Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future statePlanning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Planning Curriculum
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
Curriculum planning is a process when the participants in many levels make decisions about where to study, how to achieve these goals through the teaching-learning situations, as well as a review of the effectiveness and kebernaknaan metde. Without planning curriculum, systematics various learning experiences will not interconnected and do not lead to the expected goals.
In planning the curriculum, the needed common framework, so that the planning kurikulumtersebut systematically arranged and organized. As thoughts and theories Tyler (1950), Henrick (1950), Edward King (1950, 1957), and Robert Harnack (1968), who explains that the planning framework kurikulumdapat described as follows:
a. Foundation
Education is based on three broad foundation areas, namely philosophy, sociology and psychology, which relate to the needs of individuals and communities.
b. Objectives (Goals)
Based on the foundation of the three areas above, the general objectives (goals) presents the destination (purpose) developed at various levels of territory (national, provincial, district, or municipality, and the community at large). This formulation reflects the level or one region to another.
c. General Objectives
The general objective of serving many purposes that redirect teaching and learning activities in line with the level of development of students (from children to adults) so that the educational program was in line with the level of students' progress.
d. decision Screen
Teacher or the curriculum needs to consider five areas that will mempengaruhu decision (decision) them, namely:
1) Characteristics of students who use the curriculum.
2) Reflection principles of learning.
3) The sources of public support.
4) type of curriculum approach (separate, correlated, and so on).
5) Organizing the management of specific disciplines that are used in the planning of teaching and learning situation.
e. Curriculum Planning Component
These components consist of:
1) Formulation of learning objectives or outcomes of interest were used.
2) Content that consists of facts and concepts related purposes.
3) Activities that may be used to implement activities.
4) The resources may be used to achieve the goal.
5) measurement tool to determine the degree of achievement of objectives.
2. Curriculum Development
The development of the curriculum is the curriculum planning process in order to produce a comprehensive plan yamg and specific curriculum. This process is related to the selection and organization of the various components of the teaching-learning situation, such as the determination of the schedule organizing the curriculum and specifications suggested destinations. Subjects, activities, resources and gauges pengemabangan curriculum refers to the creation of sources of units, unit plans, and other multi-line curriculum subjects, to facilitate the process Study abroad teaching.
The development of this curriculum should be based on a framework umu, which berisakan things that are needed in decision-making. These things include: \
a. assumptions
b. The purpose of curriculum development
c. needs assessment
d. curriculum content
e. Sources curriculum materials
f. implementation of curriculum
g. curriculum evaluation
h. The future state
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