Vous êtes sur la page 1sur 5

DEVELOPMENT SYLLABUS

A. Definition of Syllabus
The syllabus is a lesson plan on and / or groups of subjects / specific theme that includes
standards of competence, basic competence, subject matter / learning, learning activities,
indicators of achievement of competency for assessment, assessment, time allocation, and
learning resources.
B. Principle of Development Syllabus
1. Scientific
Overall the materials and activities that are the substance of the syllabus should be
properly and scientifically justifiable.
2. Relevant
The scope, depth, degree of difficulty and the order of presentation of the material in the
syllabus according to the level of development of physical, intellectual, social, emotional,
and spiritual learners.
3. Systematic
The components of the syllabus are functionally interrelated in achieving competence.
4. Consistent
The existence of a consistent relationship (steady, consistent) between the basic
competencies, indicators, subject matter / learning, experiential learning, learning
resources, and assessment systems.
5. Adequate
The range of indicators, subject matter / learning, experiential learning, learning
resources, and assessment systems sufficient to support the achievement of basic
competencies.
6. Actual and Contextual
The range of indicators, subject matter, learning experience, learning resources, and
assessment systems pay attention to the development of science, technology, and cuttingedge art in real life, and the events that occurred.
7. Flexible
Overall syllabus components can accommodate the diversity of learners, educators, and
the dynamics of the changes that occur in schools and the demands of society.
8. Comprehensive

Components of the syllabus covers the entire sphere of competence (cognitive, affective,
psychomotor).
C. Unit Syllabus Time
1. The course syllabus is based on the entire allocation of time given to subjects for the
provision of education at the unit level of education.
2. Preparation of syllabus the allocation of time allowed per semester, per year, and the
allocation of time that a bunch of other subjects.
3. Implementation of learning per semester using a fragment of the syllabus in
accordance with the Competence Standard and Basic Competence for subjects with the
allocation of the available time on the structure of the curriculum. For SMK / MAK using
a
fragment
of
the
syllabus
based
on
units
of
competency.
D. Development Syllabus
The development of the syllabus can be done by teachers on their own or in groups in a
school / madrasah or several schools, groups of Congress Subject Teacher (MGMPs) on
or Teacher Activity Center (PKG), and the Department of Education.
1. Prepared independently by the teacher when the teacher is able to recognize the
characteristics of learners, the condition of school / madrasah and their environment.
2. If the subject teachers for some reason have not been able to independently carry out
the development of the syllabus, the school / madrasah to attempt to form a group of
subject teachers to develop a syllabus that will be used by schools / madrassa
3. SD / MI all classroom teachers, from grade I to grade VI, create a syllabus together. In
SMP / MTs subjects for an integrated science and social studies compiled jointly by the
teacher concerned.
4. The school / madrasah syllabus has not been able to develop independently, should join
with schools / madrasah-madrasa other through forums MGMPs / PKG to jointly develop
a syllabus that will be used by schools / madrasah-madrasa in scope MGMPs / Local
PKG.
5. Department of Education / Department in charge of local administration in the field of
religion to facilitate the preparation of syllabus by forming a team of experienced
teachers in their respective fields.
E. Steps Syllabus Development
1. Assessing Competence Standard and Basic Competence Reviewing standards and
basic competencies subjects as specified in the Content Standards, with
pay attention to the following points:

a. sequence is based on the concept hierarchy of disciplines and / or the level of difficulty
of the material, not necessarily in the order in SI;
b. linkages between the standard and basic competencies in subjects;
c. linkages between the standard and basic competencies antarmata lesson.
2. Identify Topic / Learning
Identify subject matter / learning support the achievement of basic competencies with
respect to:
a. potential learners;
b. relevance to regional characteristics,
c. level of physical, intellectual, emotional, social, and spiritual learners;
d. usefulness for learners;
e. structure of science;
f. timeliness, depth and breadth of learning materials;
g. relevance to the needs of learners and the demands of the environment; and
h. time allocation.
3. Developing Learning Activities
The learning activities are designed to provide a learning experience that involves mental
and physical processes through interactions between all learners, students with teachers,
the environment, and other learning resources in order to achieve basic
competence. Experiential learning is to be realized through the use of a variety of
learning approaches and learner-centered. The learning experience includes life skills that
learners need to be controlled.
Things that must be considered in developing learning activities are as follows.
a. Structured learning activities to provide assistance to educators, especially teachers, in
order to implement the learning process in a professional manner.
b. Learning activity includes a series of activities that must be performed by learners in
sequence to achieve basic competence.
c. Determination of the sequence of learning activities must be in accordance with the
hierarchy of the concept of learning materials.
d formulation statement in the learning activities of at least two elements contain
identifiers which reflect management students' learning experience, namely student
activities
and material.
4. Formulate Competency Achievement Indicators Indicators are markers of achievement
of basic competencies that are characterized by changes in behavior that can be measured

that includes attitudes, knowledge, and skills. Indicators developed in accordance with
the characteristics of learners, the subjects, the education unit, the potential area and
formulated in the operational verb measurable and / or observable. The indicator is used
as a basis for preparing the assessment tool.
5. Determination of Type Rating
Assessment of students achieving basic competence is based indicators. Assessment is
done by using tests and non-test in the form of a written or oral, observation of
performance, attitude measurement, assessment of the work in the form of assignments,
projects and / or products, the use of portfolios, and self-assessment.
Assessment is a series of activities to acquire, analyze, and interpret data about the
process and learning outcomes of students who carried out a systematic and continuous,
so it becomes meaningful information in decision making.
Things that need to be considered in the assessment.
a. Assessment is directed to measure the achievement of competence.
b. Assessment using reference criteria; that is based on what can be done learners after
the learning process, and not to determine the position of a person against his group.
c. The planned system is a system of continuous assessment. Sustainable in the sense that
all the indicators are billed, then the results are analyzed to determine the basic
competencies that have been owned and are not, and to know the difficulties learners.
d. Assessment results are analyzed to determine the follow-up. Follow-up in the form of
process improvement next course in remedial programs for students whose achievement
of competence under the criteria of completeness, and enrichment programs for students
who have met the completeness criteria.
e. The scoring system should be tailored to the learning experience to be taken in the
learning process. For example, if a learning approach to the task using field observations,
the evaluation should be given to both the process (process skills) eg interview
techniques, and products / results make a field in the form of information needed.
6. Define Time Allocation
The allocation of time on each core competencies are based on the number of weeks was
effective and time allocation of subjects per week by considering the number of basic
competence, breadth, depth, complexity, and level of interest of basic
competence. Allocation of time specified in the syllabus is the average estimated time to
master the basic competencies needed by diverse learners.
7. Determine the Source of Learning

Learning resources are references, objects and / or materials used for learning activities,
in the form of print and electronic sources, as well as the physical environment, natural,
social, and cultural. Determination of learning resources based on standards and basic
competencies and subject matter / learning, learning activities, and indicators of
achievement of competence.

Vous aimerez peut-être aussi