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PENDAHULUANUntuk dapat merencanakan, melaksanakan serta mengevaluasi pelaksanaan dan bahkan mengevaluasi sebuah kurikulum seorang guru diperlukan pemahaman yang baik tentang kurikulum itu sendiri, karenanya dalam makalah ini akan dijelaskan secara singkat mulai dari konsep kurikulum, yang meliputi pengertian kurikulum , peranan kurikulum : fungsi kurikulum , model pengembangan kurikulum, tingkat/ jenis kurikulum, desain konsep kurikulum, pengembangan kurikulum, lalu kemudian bagaimana merencanakan dan merubah kurikulum menjadi pengajaran yang meliputi perencanaan jangka panjang, perencanaan pelajaran harian, dasar- dasar pelaksanaan pengajaran, pelaksanaan kurikulum dalam pembelajaran, dan terakhir bagaimana mengevaluasi pengajaran serta mengevaluasi kurikulum itu sendiri II. PENGERTIAN KURIKULUMKata kurikulum berasal dari bahasa Yunani yaitu Curriculum, bentuk jamak dari curicula yang berarti tempat lari (curere=berlari), yang dipakai dalam lomba pacuan kuda, marathon, dsb. Dalam perkembangan selanjutnya istilah kurikulum dipakai dalam dunia pendidikan, dimana pengertiannya dapat kelompokkan kedalam 2 versi pengertian 1. Pengertian Tradisionala. Dalam Webster’s New Word Dictionary, dikemukakan : “ All the courses of study given in an educational institution”b. Dalam buku Modern Elementary, dikemukakan : “ The subjects matters taught in school, or the course of studi “c. Curriculum Planing For Better Teaching and Learning, dikemukakan “ The Curriculum is frequently considered to be those things we wish children to learn in school”d. Dalam Webster’s International Dictionary, dikemukakan : “ a specified fixed course of study, as in a school or College, as one leading to a degree”Dari beberapa pengertian di atas dapatlah disimpulkan bahwa yang dimaksud dengan kurikulum menurut pengertian tradisional, adalah “sejumlah mata pelajaran atau ilmu pengetahuan yang harus ditempuh /dipelajari/ dikuasai oleh peserta didik untuk mencapai suatu tingkat tertentu atau Ijazah”. Dalam buku Re organizing the High School Curriculum, dikemukakan : “ All of activities that are provide for student by the shool contitute”b. Dalam buku The Emerging High Curriculum, dikemukakan : “ The Curriculum is looked upon as being composed of all the actual expriences pupils have under school direction, writing a course of study becomes but small part of curriculum program“c. Dalam buku Curriculum Planing For Better Teaching and Learning, dikemukakan : “ The Curriculum is the sum total of the school’s effort to influence learning whether in the class room”d. Dalam buku Building The High School Curriculum, disebutkan : “ Curriculum is interpreted to mean all of the organized courses, activities and experiences wich pupils have under the direction of the school, wether in the clas room or not “e. Dalam Buku “ Azas- azas Kurikulum, dikemukakan : “ Semua kegiatan atau pengalaman belajar murid di bawah tanggung jawab sekolah dalam mencapai tujuan pendidikan”Dari beberapa pengertian di atas dapatlah disimpulkan bahwa yang dimaksud dengan kurikulum menurut pengertian Modern, adalah “Sejumlah mata pelajaran, kegiatan, pengalaman,kondisi dan situasi yang direncanakan di dalam sekolah( baik di dalam atau di luar kelas ) serta harus dilalui oleh peserta didik untuk mencapai tujuan pendidikan”. B. PERANAN KURIKULUM Sebagai repleksi dari kebudayaan , kurikulum sebagaimana kurikulum Mata Pelajaran lainnya mempunyai peranan, sbb. Peranan Konservatif. Kurikulum mempunyai tanggung jawab terhadap kelestarian budaya (menafsirkan dan mewariskan nilai- nilai dasar budaya, yang kalau masyarakatnya agamis, maka nilai yang mendasarinya pun berdasarkan ajaran agama ) melalui pembinaan prilaku peserta didik di mana kurikulum itu diterapkan. Peranan Kreatif. Kurikulum harus mampu mendesain/mendorong/ melakukan kegiatan kreatif dan konstruktif terhadap pengalaman belajar yang bersumber dari norma- norma (MP. PAI bersumber dari ajaran agama Islam) dan kehidupan kemasyarakatan, seperti unsur lapisan sosial, pengelompokan sosial, sistem kelembagaan sosial, maupun nilai- nilai yang berkembang di tengah masyarakat, dalam bentuk mata pelajaran PAI yang akan disajikan kepada peserta didik, untuk menjadikan peserta didik sebagai anggota masyarakat yang agamis dan berbudaya. Peranan Kritis dan Evaluatif. Kurikulum harus punya peran sebagai kontrol sosial dengan menekankan pada unsur berfikir kritis terhadap budaya yang ada dan akan diwariskan, dimana yang sesuai dengan perkembangan zaman diakomodir dan tidak sesuai tidak diakomodir dalam bentuk Mata Pelajaran, yang diharapkan mampu membentuk integritas pribadi peserta didik dengan kehidupan nyata di masyarakat. C. FUNGSI KURIKULUM Dilihat dari sudut kurikulum sebagai Konsep ideal atau yang dicita- citakan, memiliki fungsi sebagaimana diungkapkan Alexander Inglis dalam The Principles of Secondary Education, adalah (1) The Adjustive of adavtive function, (2) The Integrating Function, (3). The differentiating function,(4) The Prapaedatic function, (5). PERENCANAAN DIKLAT DAN EVALUASI PROGRAM DIKLAT Hotel Ibis, Yogyakarta Pada perencanaan program, keterkaitan luas lainnya informasi suatu kejelasan evaluasi untuk lebih berkomitmen pada proses evalusi, membantu memastikan ada relevansi pertanyaan yang dijawab, dan menaikan. Perencanaan program dan evaluasi organisasi puskesmas muting kab. EVALUASI PROGRAM PELATIHAN (Training Program Evaluation) Oleh :Dr. Eko Putro Widoyoko, M.Pd. Program pelatihan sebagai salah strategi pengembangan SDM. The Selective Function, (6) The Diagnostic Function. Fungsi Penyesuaian (The Adjustive of adavtive function )Kurikulum harus mampu menata ajaran agama dan keadaan masyarakat yang selalu dinamis untuk dibawa ke lingkungan sekolah sebagai objek pembelajaran peserta didik, agar nantinya peserta didik dapat mengamalkan ajaran agama di masyarakat dan mengadaptasikan diri mereka secara menyeluruh dalam lingkungan kehidupan mereka. Fungsi Pengintegrasian(The Integrating Function )Kurikulum harus dapat menyiapkan pengalaman belajar bagi peserta didik yang mengacu kearah pengintegrasian peserta didik dengan norma- norma dan realitas kehidupan yang ada di masyarakat, agar manakala peserta didik terjun ke masyarakat mereka dapat berintegrasi(memadukan diri) dengan masyarakatnya dalam mengamalkan ajaran agama yang diterimanya. Fungsi Deferensiasi(The differentiating function )Kurikulum harus mampu melayani pengembangan potensi- potensi peserta didik yang pada dasarnya selalu memiliki perbedan antar mereka, sehingga semua potensi peserta didik dapat dikembangkan ke arah yang dapat dimanfaatkannya dikehidupan mereka selanjutnya. Fungsi Pernyiapan(The Prapaedatic function)Kurikulum harus mampu memberikan bekal bagi peningkatan Ilmu Pengetahuan peserta didik ke jenjang yang lebih tinggi/ mendalam dan memberikan bekal pegangan hidup bagi peserta didik dalam kehidupannya di masyarakat. Fungsi Seleksi/ Pemilihan(The Selective Function )Kurikulum harus mampu menyiapkan program yang sesuai dengan bakat dan minat peserta didik, sehingga peserta didik dapat memilih program sesuai dengan bakat dan minatnya. Fungsi Diagnostik(The Diagnostic Function)Kurikulum harus mampu memahami bakat dan minat peserta didik, dengan upaya pelayanan dimana peserta didik mampu memahami dirinya, mengarahkan dirinya, mengembangkan dirinya dan pada gilirannya mampu menyesuaikan diri dengan lingkungan kehidupannya. Sedangkan kurikulum ditinjau dari sudut aktuaisasinya bagi lingkup sekolah , maka dapat ditinjau dari 3 segi seperti yang dikemukakan oleh Winarno Surachmad dalam Pembinaan dan Pengembangan Kurikulum,yaitu Fungsi bagi sekolah yang bersangkutan, fungsi bagi sekolah pada tingkat di atasnya dan fungsi bagi masyarakat. Fungsi Bagi Sekolah Yang Bersangkutan. Disini kurikulum harus dapat dijadikan alat untuk mencapai tujuan yang diinginkan dan sebagai acuan mengatur kegiatan yang dilaksanakan di sekolah mengarah kepada pencapaian tujuan pendidikan di sekolah itu. Fungsi Bagi Sekolah pada tingkat Diatasnya. Kurikulum harus mampu memelihara keseimbangan dan kontinuitas program pendidikannya, ia harus dapat menyesuaika diri atau menjadi dasar acuan kelanjutan program pendidikan bagi sekolah yang setingkat berada di atasnya. Fungsi Bagi Masyarakat. Kurikulum harus mampu mencerminkan segala kebutuhan masyarakat, agar peserta didik dengan disiplin ilmu dan profesi yang didapatnya, dia dapat diterima di tengah masyarakat. Bagian Perencanaan IPDN merupakan salah satu bagian di bawah Biro Administrasi Akademik, Perencanaan dan Kerjasama.Dalam lingkup kerangka sistem Administrasi pendidikan yang lebih luas, maka kurikulum dapat berfungsi sebagaimana yang dikemukakan oleh Drs. H. Murjani dalam “Tinjauan Administrasi Pendidikan tentang Pembinaan dan Pengembangan Kurikulum.”, yaitu “(1)Fungsi Kurikulum dalam rangka mencapai Tujuan Pendidikan, (2) Fungsi Kurikulum bagi murid/ siswa, (3) Fungsi Kurikulum bagi guru, (4) Fungsi Kurikulum bagi Kepala Sekolah dan Pembina Sekolah, (5) Fungsi Kurikulum bagi orang tua murid, (6) Fungsi Kurikulum bagi Sekolah pada Tingkat di atasnya, (7) Fungsi Kurikulum Bagi Masyarakat Pemakai Lulusan.”1. Fungsi Kurikulum dalam rangka mencapai Tujuan Pendidikan. Sebagai mana di atas di jelaskan, kurikulum harus dapat dijadikan alat untuk mencapai tujuan yang diinginkan dalam semua aktifitas di suatu sekolah yang mengarah kepada tercapainya tujuan Institusional sekolah itu, dimana tujuan institusi tersebut sedemikian rupa dikembangkan dari Tujuan Pendidikan Nasional yang juga dikembangkan dari Tujuan Nasional. Maka pada hakekatnya kurikulum secara herarchis harus mampu mencapai tujuan pendidikan nasional dan tujuan nasional. Fungsi Kurikulum bagi murid/ siswa. Kurikulum harus mampu memberikan bekal bagi para peserta didik untuk hidup di tengah masyarakat dan atau mendalami/ melanjutkan studi keilmuan mereka ke jenjang yang lebih tinggi. Fungsi Kurikulum bagi guru. Bagi guru sebagai tenaga kependidikan utama di sekolah, kurikulum harus mampu menjadi : a. Pedoman dalam merencanakan dan melaksanakan tugas mendidik~melatih dan Mengajar, dalam bentuk penyusunan dan pengorganisasian pengalaman belajar yang akan disajikan kepada peserta didik. Pedoman dalam merencanakan dan melakukan evaluasi terhadap perkembangan daya serap peserta didik terhadap pengalaman belajar yang telah disajikan kepada mereka. Fungsi Kurikulum bagi Kepala Sekolah dan Pembina Sekolah. Call of Duty cofigure. Tech Support Forum. Hey,Well my problem is that when I install Call of Duty (which i have had for over a year and there have been no problems) and try to play the game a box comes up telling me: Fatal Errorcovigure. 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Such a model would combine. The continuum would include sanctions within. The balanced approach allows juvenile justice. It enables offenders to become competent and productive citizens. The Office of Juvenile Justice. Delinquency Prevention is presently developing models to guide. The bill was passed by. Senate but died in the Assembly Public Safety Committee. It. may be introduced in the next session. New Roles in the Balanced Approach. Accountability - When a crime occurs, a debt incurs. Justice requires that every effort be made by offenders to restore losses suffered by victims. Juvenile justice system role: Direct juvenile justice resources to ensure that offenders repay victims and complete other relevant restorative requirements as a top priority. Intended outcomes: Efficient, fair, and meaningful restorative justice practices; increased responsiveness to victims' needs. Intended outcome: Understanding of consequences of offense behavior; increased empathy; feeling of fairness in justice process. Community role: Assist in the process by providing paid work opportunities for offenders, helping to develop community service work projects, and supporting victim awareness education. Intended outcomes: More participation in and support for the juvenile justice system; message that victims receive priority. Competency development - Offenders should leave the juvenile justice system more capable of productive participation in conventional society than when they entered. Engage youth in these activities and provide necessary supports for successful completion. Build prevention capacity through productivity partnerships with employers, educators, and other community agencies. Intended outcomes: More opportunities for youth competency development; improved image of juvenile justice; increased competency. Offender role: Become actively involved in activities that make a positive contribution to the community while building life skills; make continuous progress in improving educational skills to help others. Intended outcomes: Increased sense of competency and self- esteem; exposure to and interaction with positive adult role models; improved public image of youth. Community role: Become partner with juvenile justice system in developing opportunities for youth to make productive contributions to the community while learning positive civic and other values. Intended outcomes: Increased community involvement in and ownership of delinquency problem; new attitudes toward youth; completion of positive work in communities. Improved quality of life in the community. Community Protection - The public has a right to a safe and secure community; juvenile justice should develop a progressive response system to ensure offender control in the community and develop new ways to ensure public safety and respond to community concerns. Juvenile justice system role: Ensure that offenders are carefully supervised by staff and a range of community guardians and that offenders' time is structured in productive activities; develop a range of supervision restrictiveness options and alternative responses to violations and incentives for progress. Intended outcomes: Increased public support for community supervision. Offender role: Become involved in competency building and restorative activities; avoid situations that may lead to further offenses. Intended outcomes: No offenses while on supervision; reduced recidivism when the period of supervision is over. Community role: Provide input to juvenile justice system regarding public safety concerns; share responsibility for offender control and reintegration. Intended outcome: Increased feelings of safety in the community; increased confidence in juvenile community supervision. Source: Office of Juvenile Justice and Delinquency Prevention. Balanced and Restorative Justice: Program Summary, 4. Intensive Case Management / The Massachusetts Plan. The balanced restorative approach may include a management style emphasizing the individual. This site should serve as your resource for all things Canby Wrestling from youth to high school aged wrestlers. We are proud of our wrestling history and tradition and excited about your interest in our teams. Feel free to contact any of our coaches with any questions that you might have regarding Canby Wrestling. Canby Wrestling. 20. T0. 7: 4. 2: 2. 1+0. Middle school wrestling is for 6th, 7th, and 8th grade students. 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