Analisis Tugas dan Jenjang Belajar sebagai Strategi Pengembangan Kurikulum yang Terarah dan Sistematis
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Abstract
Systematic curriculum development is a strategic step to ensure the effectiveness of learning appropriate to the characteristics of students. This research aims to analyze the role of integrative analysis between task analysis and learning progression in creating a focused curriculum. The method used is a library study with a qualitative approach, where data is collected from various scientific literature, journals, and textbooks related to instructional design. The study results show that task analysis functions to break down complex competencies into measurable small components, while learning progression provides a hierarchical framework for arranging these components based on students' cognitive development levels. The synergy of these two approaches is proven to increase competency alignment, processional effectiveness, and ease in learning differentiation. The conclusion of this research confirms that the integrative analysis of tasks and learning progression is a main pillar in building an adaptive and results-oriented curriculum, thus being able to minimize competency gaps and optimize students' learning experiences sustainably.
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References
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