Dasar Dasar Kurikulum

5/20/2018 Dasar Dasar Kurikulum

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Dasar-dasarPengembangan Kurikulum

Pendidikan DokterTiti Savitri Prihatiningsih

Bagian Pendidikan KedokteranFakultas Kedokteran Universitas Gadjah Mada


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Definisi Kurikulum Kurikulum pendidikan tinggi adalah

seperangkat rencana dan pengaturan

mengenai isi, bahan kajian maupun bahan

pelajaran serta cara penyampaian dan

penilaian yang digunakan sebagai pedoman

penyelenggaraan kegiatan belajar-mengajar diperguruan tinggi


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Definisi Kurikulum The curriculum is all the experiences that

students have under the guidance of theuniversity


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Asas Pengembangan Kurikulum

Asas Filosofis

Asas Sosiologis Asas Psikologis

Asas Pengorganisasian

Asas yuridis


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Komponen Kurikulum

Tujuan

Materi

Proses Belajar

Mengajar

Penilaian


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Langkah-langkah

Pengembangan Kurikulum


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Model Tyler (1949)

Tentukan tujuan pendidikan yang akan

dicapai

Pengalaman belajar apa yang dapat diberikanagar tujuan tersebut tercapai


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Model Warwick (1975)

Susun kurikulum yang paling ideal

Pertimbangkan segala sumber yang ada

Identifikasi hambatan atau kendala Modifikasi kurikulum ideal dengan

mempertimbangkan hambatan

Disain cetak biru kurikulum dan perhatikanstruktur, ruang lingkup, urutan dankeseimbangan


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Model Warwick (1975)

Persiapkan materi pembelajaran

Disain proses belajar-mengajar yang efektif

dengan memperhatikan cetak biru kurikulum


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Model Hilda Taba (1962)

1. Menentukan tujuan pendidikan:

Merumuskan tujuan umum

Mengklasifikasi tujuan Merinci tujuan (mis. Pengetahuan, ketrampilan,

dll)

Merumuskan tujuan dalam bentuk spesifik


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2. Menseleksi pengalaman belajar

Relevansi dengan kenyataan sosial

Keseimbangan ruang lingkup dan kedalaman Variasi pengalaman belajar

Penyesuaian dengan minat dan kebutuhan

mahasiswa


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3. Pengorganisasian materi dan kegiatan belajar

mengajar

Menentukan pengorganisasian kurikulum Menentukan urutan atau sequence

Menentukan integrasi

Menentukan fokus pembelajaran


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4. Evaluasi hasil kurikulum

Menentukan kriteria penilaian

Menyusun program evaluasi yang komprehensif Menentukan teknik pengumpulan data

Menentukan penafsiran data evaluasi

Menterjemahkan evaluasi ke dalam kurikulum


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Harden (2000)

1. Identifying the need

2. Establishing the learning outcome

3. Agreeing the content

4. Organizing the content

5. Deciding the educational strategy


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Harden (2000)

6. Deciding the delivery methods

7. Preparing the assessment

8. Communication about the curriculum

9. Preparing the educational environment

10. Managing the study programme


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Kurikulum baru HARUS

diujicoba


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Langkah ujicoba kurikulum

1. Menyusun bahan ujicoba

2. Melakukan ujicoba kurikulum

3. Revisi dan konsolidasi

4. Review kurikulum yang telah disusun

5. Pelaksanaan


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Competency-based

Medical Education


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Competency is an action

performed to a specificstandard under specific

condition


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Competencies

(a cognitive perspective)

Competence embraces the structure ofknowledge and abilities (Messick, 1984)

Competence rests on an integrated deepstructure (understanding) and on thegeneral ability to coordinate appropriateinternal cognitive, affective and otherresources necessary for successfuladaptation (Wood & Powers, 1987)

There are enabling factors for competence


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Competencies

(a cognitive perspective)

Competence derives from possession of aset of relevant attributes such as

knowledge, skills and attitudes, calledcompetencies

a competencyis a combination ofattributes underlying some aspect of

successful professional performance(Gonczi et al, 1993)

Competence in an area therefore requiresa specif ic set of prerequisite competencies


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Competency is

A complex set of behaviour built on the

components of knowledge, skills and

attitudes


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Differences between Content-based/Structure/Process-based

and Competency-based

EducationalProgramme

Structure/Content-based

Competency-based

Driving factorCurriculum Content-knowledgeacquisition Outcome-knowledgeapplication

Driving force for process Teacher Learner

Path of learning Hierarchical Non-hierarchical


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Educational

Programme

Structure/Content-

based

Competency-based

Responsibility for

content

Teacher Student and teacher

Goal of educational

encounter

Knowledge acquisition Knowledge application

Typical assessment tool Single subjective

measure

Multiple objective

measures


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Educational

Programme

Structure/Content-

based

Competency-based

Assessment tool Proxy Authentic (mimic real

task of professional)

Setting for evaluation Removed Direct observation

Evaluation Non-referenced Criterion-referenced


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Educational

Programme

Structure/Content-

based

Competency-based

Timing of assessment Emphasis on summative Emphasis on formative

Program completion Fixed time Variable time


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Curricular Design for CBE

1. Competency identification

2. Determination of competency components

and performance levels3. Competency evaluation

4. Overall assessment of the process


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Examples of performance levels

1. Novice

2. Beginner

3. Competent4. Proficiency

5. Expert

1. Beginning level

2. Intermediate level

3. Advanced level

1. Melihat/tahu

2. Melakukan di bawah

supervisi

3. Melakukan mandiri


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Outcomes(areas of competence)

Competencies

Knowledge, Skills, Attitudes

Curriculum

Development

Educating

Doctor


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Roles and Functions of Health Professional

Competencies required for performance of roles/functions

Knowledge, skills, attitudes for acquisition of competencies


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Competencies required for performance of roles/functions

Roles and Functions of Health Professional

Knowledge, skills, attitudes for acquisition of competencies

Assess

Assess

Assess


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Elements of CBME (1)

1. Competencies to be achieved are carefully

identified, verified and made public in

advance2. Criteria to be used in assessing achievement

and the conditions under which achievement

will be assessed are explicitly stated andmade public in advance


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3. The instructional program provides for the

individual development and evaluation of

each of the competencies specified4. Assessment of competency takes the

participants knowledge and attitudes into

account but requires actual performance of thecompetency as the primary source of evidence


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5. Participants progress through the instructional

program at their own rate by demonstrated the

attainment of the specified competencies


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Characteristics of CBME (1)

1. Competencies are carefully selected

2. Supporting theory is integrated with skillpractice. Essential knowledge is learned tosupport the performance of skills

3. Detailed training materials are keyed to the

competencies to be achieved and aredesigned to support the acquisition ofknowledge and skills


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1. Competencies are carefully selected

2. Supporting theory is integrated with skill

practice. Essential knowledge is learned tosupport the performance of skills

3. Detailed training materials are keyed to the

competencies to be achieved and are designedto support the acquisition of knowledge and

skills


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4. Methods of instruction involve mastery

learning, the premise that all participants can

master the required knowledge or skillprovided sufficient time and appropriate

training methods are used


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5. Participants knowledge and skills are

assessed as they enter the program and those

with satisfactory knowledge and skills maybypass training or competencies already

attained.

6. Learning should be self-paced


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7. Flexible training approaches including

large group methods, small group activities

and individual study are essential components 8. A variety of support materials including

print, audiovisual, and simulations keyed to

the skills being mastered are used 9. Satisfactory completion of training is based

on achievement of all specified competencies.


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Evaluation is focused on the measurement of

the mastery of information and skills.

Criterion-referenced should be used


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Implications for using CBME (1)

1. Organizations must be committed to

providing adequate resources and training

materials 2. Audiovisual materials need to be directly

related to the written materials

3. Training activities need to match theobjectives


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Implications for using CBME (2)

4. Continuous participant interaction and

feedback must take place

5. Trainers must be trained to conductcompetency-based training courses

6. Individuals attending training must be

prepared for CBT as this approach is likely tobe very different.


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Design activities for CBME (1)

1. Identification of specific clinical

performance or clinical skills (e.g. CPR, etc)

2. Identification of the conditions under whichthe clinical performance or clinical skills

must be demonstrated (e.g. using simulators,

role plays, etc)

3. Development of the criteria or standards to

which the skills must be performed


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4. Development of the competency-based

learning guides and checklists which list each

of the steps and sequence required to performeach skills or activity

5. Development of the reference manuals

which contain the essential, need-to-know

information related to the performance or

skills to be developed


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6. Development of the models to be usedduring training

7. Development of training objectives whichoutline what the participant must do in orderto master the clinical performance or clinicalskills

8. Development of course outlines whichmatch a variety of training methods andsupporting media to course objectives


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9. Development of course syllabi and

schedules which contain information about

the course and which can be sent toparticipants in advance so they are aware of

details concerning the course.


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Delivery and Evaluation Activities for

CBME using a clinical skill as anexample


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1. Administration of a precourse questionnaireto assess the participants knowledge andattitudes about course content

2. Administration of precourse skillassessments using model to ensureparticipants possess the entry level skills to

complete the course successfully and roleplays to determine the level of theircommunication skills


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3. Delivery of the course by a

trainer/facilitator using an interactive and

participatory approach 4. Transfer of skills from the instructor to the

students through clinical counselling skill

demonstrations using slide set, videotapes,

models, role plays and finally clients


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5. Development of the students skills using a

humanistic approach, which means

participants acquire the skills and thenpractice until competent using anatomic

models and role plays

6. Practice of the skills following the steps in

the learning guide until the participant

becomes competent at performing the skills


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During this time, the trainer functions as a

coach providing continous feedback and

reinforcement to participants. Only whenparticipants are assessed and determined to be

competent on a model do they work with

clients


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7. Presentation of supporting information and

theory through interactive and participatory

classroom session using a variety of methodsand audivisuals

8. Administration of midcourse test to

determine if the participants have mastered

the new knowledge associated with clinical

skills


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9. Guided practice in providing allcomponents of the clinical performance

10. Evaluation f each participantsperformance (i.e. knowledge, attitudes,practice and clinical skills) with clients. Theevaluation by the trainer using performance-

based test. The participant is either qualifiedor not qualified as a result of knowledge,attitude and skills assessments.


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11. Presentation of a statement of

qualification which identifies the specific

clinical performance the individual isqualified to provide


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Learning principles underlying CBME (1)

1. Learning is most productive when the

student is ready to learn. The Clinical teacher

should create a climate that will nurturemotivation

2. Learning is most effective when it builds on

what the students already knows or has

experienced


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3. Learning is most effective when students

are aware of what they need to learn

4. Learning is made easier by using a varietyof training methods and techniques

5. Opportunities to practice skills initially is in

controlled or simulated situations are essentialfor skill acquisition and for develoment of

skill competency


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6. Repetition is necessary to become

competent or proficient in a skill

7. The more realistic the learning situation,the more effective the learning

8. To be effective, feedback should be

immediate, positive and nonjudgemental.


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Key Words

Relevant- task orientedparticipatory

friendlyvariedbuilt on past experience

Faculty members must be genuinelyinterested in teaching and must be trained in

interactive method

From teacher-oriented to learner oriented,including self-paced learning and assessment


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Key Words

Changing from narrow-discipline oriented

teaching to a problem-solving approach

Moving from lecture-oriented teaching toexperiential and interactive learning

Changing the medical teachers role to a

coach of student learning


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Thank You

Dasar Dasar Kurikulum

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