECT, 1986: 82-83)

karena model itu sebagai gambaran mental, maka akibatnya akan terdapat banyak model sesuai

dengan kemampuan pembuatan model dalam menuangkan suatu fenomena baik dalam wujud

miniatur, bagan, atau deskripsi langkah-langkah proses dari suatu benda atau peristiwa.

Dalam (Sanjaya, 2007, hal. 194) mengemukakan model Beauchamp bahwa ada lima

langkah dalam proses pengembangan kurikulum, yaitu:

1. Menetapkan wilayah atau arena yang akan melakukan perubahan suatu kurikulum.

Wilayah itu bisa terjadi pada hanya satu sekolah, satu kecamatan, kabupaten atau

mungkin tingkat provinsi dan tingkat nasional.

2. Menetapkan orang-orang yang akan terlibat dalam proses pengembangan kurikulum.

Beauchamp, menyarankan seluas-luasnya para tokoh dimasyarakat. Orang yang harus

dilibatkan itu terdiri dari para ahli/spesialis kurikulum, para ahli pendidikan termasuk di

dalamnya para guru yang dianggap berpengalaman, para profesional lain dalam bidang

pendidikan (seperti pustakawan, laboran, konsultan pendidikan dan lain sebagainya), dan

para profesional dalam bidang lain beserta para tokoh masyarakat (para politikus,

industriawan, pengusaha, dan lain sebagainya).

3. Menetapkan prosedur yang akan ditempuh, yaitu dalam hal merumuskan tujuan umum

dan tujuan khusus, memilih isi dan pengalaman belajar serta menetapkan evaluasi.

Keseluruhan prosedur itu selanjutnya dapat dibagi dalam lima langkah:

a. Membentuk tim pengembang kurikulum

b. Melakukan penelitian terhadap kurikulum yang sedang berjalan

c. Melakukan studi atau penjajagan tentang penentuan kurikulum baru

d. Merumuskan kriteria dan alternatif pengembangan kurikulum

e. Menyusun dan menulis kurikulum yang dikehendaki

4. Implementasi kurikulum. Langkah ini merupakan langkah mengimplementasikan atau

melaksanakan kurikulum yang bukan sesuatu yang sederhana, sebab membutuhkan

kesiapan yang menyeluruh,baik kesiapan guru-guru, siswa, fasilitas, bahan maupun

biaya, di samping kesiapan manajerial dari pimpinan sekolah atau administrator setempat.

5. Melakukan evaluasi kurikulum yang menyangkut:

a. Evaluasi terhadap pelaksanaan kurikulum oleh guru-guru di sekolah

b. Evaluasi terhadap disain kurikulum

c. Evaluasi keberhasilan anak didik

d. Evaluasi sistem kurikulum

Menurut (Sukmadinata, 2011, hal. 163) berpendapat sama dengan Sanjaya bahwa model

pengembangan kurikulum yang dikembangkan oleh Beauchamp mengemukakan lima hal di

dalam pengembangan suatu kurikulum.

Dalam Kurniawan menjelaskan model Zais ada tiga model pengembangan kurikulum yaitu

model administratif, model akar rumput (grass root), .dan model demonstrasi. Model

administratif atau top down model, inisiatif pengembangan kurikulum datang dari pihak pejabat

(administrator) pendidikan. Begitu pula dalam kegiatan penunjukan orang-orang yang terlibat di

dalamnya beserta tugas-tugasnya dalam pengembangan kurikulum ditentukan oleh administrator.

Menurut (Beauchamp, 1976, hal. 139) bahwa sistem kurikulum terdiri dari tiga komponen

penting:

1. Struktur data input

2. Isi yang diperlukan dan proses pemeliharaan sistem

3. Sistem dari outputnya

Tujuan dari ilustrasi sistem itu adalah bagaimana bekerja pada pilihan yang lebih spesifik

pada setiap individu atau grup yang mungkin dibuat dalam kerangka kerja sistem secara umum.

Adapun menurut Beauchamp sistem kurikulum dapat dijabarkan pada tabel berikut:

INPUTCONTENT AND

PROCESSES FOR SYSTEM MAIBTAINANCE

OUTPUT

Educational foundations Choice of arena for curriculum processes

A curriculum

Community characteristics Selection of personnel Increased knowledge by participants

Personalities of persons involved

Selection and execution of working procedures for :

Determining curricular goals selection of curriculum design planning and writing

Changed attitudes

Curriculum experience Establishing implementation prosedures

Commitment to act

The subject matters from disiplines and other subject

Establishing procedures for apparaising and revising the curriculum

Sosial and cultural valuesA Model of a Curriculum System

Sumber : Di kutip dari Beauchamp, George A,. Curriculum Theory. (Wilmette, Illionis : The Kagg Press, 1975), p.140.

Input data bertujuan untuk menyediakan energi pada isi dan proses untuk menjaga kondisi

ideal sistem. Energi disini adalah sebuah pengetahuan dan kemampuan personal yang

ditimbulkan sebagai pondasi pendidikan, karakteristik komunitas yang sesuai, kepribadian orang

yang terlibat, sebagai pengalaman sekolah dengan urusan kurikulum, struktur besar pada

pengetahuan yang dimiliki manusia dan kategori dalam disiplin, subjek sekolah lain, nilai sosial

dan budaya yang relevan.

Isi dan proses untuk pemeliharaan sistem. Dimana Sistem disini ditandai oleh badan

aktivitas yang diketahui untuk membuat sistem bekerja dan mempertahankan dirinya. Dalam out

kurikulum yang paling jelas dan penting adalah kurikulum yang direncanakan dan merupakan

keluaran yang paling terlihat.

D. Kurikulum 2013 dapat diimplementasikan pembelajaran abad 21

Di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta  didik

memiliki keterampilan belajar dan berinovasi, keterampilan menggunakan teknologi dan media

informasi, serta dapat bekerja, dan bertahan dengan menggunakan keterampilan untuk hidup (life

skills). Pada kurikulum 2013 sudah diarahkan pada pembelajaran abad 21. Adapun Subjek Inti

(core subject) dari pembelajaran abad 21 yaitu :

1. Reading

2. Writing

3. Arithmatic

Dari subjek reading dan writing, muncul gagasan pendidikan modern yaitu literasi yang

digunakan sebagai pembelajaran untuk memahami gagasan melalui media kata -kata. Dari subjek

aritmatik muncul pendidikan modern yang berkaitan dengan angka yang artinya bisa memahami

angka melalui matematika.

Skema Pelangi Keterampilan-Pengetahuan Abad 21

21st Century Knowledge-Skills Rainbow

(Trilling dan Fadel, 2009)

Selanjutnya, untuk memperjelas fungsi Subjek Inti (core subject) dalam konteks 21st

century skills, terdapat penambahan konsep life and career skills, learning and innovatiion

skills dan information media and technology skills.

Kehidupan dan Karir (life and career skills, keterampilan hidup dan berkarir) meliputi :  

1. Fleksibilitas dan adaptibilitas (Flexibility and Adaptability)

2. Berinisiatif dan mandiri ( Initiatif and Self direction)

3. Keterampilan sosial dan budaya (Social-skill and Cross-skill)

4. Produktivitas dan akuntabilitas (Productivity and Accountability)

5. Kepemimpinan dan tanggung jawab (Leadership and Responsibility)

Pembelajaran dan Inovasi (learning and innovation skills, keterampilan belajar dan berinovasi)

meliputi :

1. Berpikir kritis dan mengatasi masalah (Critical Thinking and Problem Solving

2. komunikasi dan kolaborasi (Communication and Collaboration)

3. kreativitas dan inovasi (Creativity and Innovation)

Informasi, Media dan Teknologi (information media and technology skills, keterampilan

teknologi dan media informasi) meliputi : 

1. Literasi informasi (Information literacy)

2. Literasi media (Media literacy)

3. Literasi ICT (Information and Communication Technology literacy)

Dengan adanya konsep kompetensi Abad 21 maka terdapat implikasi terhadap proses

pembelajaran, diantaranya yaitu:

1. Mendukung Keseimbangan penilaian: tes standar serta penilaian normatif dan sumatif

2. Menekankan pada pemanfaatan umpan balik berdasarkan kinerja peserta didik

3. Membolehkan pengembangan portofolio siswa

4. Menciptakan latihan pembe-lajaran, dukungan SDM dan infrastruktur

5.  Memungkinkan pendidik untuk berkolaborasi, berbagi pengala-man dan integrasinya di kelas

6. Memungkinkan peserta didik untuk belajar yang relevan dengan konteks dunia 

7. Mendukung perluasan keterlibatan komunitas dalam pembelajaran, baik langsung maupun

online.

Pembelajaran yang berpusat pada peserta didik memiliki beberapa karakter yang sering di

sebut sebagai 4C, yaitu:

1. Communication

Pada karakter ini, peserta didik dituntut untuk memahami, mengelola, dan menciptakan

komunikasi yang efektif dalam berbagai bentuk dan isi secara lisan, tulisan, dan

multimedia. Peserta didik diberikan kesempatan menggunakan kemampuannya untuk

mengutarakan ide-idenya, baik itu pada saat berdiskusi dengan teman-temannya maupun

ketika menyelesaikan masalah dari  pendidiknya.

2. Collaboration

Pada karakter ini, peserta didik menunjukkan kemampuannya dalam kerjasama

berkelompok dan kepemimpinan, beradaptasi dalam berbagai peran dan tanggungjawab,

bekerja secara produktif dengan yang lain, menempatkan empati pada tempatnya,

menghormati perspektif berbeda. Peserta didik juga menjalankan tanggungjawab pribadi

dan fleksibitas secara pribadi, pada tempat kerja, dan hubungan masyarakat, menetapkan

dan mencapai standar dan tujuan yang tinggi untuk diri sendiri dan orang lain,

memaklumi kerancuan.

3. Critical Thinking and Problem Solving

Pada karakter ini, peserta didik berusaha untuk memberikan penalaran yang masuk akal

dalam memahami dan membuat pilihan yang rumit, memahami interkoneksi antara

sistem. Peserta didik juga menggunakan kemampuan yang dimilikinya untuk berusaha

menyelesaikan permasalahan yang dihadapinya dengan mandiri, peserta didik juga

memiliki kemampuan untuk menyusun dan mengungkapkan, menganalisa, dan

menyelesaikan masalah.

4. Creativity and Innovation

Pada karakter ini, peserta didik memiliki kemampuan untuk mengembangkan,

melaksanakan, dan menyampaikan gagasan-gagasan baru kepada yang lain, bersikap

terbuka dan responsif terhadap perspektif baru dan berbeda.

Kesimpulan

Kurikulum administratif adalah model pengembangan kurikulum yang paling lama dan

paling banyak digunakan. Gagasan pengembangan kurikulum datang dari para administrator

pendidikan dan menggunakan prosedur administrasi. Model Kurikulum Adminitratif disebut juga

model Top-Down. Kurikulum Administratif lebih ditentukan atas ketentuan yang sudah

ditetapkan oleh pemerintah atau pejabat yang berwenang, Kurikulum 2013 termasuk kurikulum

Administratif karena memang kebijakan atas kurikulum ini sudah ditetapkan oleh Pemerintah di

Indonesia. Kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21.

Kurikulum 2013 sudah menyadari tantangan abad 21, dimana tujuan-tujuan pembelajaran sudah

di arahkan pada keterampilan kehidupan dan karir (life and career skills), Keterampilan

pembalajaran dan inovasi (learning and innovatiion skills), dan Keterampilan informasi, media

dan teknologi (information media and technology skills). Pembelajaran abad 21 mencerminkan

empat hal yaitu: communication, collaboration, critical thinking and problem solving, creativity

and innovation.

Daftar Pustaka

Buku :

Beauchamp, G. A. (1976). Curriculum Theory. Willmette: The Kagg Press.

Sanjaya, W. (2007). Kajian Kurikulum dan Pembelajaran. Bandung: Sekolah Pasca Sarjana Universitas Pendidikan Indonesia.

Sukmadinata, N. S. (2011). Pengembangan Kurikulum Teori dan Praktek . Bandung: PT Remaja Rosdakarya.

Jurnal :

Beauchamp, G. A. (1972). Basic Components of a Curriculum Theory. Curriculum Theory Network. 3: 10, 16-22. (http://dx.doi.org/10.1080/00784931.1972.11075725)

Beauchamp, G. A. (1982). Curriculum Theory: Meaning Development, and Use. Theory Into Practice, 21: 1, 23-27.(http://dx.doi.org/10.1080/00405848209542976)

Beauchamp, G. A. (1978). A Hard Look at Curriculum. “Educational Leadership, 35: 404-409.

Kurniawan, Deni. Model dan Organisasi Kurikulum. Kurikulum Pembelajaran. Materi 4: 1- 45. (http://file.upi.edu/Direktori/FIP/JUR._LUAR_BIASA/196209061986011-AHMAD_MULYADI/PDF/Model_Pengenbamgan_Kurikulum.pdf)

Maccuish, Donald. A. (1986). Bridging The Gap Between Curriculum and Instruction A Look at Beauchamp.Improving Test and Instruction. (http://files.eric.ed.gov/fulltext/ED316164.pdf)

Murti, Kuntarti Eri. 2013. “Pendidikan Abad 21 dan Implementasinya pada Pembelajaran di SMK untuk Paket Keahlian Desain Interior”. Artikel Kurikulum 2013 SMK. (http://p4tksb-jogja.com/index.php/more/topic/525- artikel-widyaswara.)

NEA (National Education Association). 2012. Preparing 21st Century Students for a Global Society: An Educator’s Giude to the “Four Cs”. Author: NEA. (www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf)

Ontario Ministry of Education. 2016. 21st Century Competencies: Towards defining 21st Century Competencies for Ontario. Toronto: Author. (www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf )

Pallegrino, J.W. and Margaret L. Hilton. 2102. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. (http://www.nap.edu/catalog.php?record_id=13398)