Universitas Negeri Surabaya
Fakultas Bahasa dan Seni
Program Studi S1 Pendidikan Bahasa Inggris

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

School Curriculum for 21st Century

8820302334

Mata Kuliah Wajib Program Studi

T=2

P=0

ECTS=3.18

2

19 Februari 2025

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Dr. Ririn pusparini, M.Pd


Esti Kurniasih, S.Pd., M.Pd


Dr. Him'mawan Adi Nugroho, S.Pd., M.Pd.

Model Pembelajaran

Case Study

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-2

Menunjukkan karakter tangguh, kolaboratif, adaptif, inovatif, inklusif, belajar sepanjang hayat, dan berjiwa kewirausahaan

PLO-4

Mengembangkan diri secara berkelanjutan dan berkolaborasi.

Program Objectives (PO)

PO - 1

Understand the concepts of the principle of curriculum, as well as the history and development of the English curriculum from national and global perspectives.

PO - 2

Arrange, carry out and analyze needs, situations, goals and course design appropriately.

PO - 3

Apply critical thinking and analytical skills in solving problems related to the implementation of the English curriculum in Indonesia.

Matrik PLO-PO
 
POPLO-2PLO-4
PO-1✔ 
PO-2 ✔
PO-3 ✔

Matrik PO pada Kemampuan akhir tiap tahapan belajar (Sub-PO)
 
PO Minggu Ke
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PO-1✔✔✔
PO-2✔✔✔✔✔
PO-3✔✔✔✔✔✔✔✔

Deskripsi Singkat Mata Kuliah

This subject introduces the definition, the notion, the concepts and aspects of a curriculum. This course also explains and analyses the kinds of curriculum, the historical background of curriclum development, the principles of curriculum development, and the goverment policy of recent curriculum (freedom curriculum). Then, the curriculum is analyzed based on the competencies, kinds of syllabuses, the indicators of receptive and productive skills, and kinds of texts.The teaching and learning activity is conducted through discussion, case study, and presentation in group.

Pustaka

Utama :

  1. 1. Depdiknas. (2013). Kurikulum 2013: Kurikukum 2013 Mata Pelajaran Bahasa Inggris SMA, dan MA, SMP dan MTS. Jakarta: Depdiknas
  2. 2. Keputusan Menteri Pendidikan Dan Kebudayaanrepublik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus
  3. 3. Panduan Pembelajaran Asesmen. Pendidikan Anak Usia Dini , Pendidikan Dasar dan Pendidikan Mengengah. 2022. Badan Standar, Kurikulum, dan Asesmen pendidikan. Kementerian Pendidikan, kebudayaan, Riset, dan Teknologi RI
  4. 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
  5. 5. Capaian Pembelajaran Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. 2024
  6. 6. Cambridge curriculum

Pendukung :

  1. 7. https://www.literacyideas.com/different-text-types. Accessed on September 2020.

Dosen Pengampu

Dr. Ririn Pusparini, S.Pd., M.Pd.

Esti Kurniasih, S.Pd., M.Pd.

Arik Susanti, S.Pd., M.Pd.

Minggu Ke-

Kemampuan akhir tiap tahapan belajar
(Sub-PO)

Penilaian

Bantuk Pembelajaran,

Metode Pembelajaran,

Penugasan Mahasiswa,

 [ Estimasi Waktu]

Materi Pembelajaran

[ Pustaka ]

Bobot Penilaian (%)

Indikator

Kriteria & Bentuk

Luring (offline)

Daring (online)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

1

Minggu ke 1

Explain the goal and purpose of curriculum development
  1. 1. Being able to explain the goal of curriculum development
  2. 2. Being able to explain the purpose of curriculum development
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 Discussing about the importance of curriculum
2x50		 Reading the material
 Materi: The goal of curriculum development
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

2

Minggu ke 2

Explain the goal and purpose of curriculum development

Being able to explain the Origins of Language Curriculum Development

 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials
2x50		 1. Reading the materials
2. Summarizing the Origins of Language Curriculum Development
 Materi: the Origins of Language Curriculum Development
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

3

Minggu ke 3

Explain from Syllabus Design to Curriculum Development

Being able to explain from Syllabus Design to Curriculum Development

 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: from Syllabus Design to Curriculum Development
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

4

Minggu ke 4

Apply need analysis for a particular case
  1. 1. Being able to explain the importance of need analysis,
  2. 2. Being able to analyze the case
  3. 3. Being able to arrange need analysis for a particular case
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Apply need analysis for a particular case
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Materi: need analysis
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

5

Minggu ke 5

Apply situation analysis for a particular case
  1. 1. Being able to explain the importance of situation analysis,
  2. 2. Being able to analyze the case
  3. 3. Being able to arrange situation analysis for a particular case
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: situation analysis
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

6

Minggu ke 6

Analyze learning goals and learning outcomes
  1. 1. Being able to explain the importance of learning goals and outcomes,
  2. 2. Being able to analyze the case
  3. 3. Being able to arrange learning goals and learning outcomes for a particular case
Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: situation analysis
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Materi: learning goals and learning outcomes
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

7

Minggu ke 7

Analyze learning goals and learning outcomes
  1. 1. Being able to explain the importance of Course Planning and Syllabus Design,
  2. 2. Being able to analyze the case
  3. 3. Being able to arrange Course Planning and Syllabus Design for a particular case
Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Course Planning and Syllabus Design
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 5%

8

Minggu ke 8

Solve a problem dealing with the notion of curriculum development

Being able to solve a problem dealing with the notion of curriculum development

 Kriteria:

The highest score is for the appropriate answers to solve a problem: Content, Organization, Vocabulary, language Use


Bentuk Penilaian :
Tes		 Case study
2x50
Materi: Case analysis
Pustaka: 4. Jack C. Richard. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.		 12%

9

Minggu ke 9

Analyze the basic competences of 2013 curriculum
  1. 1. Being able to explain the basic competences of 2013 curriculum
  2. 2. Being able to classify the basic competences of 2013 curriculum
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 1. Presenting the result of summarizing
2. Asking and questioning
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: the basic competences of 2013 curriculum
Pustaka: 1. Depdiknas. (2013). Kurikulum 2013: Kurikukum 2013 Mata Pelajaran Bahasa Inggris SMA, dan MA, SMP dan MTS. Jakarta: Depdiknas		 5%

10

Minggu ke 10

Analyze the indicators of receptive and productive skills
  1. 1. Being able to identify the indicators of receptive and productive skills
  2. 2. Being able to classify indicators of receptive and productive skills
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: the indicators of receptive and productive skills
Pustaka: 1. Depdiknas. (2013). Kurikulum 2013: Kurikukum 2013 Mata Pelajaran Bahasa Inggris SMA, dan MA, SMP dan MTS. Jakarta: Depdiknas		 5%

11

Minggu ke 11

Analyze the kinds of texts
  1. 1. Being able to identify the kinds of texts
  2. 2. Being able to classify the kinds of texts
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif, Praktik / Unjuk Kerja		 1. Presenting the result of summarizing
2. Asking and questioning about their presentation
3. Giving reinforcement about the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Kinds of texts
Pustaka: 7. https://www.literacyideas.com/.... Accessed on September 2020.		 5%

12

Minggu ke 12

Analyze the development of the recent curriculum in Indonesia (Kurmer)
  1. 1. Being able to identify the curriculum development
  2. 2. Being able to compare the recent curriculum with the previous ones
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 Discussing the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Kurikulum dalam kondisi khusus
Pustaka: 2. Keputusan Menteri Pendidikan Dan Kebudayaanrepublik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus
Materi: Overview Kurmer
Pustaka: 3. Panduan Pembelajaran Asesmen. Pendidikan Anak Usia Dini , Pendidikan Dasar dan Pendidikan Mengengah. 2022. Badan Standar, Kurikulum, dan Asesmen pendidikan. Kementerian Pendidikan, kebudayaan, Riset, dan Teknologi RI		 6%

13

Minggu ke 13

Analyze the curriculum structure and Pancasila student profile
  1. 1. Being able to identify the curriculum structure and Pancasila student profile
  2. 2. Being able to analyze the curriculum structure and Pancasila student profile
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 Discussing the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Kurikulum dalam kondisi khusus
Pustaka: 2. Keputusan Menteri Pendidikan Dan Kebudayaanrepublik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus
Materi: Overview Kurmer
Pustaka: 3. Panduan Pembelajaran Asesmen. Pendidikan Anak Usia Dini , Pendidikan Dasar dan Pendidikan Mengengah. 2022. Badan Standar, Kurikulum, dan Asesmen pendidikan. Kementerian Pendidikan, kebudayaan, Riset, dan Teknologi RI		 6%

14

Minggu ke 14

Analyze the learning outcomes (capaian pembelajaran/CP)
  1. 1. Being able to identify the learning outcomes (capaian pembelajaran/CP)
  2. 2. Being able to classify the learning outcomes (capaian pembelajaran/CP)
 Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 Discussing the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Kurikulum dalam kondisi khusus
Pustaka: 2. Keputusan Menteri Pendidikan Dan Kebudayaanrepublik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus
Materi: Overview Kurmer
Pustaka: 3. Panduan Pembelajaran Asesmen. Pendidikan Anak Usia Dini , Pendidikan Dasar dan Pendidikan Mengengah. 2022. Badan Standar, Kurikulum, dan Asesmen pendidikan. Kementerian Pendidikan, kebudayaan, Riset, dan Teknologi RI
Materi: Capaian Pembelajaran (CP)
Pustaka: 5. Capaian Pembelajaran Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. 2024		 6%

15

Minggu ke 15

Analyze the Cambridge curriculum
  1. 1. Being able to identify identify the structure of the Cambridge curriculum
  2. 2. Being able to classify the Cambridge curriculum
Kriteria:

The highest score is for the appropriate response to a question.


Bentuk Penilaian :
Aktifitas Partisipasif		 Discussing the materials.
2x50		 1. Reading the materials
2. Summarizing the materials
 Materi: Cambridge Curriculum
Pustaka: 6. Cambridge curriculum		 5%

16

Minggu ke 16

Solve a problem related to the Kurmer application

Being able to solve a problem dealing with the application of Kurmer
Bentuk Penilaian :
Tes		 Case study
2x50
Materi: Kurikulum dalam kondisi khusus
Pustaka: 2. Keputusan Menteri Pendidikan Dan Kebudayaanrepublik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus
Materi: Kurmer
Pustaka: 3. Panduan Pembelajaran Asesmen. Pendidikan Anak Usia Dini , Pendidikan Dasar dan Pendidikan Mengengah. 2022. Badan Standar, Kurikulum, dan Asesmen pendidikan. Kementerian Pendidikan, kebudayaan, Riset, dan Teknologi RI
Materi: Capaian Pembelajaran
Pustaka: 5. Capaian Pembelajaran Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. 2024
Materi: Kinds of Texts
Pustaka: 7. https://www.literacyideas.com/.... Accessed on September 2020.		 15%



Rekap Persentase Evaluasi : Case Study

No Evaluasi Persentase
1. Aktifitas Partisipasif 53%
2. Praktik / Unjuk Kerja 20%
3. Tes 27%
100%

Catatan

  1. Capaian Pembelajaran Lulusan Program Studi (PLO - Program Studi) adalah kemampuan yang dimiliki oleh setiap lulusan Program Studi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan ketrampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
  2. PLO yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan program studi (CPL-Program Studi) yang digunakan untuk pembentukan/pengembangan sebuah mata kuliah yang terdiri dari aspek sikap, ketrampulan umum, ketrampilan khusus dan pengetahuan.
  3. Program Objectives (PO) adalah kemampuan yang dijabarkan secara spesifik dari PLO yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan kajian atau materi pembelajaran mata kuliah tersebut.
  4. Sub-PO Mata kuliah (Sub-PO) adalah kemampuan yang dijabarkan secara spesifik dari PO yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada tiap tahap pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
  5. Indikator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataan spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja hasil belajar mahasiswa yang disertai bukti-bukti.
  6. Kreteria Penilaian adalah patokan yang digunakan sebagai ukuran atau tolok ukur ketercapaian pembelajaran dalam penilaian berdasarkan indikator-indikator yang telah ditetapkan. Kreteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Kreteria dapat berupa kuantitatif ataupun kualitatif.
  7. Bentuk penilaian: tes dan non-tes.
  8. Bentuk pembelajaran: Kuliah, Responsi, Tutorial, Seminar atau yang setara, Praktikum, Praktik Studio, Praktik Bengkel, Praktik Lapangan, Penelitian, Pengabdian Kepada Masyarakat dan/atau bentuk pembelajaran lain yang setara.
  9. Metode Pembelajaran: Small Group Discussion, Role-Play & Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Project Based Learning, dan metode lainnya yg setara.
  10. Materi Pembelajaran adalah rincian atau uraian dari bahan kajian yg dapat disajikan dalam bentuk beberapa pokok dan sub-pokok bahasan.
  11. Bobot penilaian adalah prosentasi penilaian terhadap setiap pencapaian sub-PO yang besarnya proposional dengan tingkat kesulitan pencapaian sub-PO tsb., dan totalnya 100%.
  12. TM=Tatap Muka, PT=Penugasan terstruktur, BM=Belajar mandiri.