CHAPTER II .docx
- 1. CHAPTER II LITERATURE REVIEW This chapter focuses on theoretical related to the topic of researcher.The first is about the nature of curriculum, the second is about the devepment of curriculum in Indonesia, the third is about perception, the last is about previous research. 2.1. Basic Conception of Curriculum This concept suggests that curriculum should promote cognitive aspect of learner to understand and analyze the fact and knowledge. curriculum is a vision and mission, and the purpose of education must adapt to the needs of the community the curriculum and strategy handle the most important position in education (fitrah 2015). According to (Wiles and Bondi, 1988). A curriculum is a learning plan that contains assumptions about the purpose of education in our society. It also has a defined structure that allows the planners' vision to be translated into learning experiences for the learner. As a result any curriculum has two major components: a vision and a structure. 2.2. Devepment of Curriculum in Indonesia 2.2.1. Curriculum 1984 The curriculum 1984 oriented to instructional goals, and learning in the classroom must be functional and effective. The teaching approach was student- centeredthrough students’ active learning system (Cara Belajar Siswa Aktif—CBSA) to improve students’ communicative competence. ( Wahyuni Sri 2016:8) According to (Nana Syaodih 2005 :112) The 1984 curriculum looks to be an update or reform of the 1975 curriculum. The educational goals of the 1984 curriculum are the focus.based on the idea that giving pupils learning opportunity In a very constrained amount of time, schoolwork must be productive and successful. Therefore, the first thing that needs to be established is what objectives students should achieve before choosing or deciding on the instructional materials. General Characteristics of the 1984 Curriculum : 1. Oriented to instructional goals 2.The learning approach is student-centered; Cara Belajar Siswa Aktif(CBSA)
- 2. 3.Implementation Pendidikan Sejarah Perjuangan Bangsa (PSPB). 2.2.2. Curriculum 1994 (Jakarta: Prestasi Pustaka, 2013) The 1994 curriculum is present and rolling more on efforts to integrate previous curricula. “His soul wants to combine between 1975 curriculum and 1984 curriculum, between goals and processes. This curriculum have an impact on the division of lesson time, namely by changing from the system to semester to caturwulan (quarterly) system. According to (Elisa Edi 2021) The 1994 curriculum was created as a refinement of the 1984 curriculum and implemented in accordance with Law no. 2 of 1989 concerning the National Education System. This has an impact on National Education System. This has an impact on the distribution system division system lesson time, namely by changing from the system semester to system lesson time, namely by changing from the semester system to the caturwulan. There are salient features of the implementation of the 1994 curriculum, in including the following : 1. The division of the stages of learning in schools with a quarterly system. The division of the stages of learning in schools with the system m quarterly. 2. All aspects of the curriculum are determined by the Department (Pusat) All aspects of the curriculum are determined by the Department (Pusat) 3. The learning process is teacher-centered. 4. Evaluation or scoring system emphasizes the cognitive ability. Evaluation or scoring system emphasizes cognitive abilities. 5. Learning in schools is more oriented to subject matter / content, Learning in schools is more oriented towards m course material/content, so the subject matter is quite solid. 2.2.3. Competency Basic Curriculum (KBK) A competency-based curriculum, according to Saylor (1981), is one that emphasizes precise, sequential, and provable learning of the tasks, activities, or abilities that make up the acts that need to be mastered.
- 3. was carried out by pupils. Additionally, Eve Krakow (2003) contends that competency-based teaching is all about active learning, in which the instructor aids students in understanding how to learn rather than just imparting knowledge (learn how to learn rather than just cover content). KBK is a set of planning and learning arrangements that systematically to achieve certain competencies. It can also be said that KBK is a curriculum that contains a number of required competencies and need to be mastered by learners to live their lives, both for get a job, work, continue their studies, or study throughout life. These competencies are structured and packaged in such a way that: allows it to be achieved and mastered by the learner (student/student). Both at the formal and operational levels in the field, KBK should have the following general characteristics: 1. Based on basic competence, not based on content or materials. 2. Relying on the formation of the skills required by students/students, not forwarding learning materials. 3. Approaching or centered on learning, not teaching. 4. Oriented to the acquisition of student learning experiences / students who rich, not the mere acquisition of knowledge. 5. An integrated and integrative approach, not discrete-separate analysis. 6. Prioritizing the meaningfulness, originality, and authenticity of the process learning. 7. Loaded multi-intelligence, multi-strategy. 8. Using the principle of continuous progress and thorough learning. 9. Student/student centered, which means that students/students become the main subject in learning, and teachers / lecturers become facilitators, mentors, and fellow learners. 10. Provide relevant and contextual learning experiences. 11. Forming a stable mentality and rich in learning. 12. It is diversified, pluralistic, and multicultural. 2.2.4. Education Unit Level Curriculum (KTSP) KTSP is an operational curriculum formulated and implemented in each education unit. KTSP consists of education objectives of education unit level,structure and content of education unit level curriculum, education calendar and syllabus (Jumaidi).
- 4. Mulyasa (in Wahyono, 2013) said that KTSP is an idea about curriculum development placed in the closest position to the learning process, that is school and education units. Accoding to Gandhy (2016) KTSP is an operational curriculum that is prepared, developed and implemented by each educational unit by taking into account the standards basic competencies and competencies developed by the National Standards Agency Education (BNSP). 2.2.5. Curriculum K13 According to Hasan (2017) curriculum, as stated in constitution, UUD No.20 Tahun 2003 about National Education System, is a set of planning and organizing about the aims, contents and subject as guideline in implementing learning activities to achieve certain educational purposes. in his article entitled “Informasi kurikulum 2013 stated that the development 0f 2013 curriculum is a further step from competency based curriculum development that initiated in 2004 and 2006, which includes attitudes competency, knowledge and integrated skills.2013 curriculum is outcomes-based curriculum so curriculum development is directed to gain certain competence in SKL Martho (2014). 2.2.6. Curriculum Merdeka According to Kemendikmud (2022) Curriculum is an educational slogan that is currently being stirred by the Minister of Education and Culture. The principle of independent learning is expected to accelerate the process of education reform in Indonesia, which has been considered slowly wither. Medikbud even coined the term education deregulation because Education regulations have so far been seen as hampering the process of achieving reform education boils down to the quality and quality of education in Indonesia. In the current situation, namely the COVID-19 Pandemic which has an impact on learning activities in schools become independent learning by students which is done at home (Fahrina, et al 2020). The current situation is experiencing an increase in industrial development due to the condition of students studying in home, the transformation of education develops through increasing technology. 2.3. Perception 2.3.1. Definition of Perception 2.3.2. Kinds of Perception
- 5. 2.3.3. Process of Perception 2.3.4. Factor Affecting Perception 2.3.5. Princip of Perception 2.3.6. Aspect 2.4. Previous Research