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

Introduction to International Curriculla

8820302351

Mata Kuliah Wajib Program Studi

T=2

P=0

ECTS=3.18

4

31 Januari 2026

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Silfia Asning Tias


Silfia Asning Tias


HIMMAWAN ADI NUGROHO

Model Pembelajaran

Case Study

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-7

Menunjukkan pemahaman yang baik tentang konsep pembelajaran bahasa Inggris dari perspektif nasional dan global.

PLO-9

Merencanakan, melaksanakan dan mengevaluasi pembelajaran Bahasa Inggris secara efektif dan kreatif.

Program Objectives (PO)

PO - 1

Students can compare the national curriculum with the international curriculum

PO - 2

Students can identify current issues in a variety of international curricula

PO - 3

Students can carry out interesting and effective learning.

PO - 4

Students can use various learning media to support the learning process.

Matrik PLO-PO
 
POPLO-7PLO-9
PO-1✔ 
PO-2✔ 
PO-3 ✔
PO-4 ✔

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✔✔✔✔
PO-4✔✔

Deskripsi Singkat Mata Kuliah

This module introduces the international curriculum mostly applied in Indonesian schools. As globalization revolutionized education in general, the use of international curriculum in Indonesian’s local and SPK schools has become inevitable. This introductory module provides an overview of the diverse range of international curricula used in schools in Indonesia. Explore the key principles, philosophies, and pedagogical approaches of prominent programs such as the International Baccalaureate (IB), Cambridge International, and others. This subject attempts to bring forth insights into the curriculum design, assessment methods, and teaching methodologies employed in these programs. Explore real-world examples and case studies to understand how international curricula are implemented. Examine the benefits and challenges of implementing international curricula in different educational contexts

Pustaka

Utama :

  1. Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/Images/417448-overview-brochure.pdf
  2. Perdirjendikdasmen. (2015). Petunjuk Teknis Kerja Sama Penyelenggaraan dan Pengelolaan Pendidikan Dasar dan Menengah oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia. Perdirjendikdasmen.
  3. Permendikbud. (2014a). Kerja Sama Penyelenggaraan dan Pengelolaan Pendidikan oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia. Permendikbud.
  4. Permendikbud. (2014b). Pedoman Pendirian, Perubahan, dan Penutupan Satuan Pendidikan Dasar dan Menengah (Vol. 0). Permendikbud.
  5. Queensland Academies. (2025). International Baccalaureate Handbook 2025. Queensland Academies.
  6. Singapore, M. of E. (2020). English Language Syllabus: Primary and Secondary. Ministry of Education Singapore.
  7. the Montessori Foundation. (2012). Montessori Curriculum: Scope and Sequence (Vol. 2012). the Montessori Foundation

Pendukung :

Dosen Pengampu

Drs. Fahri, M.A.

Dr. Wiwiet Eva Savitri, S.Pd., M.Pd.

Dr. Henny Dwi Iswati, S.S., M.Pd.

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

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

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

Silfia Asningtias, S.Pd., M.TESOL., Ph.D

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

To analyze International Curricula: What, Why, and How is it in the Perspective of Indonesian Education Policy?
  1. 1. Identify key characteristics and principles of at least three prominent international curricula (e.g., IB, Cambridge, IGCSE).
  2. 2. Analyze how the principles of selected international curricula align with or diverge from the Indonesian National Curriculum
  3. 3. Develop critical thinking, analytical, and evaluative skills.
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Reflective Practice
2x50		 Reading materials in LMS VINESA
 Materi: International Curricula: What, Why, and How is it in the Perspective of Indonesian Education Policy
Pustaka: Perdirjendikdasmen. (2015). Petunjuk Teknis Kerja Sama Penyelenggaraan dan Pengelolaan Pendidikan Dasar dan Menengah oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia. Perdirjendikdasmen.		 2%

2

Minggu ke 2

To analyze the context of SPK (School with partnership or International school)? National Curriculum VS International Curriculum
  1. 1. Explain the legal and regulatory frameworks governing SPK and international schools in Indonesia
  2. 2. Compare and contrast the curriculum approaches, teaching methodologies, and assessment practices in SPK and international schools with those in schools following the Indonesian National Curriculum
  3. 3. Synthesize information from various sources (government regulations, research studies, news articles, expert opinions) to formulate a comprehensive understanding of the topic
 Kriteria:

Observing students’ activities in offline learning


Bentuk Penilaian :
Aktifitas Partisipasif		 Reflective Practice
2x50
Materi: National Curriculum VS International Curriculum
Pustaka: Permendikbud. (2014a). Kerja Sama Penyelenggaraan dan Pengelolaan Pendidikan oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia. Permendikbud.		 2%

3

Minggu ke 3

To analyze the Montessori Curriculum
  1. 1. Define and explain the core principles and key characteristics of the Montessori Method (e.g., self-directed learning, prepared environment, respect for the child, sensitive periods)
  2. 2. Critically evaluate the research evidence supporting the effectiveness of the Montessori approach
  3. 3. Enhance communication and presentation skills through written and oral presentations
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity assignment

Bentuk Penilaian :
Aktifitas Partisipasif		 1. Reflective Practice
2. Group activity assignment
2x50
Materi: the Montessori Curriculum
Pustaka: the Montessori Foundation. (2012). Montessori Curriculum: Scope and Sequence (Vol. 2012). the Montessori Foundation		 2%

4

Minggu ke 4

To analyze the Montessori Curriculum in Practice
  1. 1. Identify specific examples of how Montessori principles are applied in practice within a classroom setting
  2. 2. Evaluate the effectiveness of Montessori practices in fostering child development and learning
  3. 3. Analyze the challenges and limitations of implementing the Montessori approach in different contexts
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity

Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: the Montessori Curriculum in Practice
Pustaka: the Montessori Foundation. (2012). Montessori Curriculum: Scope and Sequence (Vol. 2012). the Montessori Foundation		 8%

5

Minggu ke 5

To analyze the Cambridge Curriculum

  1. 1. Describe the different stages of the Cambridge curriculum (e.g., Primary, Secondary, IGCSE, A Levels).
  2. 2. Analyze the impact of the Cambridge curriculum on student learning outcomes, such as academic achievement, critical thinking, and creativity.
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: the Cambridge Curriculum
Pustaka: Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/...		 2%

6

Minggu ke 6

To analyze Cambridge Curriculum in Practice: Policy in Indonesian Schools
  1. 1. Identify the types of schools in Indonesia that offer the Cambridge Curriculum (e.g., international schools, national plus schools).
  2. 2. Explain the role and responsibilities of the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in regulating the implementation of the Cambridge Curriculum in Indonesia
  3. 3. Develop critical thinking and analytical skills to evaluate the impact of government policies on education.
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity assignment

Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: the Cambridge Curriculum
Pustaka: Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/...		 2%

7

Minggu ke 7

To analyze Cambridge Curriculum in Practice
  1. 1. Explain how the Cambridge Curriculum is integrated and adapted within the specific context of an Indonesian school (e.g., school type, resources, student demographics).
  2. 2. Identify potential challenges and obstacles to effective implementation, such as resource constraints, teacher training needs, and cultural considerations
  3. 3. Communicate findings and observations clearly and effectively through written reports, presentations, and other appropriate formats.
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity

Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: Cambridge Curriculum in Practice
Pustaka: Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/...		 2%

8

Minggu ke 8

Cambridge and Montessori in implementation

Group Presentation

 Kriteria:

Group activity


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Group activity
2x50
Materi: Cambridge and Montessor in practice
Pustaka: Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/...		 20%

9

Minggu ke 9

To analyze the International Baccalaureate (IB)
  1. 1. Describe the different IB programs (Primary Years Programme, Middle Years Programme, Diploma Programme, and Career-related Programme) and their key features
  2. 2. Analyze the impact of the IB on student learning outcomes, such as academic achievement, critical thinking, and creativity.
  3. 3. Demonstrate the ability to conduct independent research and gather relevant information from various sources
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: IB
Pustaka: Queensland Academies. (2025). International Baccalaureate Handbook 2025. Queensland Academies.		 2%

10

Minggu ke 10

To analyze the International Baccalaureate (IB) in Practice: Policy in Indonesian Schools
  1. 1. Analyze the impact of government policies on the implementation and accessibility of the IB in Indonesia
  2. 2. Compare and contrast the implementation of the IB in different types of schools (e.g., international schools vs. national plus schools) in Indonesia
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: the International Baccalaureate (IB) in Practice: Policy in Indonesian Schools
Pustaka: Queensland Academies. (2025). International Baccalaureate Handbook 2025. Queensland Academies.		 2%

11

Minggu ke 11

To analyze the International Baccalaureate (IB) in Practice: Policy in Indonesian Schools
  1. 1. Critically evaluate the effectiveness of current government policies in regulating and supporting the implementation of the IB in Indonesia
  2. 2. Synthesize information from various sources (government regulations, research studies, news articles, expert opinions) to formulate a comprehensive understanding of the issue.
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: International Baccalaureate (IB) in Practice: Policy in Indonesian Schools
Pustaka: Queensland Academies. (2025). International Baccalaureate Handbook 2025. Queensland Academies.		 2%

12

Minggu ke 12

To analyze the Singapore Curriculum
  1. 1. Define and explain the key principles and features of the Singapore Curriculum, including its emphasis on deep conceptual understanding, problem-solving, and critical thinking
  2. 2. Evaluate the strengths and weaknesses of the Singapore Curriculum in preparing students for the 21st century
 Kriteria:

Reflective Practice


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline
learning
2x50
Materi: the Singapore Curriculum
Pustaka: Singapore, M. of E. (2020). English Language Syllabus: Primary and Secondary. Ministry of Education Singapore.		 18%

13

Minggu ke 13

To analyze the Singapore Curriculum in Indonesian Schools
  1. 1. Formulate arguments for and against the adoption or adaptation of elements of the Singapore Curriculum in other educational contexts.
  2. 2. Present findings and arguments in a clear, concise, and well-supported manner.
 Kriteria:

Observing students’ activities in offline learning


Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: the Singapore Curriculum in Indonesian Schools
Pustaka: Singapore, M. of E. (2020). English Language Syllabus: Primary and Secondary. Ministry of Education Singapore.		 2%

14

Minggu ke 14

To analyze Other International Curricula: Chinese
  1. 1. Identify key characteristics and principles of the Chinese National Curriculum, including its emphasis on Confucian values, academic rigor, and national identity.
  2. 2. Compare and contrast the Chinese Curriculum with other international curricula (e.g., IB, Cambridge)
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity

Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: Other International Curricula: Chinese
Pustaka: Singapore, M. of E. (2020). English Language Syllabus: Primary and Secondary. Ministry of Education Singapore.		 2%

15

Minggu ke 15

To analyze Other International Curricula
  1. 1. Identify key characteristics and principles of the other international Curriculum
  2. 2. Compare and contrast other international curricula e.g., IB, Cambridge, Singaporean etc.
 Kriteria:
  1. 1. Reflective Practice
  2. 2. Group activity

Bentuk Penilaian :
Aktifitas Partisipasif		 Observing students’ activities in offline learning
2x50
Materi: Other International Curricula
Pustaka: Singapore, M. of E. (2020). English Language Syllabus: Primary and Secondary. Ministry of Education Singapore.		 2%

16

Minggu ke 16

Final Project on International Curriculum implemented in Indonesia

Final presentation

 Kriteria:

Final presentation


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Final project
2x50
Materi: Other International Curricula
Pustaka: Cambridge Assesment International Education. (2024). International Education from Cambridge: What lies at the heart of our approach. In Cambridge Assessment International Education. Cambridge University Press&Assessment. https://www.cambridgeinternational.org/...		 30%



Rekap Persentase Evaluasi : Case Study

No Evaluasi Persentase
1. Aktifitas Partisipasif 50%
2. Penilaian Hasil Project / Penilaian Produk 50%
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.