<![CDATA[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.]]>
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