A Review: Curriculum Development and Affective Education
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(Guess Lecture session)
Aji Nur Hakim
Last Thursday,
October 16th, my Affective Education class had invited a teacher
from Sekolah Cikal, Bapak Hasto. Sekolah Cikal is one of school in
Indonesia that apply international curriculum within Indonesian curriculum.
Picture 1.
Sekolah Cikal’a logo
This is the
curriculum of Sekolah Cikal that they call it as “Cikal 5 stars competencies.”
Picture 2. Cikal
5 stars competencies
Cikal curriculum
is a bit different with other school. They just learn about Mathematics, arts,
Bahasa Indonesia, social studies, English, religion, world language, PSPE,
technologies, and sciences. Pak Hasto itself proud that Sekolah Cikal is use
international curriculum that can learn better than Indonesian curriculum
itself. Even Sekolah Cikal use international curriculum, the subject of Bahasa
Indonesia is still used.
There are five
issues that brought by Pak Hasto to be discussed. First, the importance of read the books. In Sekolah Cikal, everyone in school
have to read a book. Why reading a book? Indonesian people tend to ignore and
not doing something important like reading, whereas, reading a book is
important to us. Books contain a lot of information that can be learned from
that. In Sekolah Cikal, everyone have to read a book. Even the teacher and
other educational sector have to. Students also have the responsibility to read
a book. From low stage to high stage of school, they continued to read a book.
For example Sherlock Homes book that already read in low stage until continuing
to high stage. Of course the use of language is suited with the level of
student’s age and stage.
Second, the importance of skills and attitudes.
Everyone must agree that the objective of learning is not only the cognitive
side, but also affective and psychomotor.
Picture 3. Three
domain of learning according to Bloom’s Taxonomy
Skills and
attitudes of students is one of affective domain that importantly have to be
valued. The weakness of Indonesian education is, one of them, because of
teachers just focus on cognitive domain without considering affective and
psychomotor domain. That is why assesses students skills and attitudes is as
important as assess cognitive domain.
Third, the importance of learn the technology.
Remember that we live in the 21st century era, where every
information can searched in one click. Technology era is exist around people,
around students. Students can learn from internet, especially from YouTube. Students
can find how to do this, how to do that, easily because of YouTube. That is
important that remind us the existences of teacher can be replaced by YouTube. So
that it is the work for teacher to create effective learning for students in
this 21st century era, to compete with the modern era.
Picture 4.
YouTube for schools
Fourth, the importance of learn the language. Language
is important to communicate each other. Language also tools to relate people in
the world. Especially English language, that become international language, so
that when people come in one country they can communicate well even not speak
in domain country. Learning English language is important, even it is exist in
curriculum that students have to learn that. English is become popular since it
can bring people to communicate to people around the world, not important where
country they come. So, it is really important to studying the language.
Fifth, the importance of rubric. Rubric is
needed to assess students. Without rubric, teacher will have difficulties to
range students, which level that they in. Pak Hasto gave example of rubric
importance. When the end of semester come and it is time to give students
report to parents, they will ask teacher where the grade come. If teacher did
not have rubric to range students, teacher can not answer that question.
Different with teacher who prepare anything include rubric that he/she made to
assess students. If parents ask, teacher will show them the rubric of
achievement that their children already have. Remember, rubric is not only
assess cognitive domain, but also can assess affective domain, too. There are so
many example of rubric to assess affective domain. One of the example is from
National Guidelines for Educating EMS Instructors (2002).
The most
important that teacher should remember is to let students know the rubric so
that it is fair to students what kind of assessment that they will face. To
students, teacher that gives them the rubric before performing the task will
help them keep the track of the objective of the learning.
Curriculum
always developed to be better guide to educational system. Our new curriculum,
2013 Curriculum is actually the best curriculum up until now, because it is
also considering the affective domain as the aspect of education in the
classroom. However, unskilled teacher is the problem of the implementation.
“Old” teacher prefer to use traditional method to teach, but it is not only
traditional that 2013 curriculum needed. This is will be the big work to
government to train teacher to implement 2013 curriculum.
Still remember
what Pak Hasto said about curriculum and affective education, “Even we are
talking about curriculum now, it is also contain about affective. Affective is
the part of curriculum. That is why I really support 2013 curriculum.
Curriculum and affective has the boundaries, it can not separated. It is the
true objective of 2013 curriculum.” (Hasto, 2014)
Source:
National
Guidelines for Educating EMS Instructors. (2002). Appendix VI: Rubric affective
domain tool. Retrieved from http://www.nhtsa.gov/people/injury/ems/instructor/Appendix%20VI%20-%20Rubric%20Affective%20Domain%20Tool.pdf
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