Page 15 - Jurnal Kurikulum BPK 2020

A basic definition offered by Humphreys (1981) states that an integrated curriculum is
one in which children broadly explore knowledge in various subjects related to certain aspects
of their environment (as cited in John, 2015, p.174). Curriculum Associates, (n.d.) makes
associations among the humanities, communication arts, natural sciences, mathematics, social
studies, music, and art. Skills and knowledge are developed and applied in more than one area
of study. Furthermore, Showmaker (1989) defines an integrated curriculum as education
organized in such a way that it cuts across subject-matter lines, bringing together various
aspects of the curriculum into meaningful association to focus upon broad areas of study. It
views learning and teaching in a holistic way and reflects the real world, which is interactive
(as cited by Opeymi, 2016). Brown (2016) further reiterates this as an integrated curriculum
engages students as active learners who make the most of the decisions about what they study
(p.123). This is supported by Petrash (2009) that by engaging students in their learning will
allow them to do, think and reflect as they are in the process and cycle of learning.
Understanding that children need to be engaged in these three distinct ways, through head,
heart and hands, forms the primary educational paradigm at a Waldorf school. Rather than
focus the educational work solely around the objective of acquiring knowledge, creating a
meaningful learning process itself becomes the focus. Through multi-faceted, multi-sensory
learning experiences, teachers and students use a variety of intelligences to develop three
distinct capacities, such as for thinking, for feeling, and for intentional, purposeful activity (p.
24).

Examples of Curriculum Integration

Curriculum integration entails a rich encounter and process of learning for each individual
pupil. Let’s look at research of curriculum integration carried out in other countries in order to
ascertain a way forward for Malaysia. A total of 253 Elementary Schools in Surakarta City,
Indonesia implemented curriculum integration using the thematic instructional model. The
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thematic model is applied on the first three grades (1 , 2 and 3 grade), while the fragmented
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model is applied on the next grades (4 , 5 and 6 grade). A quantitative study conducted in
all 253 elementary schools with a population of 63,433 students and all teachers in these
schools. The results of the study show:
i) average score of knowledge and skill aspect was 82.95 on a scale from 0 – 100 and
classified as good category,
ii) attitude/character values consisting of behaviour, assiduity and neatness obtained an
average score of good (B),
iii) implementation is conducted with the prevailing teacher-centred or direct learning
model, the score for character, religious, honest, polite, disciplined, kindness,
responsible and confident achieves an average score of 2.77 on a scale from 0 – 4, which
is classified as good or in-progress.

Based on Chumdari, et al (2018) results of their research, it is apparent that through the
implementation of this model the students’ learning activity is less optimal. It is due to the
prevailing conventional teacher-centred method that emphasized the active role of teachers
instead of the student. It should be improved by promoting innovative learning models that
provide flexibility to students to perform learning activities, such as through manipulating
objects/environment, or discussion activities and group activities with fellow students.
Teachers in Trinidad and Tobago were required to implement a new, integrated
curriculum in primary schools by teaching literacy and numeracy skills across the curriculum,
conducting assessment of learning, differentiated instruction and the integration of Information

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