Syllabus
Contents
Introduction
Syllabus
A syllabus is a set of plans and arrangements for the implementation of learning and assessment that are arranged systematically, containing interrelated components to achieve mastery of basic competencies. Syllabus development steps (Trianto, 2010: 99):
- Reviewing Competency Standards and Basic Competencies. Review the SK and KD of subjects as stated in the Content Standards.
- Identifying Main/Learning Material. Identify the main/learning material that supports the achievement of KD.
- Developing Learning Activities. Learning activities are designed to provide learning experiences that involve mental and physical processes in order to achieve KD.
- Formulating Competency Achievement Indicators. Indicators are markers of KD achievement. Indicators are used as a basis for developing assessment tools.
- Determining the Type of Assessment. Assessment of students' achievement of basic competencies is carried out based on indicators. Assessment is carried out using tests in written form.
- Determining Time Allocation. Determination of time allocation for each KD is based on the effective number of weeks and subject time allocation per week. Time allocation is an estimate of the average time to master the KD required by various students.
- Determining Learning Resources. Determination of learning resources is based on SK and KD as well as main/learning material, learning activities, and indicators of competency achievement.
Syllabus Benefits
- The syllabus is useful as a guide for further development of learning tools, starting from planning, managing learning activities and developing assessments.
- The syllabus is useful as a guide in further learning development, such as creating learning plans, managing learning activities and developing assessment systems. The syllabus is the main source in preparing learning plans, the structure of learning plans for one Competency Standard and one Basic Competency.
- The syllabus is also useful as a guide for planning the management of learning activities, for example classical, small group or individual learning activities. Likewise, a syllabus is very useful for developing an assessment system.
Fill in the Syllabus
- Subject identity
- School identity includes the name of the educational unit and class
- core competency,
- Basic competencies
- Theme (specifically SD/MI/SDLB/Package A/etc)
- The main material contains relevant facts, concepts, principles and procedures, and is written in the form of bullet points in accordance with the formulation of competency achievement indicators;
- Learning, namely activities carried out by educators and students to achieve the expected competencies;
- Assessment is the process of collecting and processing information to determine the achievement of learning outcomes
- Time Allocation
- Learning resources can be books, print and electronic media, the natural environment or other relevant learning resources.
Syllabus Development Principles
- Scientific; All material and activities contained in the syllabus must be correct and scientifically accountable.
- Relevant; The scope, depth, level of difficulty and sequence of presentation of material in the syllabus are appropriate to the level of physical, intellectual, social, emotional and spiritual development of students.
- Systematic; Syllabus components are functionally interconnected in achieving competency.
- Consistency; There is a consistent relationship between basic competencies, indicators, main material, learning experiences, learning resources and assessment systems.
- Adequacy; The coverage of indicators, main material, learning experiences, learning resources and assessment systems is sufficient to support the achievement of basic competencies.
- Actual & Contextual; The coverage of indicators, subject matter, learning experiences, learning resources and assessment systems takes into account the latest developments in science, technology and art in real life, and events that occur.
- Flexible; All syllabus components can accommodate the diversity of students, educators, as well as the dynamics of change that occur in schools and societal demands.
- Comprehensive; Syllabus components cover the entire competency domain (Cognitive, affective, psychomotor) or according to the essence of each subject.
