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To know what effects a curriculum brings to the
teaching practice will be very beneficial for educators
to make educational decisions to be later on
implemented as the response toward the drawbacks
identified. By having this activity continuously taken
place, the betterment for our education system will
not be lasted as a dream.
2 LITERATURE REVIEW
In any model of curriculum whether
rational/objective models, cyclical models, or
dynamic/interaction models (Print, 1993, p. 61), the
evaluation stage is always included. By doing this
activity, problems raised during the implementation
of the curriculum can be detected, afterward viable
suggestions to cope up with them can be decided
(Kemendikbud, 2012).
As well, it is due to the fact that the curriculum for
many times does not suit to the needs of the students
(Yürekli, 2012) and calls for a change or at least
revision should be taken place. Moreover, to evaluate
the curriculum is significant in order to update the
methodology utilized, the content and other
curriculum features (Al-Jardani, 2011, in Al-Jardani,
2012).
Continual monitoring and the provision of
substantive feedback entail a great call as it reports
the direction for needed changes (Print, 1993, p. 219).
The willingness and ability of developers to
accommodate changes to their curriculum will lead to
the success of a curriculum’s implementation (Print,
1993, p. 218).
The concept of curriculum evaluation is what
Posner (1992) addressed as curriculum analysis.
Having acknowledged about the concept of
curriculum evaluation or curriculum analysis, another
question may come up regarding what to analyze.
Curriculum analysis can range from an analysis of a
single curriculum document- for example, a teacher
guide- to a research project, including library
searches and extensive interview with curriculum
project leaders (Posner, 1992, p. 33
Thus, in this research curriculum evaluation as
well curriculum analysis refer to the same idea that it
is an attempt to examine the curriculum focusing on
a particular or some aspects of it, such as how
components of a curriculum are structured and
arranged, how the curriculum is used in the
classroom, and how teachers use the curriculum in
their teaching. Also, its main purpose is to provide
information of such aspects on which making
decision and judgment are depended upon.
Previous research shows many curriculums have
been investigated to gain the benefits of curriculum
evaluation as discussed in previous section of this
paper. Presented below are three research reports of
three different curriculums in different contexts.
A research accomplished by Karabulut and
Fodrey (2010) set the curriculum of online master of
education in Iowa State University as the object of
curriculum analysis. Thethe curriculum was analyzed
by using Posner’s curriculum analysis framework. It
was found that the target audience of the curriculum
is prospective students who are interested in pursuing
an online degree. Students are required to take pre-
defined courses and offered to choose courses freely.
Students are also given a help from faculty members
if they have any problems during the online learning.
The purpose of this program is professional
development where students are expected get some
improvement in their technical skills, effective
technology integration, and acquisition of job skills.
On the other hand, lack of teacher training in online
teaching is considered to be a disadvantage of this
program. Thus, it is suggested more faculty members
are involved in this program after getting trained and
given adequate resources to create a supportive online
learning environment.
Yürekli (2012) conducted a research analyzing the
curriculum renewal in EAP context for freshman in
Faculty of Computer Sciences at a university in
Turkey. The research seeks academic skills needed by
students and identify the relevant teaching method
which will be beeficial to help students perceive their
needs. The result shows that students need to learn the
four language skills as well as vocabulary which is
specifically related to the subject they are majoring
in. Also, they are hoped to be able to use English for
functional purposes.
To get those objectives, some teaching
methodologies are suggested to employ such as
integrated skills teaching, in which the four language
skills are learned simultanously; content-based and
task-base instruction, which make student interact
with content in a meaningful and purposeful way;
integration of vocabulary and grammar as the most
basic units in language.
Another research with respect to curriculum
analysis was undertaken by Sahiruddin (2013). His
work emphasized on the implementation of the 2013
curriculum and related issues regarding its influence
to the teaching and learning process. The 2013
curriculum is the response of limitation of 2006’s
curriculum such as a number of subjects learned, it is
not competency-based in practice, competency does
not reflect domain of knowledge, skills, and affective
Exploring Teacher’s Perspective of the Implementation of KTSP Curriculum in One of Junior High Schools in Bandung
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