CURRICULUM DEVELOPMENT AND ELEMENTARY SCHOOL LEARNING MATERIAL DEVINITION CURRICULUM AND KIND OF CURRICULUM BY : TRI WIDIYASTUTI ( S ) SRI WAHYUNI ( S )

Understanding of the curriculum The term curriculum appeared for the first time and was used in the field of sport. Etimologically the curriculum origineter from the Greek Curir which means runner and curere which means the place to race. So the term curriculum in ancient roman times implies a distance that must be traveled be traveled by runners from the start line to the finish. According to the National Education System low number 20 of 2003 article 1 paragraph 9, of the curriculum is a set of plans and arrangements regarding the objectives, content and learning material as well as the methods used as guidelines for organizing learning activities to achieve certain educational go on.

Understanding of the curriculum According to Wina (2008:16) curriculum is a written plan that contains ideas and ideas which as formulated by curriculum developers. According to Hilda Taba (1962) curriculum as a plan for learning, which is something that is planned to be learned by students. According to Valiga, T & Magel : curriculum is a sequence of experiences determined by the school to disipline ways of thinking and acting.

Understanding of the curriculum Purwadi (2003); He chose the understanding of curriculum into six post : 1)curriculum as an idea 2)formal curriculum in the form of documents used as guidelines and guidelines for implementing the curriculum 3)curriculum according to the teacher’s perception 4)operational curriculum that is implemented or operationalzed by teachers in the class room 5)experience curriculum, the curriculum experienced by students 6)curriculum obtained from the aplication of the curriculum

Understanding of the curriculum According Harsono (2005) : Curriculum is an educational idea in practice. In Latin, the curriculum means track or racetrack. Currently, the curriculum definition is growing, so that the curriculum is not only the idea of education but also includes all the planned learning programs from an educational institution.

Understanding of the curriculum So it can be concluded that : The curriculum is the perception, ideals, and experience results, which serve as guidelines, ideas, guides, programs, plans, and products that are made systematically as the teaching materials that are Conducted in all teaching and learning activities to discipline, shape, and train learners, to be an output or an expected graduate. From this conclusion, the curriculum can dynamically adapt to various changes and circumstances that affect the student's formation.

Curriculum Dimensions

A. Curriculum Plan or known as Leer plan (Kunandar, 2007:86). - The emphasis is on raising martial arts awareness. (Abdullah, 2007:32) B. Curriculum This curriculum policy details each subject called the Unravel Lesson plan This unraveling lesson plan is respond and the result of adjustment with law No. 4 of 1950 on education and Lessons (Tilaar, 1995:254). Kind of curriculum

C. Curriculum The principles of Pantja Wardhana as an educational system is 1) the development of the love of Nations and homeland, international national moral/Religious, 2) development of Intelligence, 3) the development of emotional artistic or the sense of fragrance and beauty of birth Inner, 4) development of Prigelan or handicrafts, and 5) physical development. (Tilaar, 1995:256) Kind of curriculum

D Curriculum - The curriculum policy 1968 changes the structure of education curriculum from Pancawardhana to the formation of Pancasila souls, basic knowledge, and special skills. E. Curriculum This curriculum all the teaching and learning process becomes systematic and gradual. (Kunandar, 2007:87) Kind of curriculum

F Curriculum - The 1984 curriculum has a characteristic 1)- oriented learning objectives (instruction), 2) Teaching approach using learning Model active student Learning (CBSA) or Student Active Learing (SAL), 3) learning materials packed Using a spiral approach, 4) to calm the understanding before the exercise, 5) The material is presented based on students ' readiness or maturity level, 6) using the Process skill approach ( Kunandar, 2007:88). Kind of curriculum

G. Curriculum This curriculum emphasizes the principle of Link and Match in vocational schools such as STM (secondary School of Engineering). - This curriculum was widely criticized because the education became the length of the industrialization process and does not humanize the human. Kind of curriculum

H. Curriculum 2004 (KBK) - The Curikaw Policy 2004 is known as the competency based curriculum (KBK). Competency-based education focuses on developing the ability to perform (competence) specific. - The curriculum can be expanded, deesed, and adapted to the students ' potential, approaches and methods used are diverse and contextual. Kind of curriculum

I. Curriculum 2006 (KTSP) - The 2006 curriculum policy is known as the Education Unit level Curriculum (KTSP). - This is due to Karangka Basic (KD), Competency Standards Graduates (SKL), and standard competence and competency (SKKD) - The objectives of KTSP include National educational objectives as well as conformance, conditions, regional potentials, education units and learners. Kind of curriculum

J. Curriculum The 2013 curriculum is starting in 2013 as a form of development from the previous curriculum that is the 2006 curriculum or education unit level curriculum that cover the competency Attitudes, knowledge, and skills in an integrated manner.. Kind of curriculum

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