Nama : Endah Eka Handayani

NIM : 24130614357
Course : Perancangan dan Pengembangan Kurikulum
Curriculum Development Design (Perancangan dan Pengembangan Kurikulum ) is one of the elective
courses that I took in the first semester. The learning experience I gained in studying this course was
related to the UbD curriculum, which turned out to have important points in developing the curriculum
for the future. UbD itself emphasizes making learning plans by first knowing and explaining the
learning objectives to be carried out. Then, the assessment methods are chosen, and finally, the learning
steps are planned. In this course, I studied 6 topics, where the elaboration of each topic can be explained
as follows:
1st Topic: Basic Concepts of Curriculum Development
In topic 1, we learned about the definition and development of the curriculum, especially in the context
of education in Indonesia. The definition of the curriculum is explained as a set of plans and
arrangements that include objectives, content, subject matter, and learning methods used as guidelines
for organizing learning activities. The term "curriculum" comes from Latin or Greek, namely "curir"
which means "runner" and "curere" which means "racecourse". Initially, this term was used in the world
of sports, especially athletics in ancient Roman times in Greece, but over time, this term was adopted
in the world of education. Several experts provide definitions of the curriculum, such as Caswell &
Campbell (1935) who stated that the curriculum is all the experiences of students under the guidance of
teachers.
The development of the curriculum in Indonesia has undergone several important stages in line with
social and political changes in the country. Starting from the 1947 Curriculum (Rentjana Pelajaran 1947)
which focused on developing the attitude of an independent and sovereign Indonesian nation, then
continued with the 1952 Curriculum (Rentjana Pelajaran Terurai 1952) which emphasized the relevance
of subjects to everyday life. The 1964 Curriculum (Rentjana Pendidikan 1964) emphasized the physical,
mental, emotional, and artistic growth of students, while the 1968 Curriculum aimed to form Pancasila
humans who are physically healthy, moral, and devout. The 1975 Curriculum introduced the
Instructional System Development Procedure (PPSI) which is more detailed in learning methods and
materials. The 1984 Curriculum underwent changes due to the slow response of education to social
changes, and the 1994 Curriculum and its supplement in 1999 combined elements from the previous
curriculum with the addition of local content. The 2004 Competency-Based Curriculum (KBK)
emphasized student competencies, followed by the 2006 Education Unit Level Curriculum (KTSP)
which gave autonomy to schools to develop curricula based on local needs. The 2013 Curriculum (K-
13) focuses on scientific approaches and competency-based learning, with the aim of training students
to be creative and innovative. Finally, the Independent Curriculum was introduced in February 2022 as
a response to the learning crisis exacerbated by the Covid-19 pandemic, with the aim of fostering
children's interests and talents from an early age.
Curriculum components are described as a system consisting of four main components: objectives,
content, strategies, and evaluation. The first component, objectives, is divided into several levels:
national objectives (according to the National Education System Law of 2003), institutional objectives
(related to the institution's vision and mission), curricular objectives (objectives of each field of study),
and instructional objectives (student learning outcomes). In the Independent Curriculum, instructional
objectives are known as learning achievements (CP), learning objectives (TP), and learning flow (ATP).
The second component, content, relates to learning materials tailored to student objectives and learning
load. Teaching materials consist of topics and subtopics relevant to the competencies that students must
master. The third component, strategies, is a general learning pattern that must be adapted to curriculum
objectives and the development of learning paradigms. Several strategies mentioned include exposition,
discovery learning, rote learning, meaningful learning, group learning, and individual learning.
Additionally, strategies such as blended learning, hybrid learning, and fully online are also options in
the modern era. The last component, evaluation, is the process of determining the level of curriculum
completion and follow-up. Evaluation is not limited to written tests but can also include projects,
portfolios, presentations, and so on, especially in the Independent Curriculum.
Curriculum Development Foundations consist of four main foundations: philosophical, psychological,
sociological, and historical. The philosophical foundation relates to the objectives and philosophical
basis of the curriculum, which is influenced by a nation's worldview. The psychological foundation
relates to student development and learning psychology, such as behaviouristic, cognitive, humanistic,
and constructivist theories. The curriculum must be adapted to student needs so that they are ready to
face life in the next stage. The sociological foundation relates to the social conditions of society, culture,
and the development of science and technology. The curriculum must consider the learning environment
and the development of civilization. The historical foundation refers to the history that influences
curriculum development. In Indonesia, curriculum development began in 1947, where education
emphasized national and social awareness, and continued to evolve until the 2013 Curriculum. Each
curriculum change has an impact on the development of the next curriculum.
2nd Topic: UbD as a Curriculum Framework
In this second topic, we learn about the concept of Understanding by Design (UbD), which is defined
as designing to achieve deep understanding. In this approach, students do not merely know a topic, but
also understand everything related to that topic comprehensively. For example, when learning about
body parts, students not only recognize the parts of the body, but also understand their functions, how
to use them, and the consequences if they are not used properly. This approach differs from traditional
learning that focuses more on mastering content or material.
UbD uses a backward design flow, which begins by determining the desired end results (goals or
standards), then establishing learning evidence through assessment, and only then planning learning
experiences. This flow consists of three main stages: Stage 1. Identify Desired Results, Stage 2.
Determine Assessment Evidence, and Stage 3. Plan Learning Experiences.
In Stage 1, teachers prioritize learning objectives based on long-term performance, where students are
expected to transfer their understanding to real life. Examples of transfer goals include the ability to
write narratives, understand historical events, express ideas through art, and solve math problems in
real-world contexts. Teachers also need to formulate essential questions that trigger students to think
critically and explore their understanding.
Stage 2 focuses on determining assessment evidence to demonstrate that students have achieved the
desired understanding. Assessments can be conducted through various methods, such as project
assignments, quizzes, tests, observations, or portfolios. Peer assessment is also recommended to help
students evaluate themselves and their peers.
Stage 3 is learning planning, which in UbD is the final step. Teachers design learning activities by
considering the knowledge and skills students need, teaching methods, lesson sequence, and appropriate
resources. Clear learning objectives help teachers focus planning and guide actions towards desired
outcomes. In this approach, teachers act as facilitators who provide feedback and encourage students to
actively construct meaning from their learning.
3rd Topic: Understanding, Assessment, and Evaluation as UbD Learning Achievements
In this third topic, we learn about the concepts of understanding, assessment, and evaluation within the
Understanding by Design (UbD) framework.
The concept of Understanding in UbD is explained as something more than just knowledge.
Understanding in UbD includes the ability of students to express their ideas through various types of
evidence. Understanding is not a single achievement, but rather requires several achievements
expressed through six aspects of understanding, namely: 1) Being able to explain, where students are
able to explain concepts through generalizations, facts, and relevant examples; 2) Being able to
interpret, where students can provide meaningful interpretations through stories, translations, or
analogies; 3) Being able to apply, where students are able to use their knowledge in diverse and real
contexts; 4) Having perspective, where students can see from various points of view; 5) Being able to
empathize, where students are able to understand the value from other people's perspectives; and 6)
Having self-knowledge, where students are aware of their own learning styles, prejudices, and habits of
mind.
The concepts of Assessment and Evaluation in UbD emphasize performance-based assessment.
Assessment in UbD is not limited to one model, but rather uses various methods to assess student
understanding. Assessment criteria must reflect important aspects of student performance, not just
things that are easily seen such as spelling or pronunciation errors. Assessment criteria should focus on
the depth and credibility of performance, as well as student engagement in learning.
To facilitate assessment, rubrics are used as a guide for criterion-based assessment. Rubrics consist of
measurement scales that describe the levels of student quality, proficiency, or understanding in stages.
There are two types of rubrics that are commonly used, namely holistic rubrics that provide an overall
assessment of student performance, and analytical rubrics that assess specific aspects separately. An
example of a holistic rubric for speech assessment includes criteria such as idea development,
organization, voice, word choice, sentences, conventions, and presentation.
In this topic, we also learn about the types of assessment and assessment criteria based on the six aspects
of understanding in UbD, namely explanation, interpretation, application, perspective, empathy, and
self-knowledge. Each type of assessment has specific criteria, such as accuracy, coherence,
effectiveness, credibility, sensitivity, and self-awareness.
4th Topic: Designing Student Learning Experiences Using the UbD Framework
In this topic, we learn about the WHERE TO concept, a guide in designing learning developed by
Wiggins and McTighe to enhance student understanding within the Understanding by Design (UbD)
framework. WHERE TO is an acronym that represents seven key principles in designing learning:

• W (WHERE is it going and WHY) – Ensuring students understand the objectives and reasons
behind the learning.
• H (HOOK the student) – Capturing students' attention from the start and maintaining it.
• E (EXPLORE, EQUIP, EXPERIENCE) – Providing students with the experiences, tools, and
knowledge needed to achieve the learning objectives.
• R (RETHINK, REVISE, REVISIT) – Giving students opportunities to reflect, revisit, and
revise their understanding.
• E (EXHIBIT and EVALUATE) – Enabling students to exhibit and evaluate their own progress.
• T (TAILOR to student) – Tailoring learning to students' individual talents, interests, styles, and
needs.
• O (ORGANIZE) – Organizing learning effectively to ensure student engagement and enhanced
understanding.
5th Topic: Curriculum Design Evaluation Using the UbD Framework
In this topic we delve more about Understanding by Design (UbD)-based learning developed by Grant
Wiggins and Jay McTighe. This approach emphasizes students' deep understanding of the subject
matter, not just memorizing facts or information. The implementation of UbD-based learning begins by
identifying learning objectives that focus on understanding concepts and skills, not just factual
knowledge. Furthermore, learning is designed by considering "big ideas" or major concepts that are at
the core of the subject matter.
Essential questions are developed to encourage students to think critically and achieve better
understanding. Learning activities are designed to allow students to apply their understanding in real
contexts, using relevant teaching methods and utilizing various resources and technologies. Authentic
assessments are used to measure students' deep understanding, not just their ability to recall information.
The learning process also involves reflection and revision, where students are given the opportunity to
reflect on their learning, while teachers evaluate and revise lesson plans based on experience.
Collaboration among teachers is encouraged to improve consistency in UbD implementation. Flexibility
in teaching is also important to tailor learning to students' needs and class progress. The UbD approach
can be applied in various learning contexts, adapted to the characteristics of different students and
subject matter.
6th Topic: Problems and Evaluation of UbD Implementation
In this topic, we discuss the concept of backward design as an approach considered more advanced in
education. Backward design is likened to planning a journey, where the focus is not only on the
destination but also on the strategies, implementation time, and travel conditions to achieve a pleasant
and expected outcome. Traditionally, learning tends to focus on material that must be completed within
a certain time, with students taking tests to demonstrate achievement of objectives. However, backward
design emphasizes the unique understanding of students, where each child can achieve goals in different
ways, making the learning process more meaningful and responsive. This approach also changes the
role of textbooks from the primary source to a flexible tool, where students can determine how they
understand the material.
Backward design is not actually new, as it was introduced by Grant Wiggins and Jay McTighe in 2005
through the book 'Understanding by Design'. Although it has been implemented in several countries, its
application in Indonesia faces challenges, mainly due to the centralized curriculum and teachers'
expectations of standardized templates. However, teachers are expected to think creatively and out of
the box to develop students according to the demands of the times, in accordance with the mandate of
Law Number 20 of 2003 regarding teachers' obligation to improve the quality of education.