1. Curriculum Development Models
Curriculum Perspectives
and Practices [John P.
Miller & Wayne Seller,
1985: 204-230]
Lecture Presentation
Wed, 24/Oct/2012

2. Pendahuluan
1) Dalam bab ini, beberapa model dalam pengembangan
kurikulum telah dikaji, yaitu:
2) Sistem Gagne’s (Gagne & Briggs, 1979) yang berdasarkan teori belajar
behavioral dan pada dasarnya dipandang secara atomistik dlm
pengembangan kurikulum, serta merupakan perwakilan dari
transmission position.
3) Rasionale Tyler (1949), merupakan paradigma kurikulum yang dominan
(Tanner & Tanner, 1980), model ini adalah sebuah model yang
berbasis luas dan mencerminkan pengaruh dari dua posisi, yaitu:
transmission position and transaction position.
4) Dan dua dari model-model yang telah disajikan dalam bab ini: model
Taba dan Model Robinson, Ross dan White (985) dgn jelas terletak
pada transaction position dan juga Miller dan Seller (1985) dalam
bab yang sama menyampaikan model mereka yg dihasilkan dari 3
perspektif atau posis yg sudah disampaikan.

3. Sistem Desain Pembelajaran
Gagne (Gagne’s
 Gagne advocates a “system approach” to the
design of instruction that is based on “logical,
systematic thinking” and empirical test and
fact finding.”
 He claims that this approach to curriculum
development is “closer to a science of
education than other approaches to the
design of instruction

4. 12-Steps in Gagne’s Model
 Gagne’s model includes 12 steps, they are:
1. Needs analysis
2. Analysis of goals and objectives,
3. Analysis of alternative ways to meet needs,
4. Designing instructional components,
5. Analysis of resources and constraints,
6. Constraints-removal actions,
7. Selecting or developing materials,
8. Designing student-performance assessment,
9. Field testing and formative evaluation,
10. Adjustments, revisions, an further evaluation
11. Summative evaluation of systems, and
12. Operational installation.

5. A Model Combining Transmission and
Transaction Principles: The Tyler Rationale
 This model deals with four basic questions:
1. What educational purposes should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these educational experiences be
effectively organised?
4. How can we determine whether these purposes
are being attained?

6. Tyler’s Four Values He Believes Schools should
Consider when Formulating an Educational
Philosophy
 The four values are:
1) the recognition of the importance of every individual human
being as a human being regardless of his race, or national,
social, or economic status;
 2) opportunity for wide participation in all phases of activities in
the social groups in society;
 3) encouragement of variability rather than demanding a single
type of personality; and
 4) faith in intelligence as a method of dealing with important
problems rather than depending upon the authority of an
autocratic or aristocratic group

7. Tyler’s Possible Learning Experiences
Tyler outlines four general categories of
possible learning experience:
1) Development of thinking skills;
2) Acquisition of information;
3) Development of social attitudes; and
4) Development of student interests

8. Two Transaction Models: Taba and
Robinson
The Taba Model:
Taba (1962) argues for an inductive approach
to curriculum development. She believes
that teachers should develop curriculum
and that curriculum should not be handed
down from higher authorities

9. Taba’s Steps of Inquiry in Curriculum
Thinking and Curriculum Planning
 Step 1: Diagnosis of needs
 Step 2: Formulation of objectives
 Step 3: Selection of content
 Step 4: Organization of content
 Step 5: Selection of learning experience
 Step 6: Organization of learning experience
 Step 7: Determination of what to evaluate
and of the ways and means of doing it, and
 Step 8: Checking for balance and sequence

10. Robinson Model
 Robinson, Ross & White’s (1985) model of
curriculum development is related to the
inquiry and problem-solving model described
in the education spectrum (Miller, 1983) and
in John & Seller (1985:99-102).
 Robinson and friends focus on curriculum
design-to ensure that inquiry programs can
be more easily integrated into the existing
school curricula.

11. Robinson Model
 Specific tasks that teachers/curriculum workers usually address
when designing or revamping curricula. These task are called
surface tasks, they are:
1. Developing goal statements,
2. Developing defensible sets of objectives,
3. Developing descriptions of growth (growth schemes),
4. Developing instructional objectives,
5. Sequencing objectives,
6. Devising growth schemes related to instruction and
assessment methods, and
7. Developing written curriculum materials

12. Key Assumptions in Robinson-Hedges
(1982) Model
 There are three key assumptions:
1. Curriculum guidelines do not provide the teacher
with much assistance in actually instructing students
about complex intellectual tasks,
2. The task of curriculum design involves matters of
choice, such as the selection of objectives and
intended learning outcomes. These choices can be
broken down into manageable steps, and
3. The goals of the curriculum developer is to make
defensible choices that can be supported with
references to specific criteria.

13. Uniqueness of Robinson Model
 Each task is approached as a problem to be
solved, so that the curriculum worker must
identify the framework for each problem, and
 An image of what is an educated person is
used to develop the content of the matrix.
(Robinson calls this recovery task).

14. Growth Schemes in the Robinson
Model
 There are five basic steps in developing a growth scheme for
any objective:
1. Identify a task that calls for a behavior designated by the
objective,
2. Administer the task to groups of increasingly greater maturity in
respect to this behavior,
3. By Comparing performances of groups of different maturity,
identify major differences and articulate them as dimensions of
growth,
4. Identify describable levels within each dimension (these also
must meet several practical critical), and
5. Where necessary and useful, render this multidimensional
growth scheme into a linear sequence.

15. The Miller-Seller Model
 Miller & Seller contend that curriculum work
is based on the particular orientation of the
curriculum worker.
 This orientation will reflect one’s philosophy,
one’s view of psychology and learning
theory, and one’s view of society, which, in
turn, are related to one’s basic world view, or
paradigm.

16. Diagram Describing Transmission
Model