curriculum

Cur · ric · u · lar, adjective · cur · ric · u · lar, adjective · cur · ric · u · lum, noun, plural pre · cur · ric · u · lum, pre · cur · ric · u · la

[kuh - rik - yuh - luh vahy - tee, vee - tahy; Latin koor - rik - oo - lah wee - tahy] / kərɪkyələvaɪti, variɪ; Latinkurr ɪkʊˌlɑwitaɪ /

These definitions have something in common. According to some course definitions, there are some common features, regardless of whether the teacher is writing a course or buying a business course. For example, the course is planned, systematic, and organized. It provides a framework and content and background to guide learning and learning. Have the goals and objectives of expected learning outcomes. And, as pointed out in the domestic specialized literature and guidelines, it is necessary to measure accountability and results. The course must comply with national guidelines or early childhood standards, common core state standards, and / or specialized agencies such as NAEYC.

It is associated with a course document, course implementation, or micro learning activity and is actually associated with a lesson plan or course document of the teacher's organization to prepare for learning management. A good course document will serve as a guide for teachers to study well, that is, to implement high quality courses. This study is a survey using quantitative and descriptive methods (Ali, 2010). The survey was concentrated in 6 areas in West Java: regency regimen, Bandung Regency, Bandung City, West Bandung County, Tasik Maraya Regency and Bekasi regency. Each region is represented in a small district, and each small district selects 10 elementary schools using the proportional stratified random sampling method. Respondents at each school include the principal and teacher (as a course development team) and two students (4th, 5th and 6th graders)

The purpose of this research was to explain how the self-efficacy of the Course Development Team (CDT) and the quality of the course document contribute to the implementation of elementary school diversity curriculum. This research is a survey using descriptive methods. The school is a unit of analysis, and respondents selected from the school include principals, teachers, and students. The tools used are questionnaire and lecture paper review. Analyze the data using path analysis. The results of the survey show that CDT self-efficacy and course quality document contribute to the quality of elementary school curriculum implementation.