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All Journal Hayati: Journal of Education
Yusriya Ni'matul 'Izzah
Fakultas Agama Islam Universitas Singaperbangsa Karawang
Education Other

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Dinamika Pengembangan Kurikulum: Meninjau Model Ralph Tyler dan Hilda Taba Yusriya Ni'matul 'Izzah; Shakilla Zerlindah Maulana; Achmad Junaedi Sitika
Hayati : Jurnal Pendidikan Vol 1 No 1 (2025): Isu-Isu Pendidikan dan Sains di Indonesia
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/hayati.v1i1.343

Abstract

This study explores the dynamics of curriculum development by analyzing two key models: Ralph Tyler’s and Hilda Taba’s. The Tyler model emphasizes a structured and systematic approach, beginning with the formulation of specific learning objectives as the foundation for curriculum design. This approach suits education systems oriented toward national standards or standardized testing, as it facilitates quantitative assessment of learning outcomes. However, its weakness lies in structural rigidity, which is less responsive to individual learner needs. In contrast, the Taba model adopts an inductive and participatory approach, where teachers and students actively collaborate in designing learning materials. This model is ideal for project-based or thematic curricula, such as inquiry-based learning or STEM education, as it fosters adaptation to students’ interests and local contexts. This study employs a literature review method, analyzing academic sources related to both models. The findings suggest that model selection should consider the institutional characteristics of educational organizations. For example, schools with limited resources may find the Tyler model more efficient, while those focused on 21st-century skills development might adopt the Taba model. The study also identifies a growing trend of combining both models, such as using Tyler’s framework of learning objectives developed through Taba’s collaborative process, to balance structure and flexibility. In conclusion, no single model is universal; the success of a curriculum depends on aligning the approach with learners’ needs and institutional capacity.
Mengenal Guru Profesional: Karakteristik, Kompetensi, dan Peran dalam Dunia Pendidikan Yusriya Ni'matul 'Izzah; Zahra Nuriyah; Ananda Siti Nurpadilah; Denissa Aulia Ramadhani; Agus Susanto
Hayati : Jurnal Pendidikan Vol 1 No 1 (2025): Isu-Isu Pendidikan dan Sains di Indonesia
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/hayati.v1i1.347

Abstract

This study aims to provide a comprehensive understanding of the concept of professional teachers in education by examining their characteristics, competencies, and strategic roles. The research employs a qualitative library research method with a descriptive-analytical approach. The analysis is based on a review of national education regulations, expert opinions, and relevant academic studies. The findings indicate that professional teachers are required not only to master subject content, but also to demonstrate pedagogical, personal, social, and professional competencies in accordance with the National Education Standards. They are also expected to apply innovative and learner-centered teaching strategies. In the context of Islamic Religious Education (PAI), teachers play a vital role in integrating character values through a holistic educational approach. This study emphasizes the importance of strengthening teacher professionalism as a foundational element in achieving sustainable and high-quality education.
Co-Authors Achmad Junaedi Sitika Agus Susanto Ananda Siti Nurpadilah Denissa Aulia Ramadhani Shakilla Zerlindah Maulana Zahra Nuriyah