Asas pembentukan kurikulum dunia dan Malaysia amnya

1. 1. Hadliwati Daud 815416
2. Sarimah Che Omar 815584
3. Norita Omar 815606
SGDC 5013 CURRICULUM AND PEDAGOGY
PROF. MADYA DR. ABDULL SUKOR SHAARI

2. Foundations are the forces that influence the
minds of curriculum developers.
In this way these effect the content and
structure of the curriculum.

3. It includes the following
 Historical Foundation
 Philosophical Foundation
 Psychological Foundation
 Economical Foundation
 Sociological foundation

4. It includes
 Role of curriculum in achievements of
nations.
 Guides future plans
 Factors that influence development of
nation e.g. unity
 Eliminates the useless traditions.

5. •Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
students' need. Curriculum
prepares for adult life.
•Werret Charters (1875-1952)
- considered curriculum also
as a science which is based
on students' need and the
teachers plan the activities.
Curriculum theorists :

6. •Harold Rugg (1886-1960) -
Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
Curriculum theorists :
•William Kilpatrick (1871-
1965) - viewed curriculum as
purposeful activities which are
child-centered. The purpose of
curriculum is child
development and growth.
Historical Foundations of Curriculum

7. Curriculum theorists :
•Hollis Caswell (1901-1989) -
sees curriculum as organized
around social functions of
themes, organized knowledge
and earner's interests.
•Ralph Tyler (1902-1994) - believes
that curriculum is a science and an
extension of school's philosophy.
Based on students' need and
interests.
Historical Foundations of Curriculum

8. PERKEMBANGAN EMPAT PERINGKAT
SISTEM PENDIDIKAN DI MALAYSIA
PENDIDIKAN ZAMAN
KOLONIALISME BRITISH
1700-1786
PENDIDIKAN ZAMAN
SELEPAS KOLONIALISME
BRITISH
1786-1956
PENDIDIKAN SELEPAS
MERDEKA
PENDIDIKAN ALAF
BARU
Perkembangan Kurikulum di Malaysia
Rentetan Sejarah Pendidikan Di Negara Malaysia

9. PENDIDIKAN ZAMAN SEBELUM
KOLONIALISME
MASJID ATAU
SURAU
SISTEM SEKOLAH
PONDOK
SISTEM MADRASAH
ATAU SEKOLAH
AGAMA MODEN
Perkembangan Kurikulum di Malaysia
Sistem Pendidikan Sebelum Zaman Kolonolisme
British(1400-1786)

10. Perkembangan Kurikulum di Malaysia
Semasa Zaman Kolonialisme British(1786-1956).

11. Perkembangan Kurikulum di Malaysia
Selepas Perang Dunia Kedua (1946-1956)

12. PERKEMBANGAN PENDIDIKAN
SELEPAS KEMERDEKAAN
LAPORAN RAHMAN TALIB
AKTA PELAJARAN
LAPORAN HUSSAIN ONN
KBSR DAN KBSM
Perkembangan Kurikulum di Malaysia
Pendidikan Selepas Kemerdekaan (1957-1996)

13. PENDIDIKAN
ALAF BARU
PELAN INDUK
PEMBANGUNAN
PENDIDIKAN
(PIPP)
SEKOLAH
WAWASAN
SEKOLAH
BESTARI
SEKOLAH
KLUSTER
Perkembangan Kurikulum di Malaysia
Pendidikan Alaf Baru

14. It is concerned with beliefs.
 What is real --- ONTOLOGY
 What is true --- EPISTEMOLOGY
 What is good – AXIOLOGY

15. Eight Educational Philosophies

16.  Perennialism
Aim of Education – To educate the rational person; to
cultivate the intellect.
Role of Education – Teachers help students think with
reason.
Focus in the Curriculum – Classical subjects, literary
analysis and curriculum constant.
Curriculum Trends – Use of great books and return to
liberal.

17.  Essentialism
Aim of Education – To promote the
intellectual growth of the individual and
educate a competent person.
The teacher is the
sole authority in his or her subject area
or field of specialization.
Focus in the Curriculum – Essential
skills of the 3 R’s and essential subjects.
Curriculum Trends – Excellence in
education, back to basics and cultural
literacy.

18.  Progressivism
Aim of Education – To promote democratic and social
living.
Role of Education – Knowledge leads to growth and
development of lifelong learners who actively learn by
doing.
Focus in the Curriculum – Subjects are
interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interest, human
problems and affairs.
Curriculum Trends – School reforms, relevant and
contextualized curriculum, humanistic education.

19. Reconstructionism
Aim of Education – To improve and
reconstruct society. Education for change.
Role of Education – Teachers act as agents
of change and reform in various educational
projects including research.
Focus in the Curriculum – Focus on present
and future trends and issues of national and
international interest.
Curriculum Trends – Equality of
educational opportunities in
education, access to global education.

20. Idealism
Aim of Education – The curriculum is based
upon the idea or assumption of the
spiritual nature of man
Role of Education – A subject –matter or
curriculum must emphasize the great and
enduring ideas of the culture.
Focus in the Curriculum – Subjects must be
essential for the realization of mental and
moral Development

21.  Pragmatism
 Aim of Education – developing those
experiences that will enable one to lead a
good life.
 Role of Education – Education must help
its students become excellent citizens in
a
democratic society
 Focus in the Curriculum – School
Curriculum
must be part of social context
 Curriculum Trends – Instruction organized
around problem solving according to the
scientific method

22.  Realism
Aim of Education –
A pupil shall be taught with strong states of
personal discipline
Pupil must be provided with essential
knowledge
required for survival in natural world
Role of Education – Subjects are taught by
a teacher who is impersonal and objective
and knows the subject fully

23.  Realism
Focus in the Curriculum –
Curriculum is best organized according to
subject – matter
Curriculum should also emphasized the
effects of the social environment on the
individual’s life
Curriculum Trends – The teaching method
recommended are authoritative

24.  Existentialism
 Aim of Education – Teaching strategies
must stimulate an awareness that each
person creates a self-concept through
significant choices
 Role of Education – Teacher should help
the student to become for himself what it
is he wants to become
 Focus in the Curriculum – School assists
student in knowing themselves and
leaning their place in society

25. Psychology is the scientific
study of human behavior.
It gives insight into:
 Child development
 Learning
 Inquiry techniques
 Educational objectives
 Student characteristics
 Learning process
 Teaching method
 Evaluation procedures

26. Three major groups of learning theories:
1.Behaviorists Psychology –
consider that learning should be
organized in order that students can
experience success in the process of
mastering the subject matter

27. ALIRAN BEHAVIORISME (1878 - 1958)
Ahli psikologi behaviorisme
Menegaskan
TUJUAN ILMU PSIKOLOGI
menghurai
menerang
meramal
Mengawal tingkah laku

28. Three major groups of learning theories:
2.Cognitive Psychology
- focus their attention on how
individuals process information and
how the monitor and manage thinking.

29. Max Wertheimer
1880 - 1943
Wolfgang Kohler
1887 - 1967
Kurt Koffka
1886-1941
AHLI-AHLI PSIKOLOGI
KOGNITIVISME
Ahli-ahli Psikologi Gestalt
Jean Piaget
( 1896 - 1980)
Lev Semenovich
Vygotsky
( 1896 – 1934)
Jerome S.
Bruner (1915- ) David Ausubel
(1918 -)
Robert Mills
Gagné
(1916 – 2002)

30. Three major groups of learning theories:
3. Humanistic Psychology
- concerned with how learners can
develop their human potential.

31. ALIRAN HUMANISTIK
(1908 - 1987 )
PENGASAS
CARL ROGERS
(1902-1987)
ABRAHAM MASLOW
1908-1970

32. PENDEKATANHUMANISTIK
CARL ROGERS
(1902-1987)
ABRAHAM
MASLOW
1908-1970
GORDON ALLPORT
(1897-1967)
ROLLO MAY
(1909-1994)
 Pendekatan ini berpendapat bahawa manusia adalah
individu yang bebas dan baik dengan potensi untuk
berkembang dan mempunyai sasaran untuk dicapai.
 Teori ini menyatakan bahawa manusia terdorong bertindak
melakukan sesuatu kemahuan atau keperluan.
 Mengikut pendekatan ini,manusia sentiasa aktif dan bukan
menunggu untuk dirancang oleh orang lain.

33. It focuses on:
 Job or market
oriented curriculum
 Skill learning

34. Sociology is the study of
social relationships,
institutions and
society.
It includes
 Value of society
 Media explosion
 New forms of
cooperation
 Culture etc.

35. Schools exist within the social context.
Schools are made to help to understand the
changes globalization brings.
The relationship of curriculum and society
is mutual and encompassing.
Schools are not only institutions that can
educate people in the society.