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j. Design and conduct summative evaluation
In this step, summative evaluation is conducted to determine the value of the instruction. It occurs after the instruction has been formatively evaluated
and sufficiently revised to meet standards of the instructional designer.
3. School-Based Curriculum
Since 2006, teaching learning process in Indonesia has implemented new curriculum, namely School-Based Curriculum, as the guideline. To understand
this current curriculum better, this part discusses some theories of School-Based Curriculum which are related to the designing of instructional materials in this
research. They are the concept of School-Based Curriculum and special education curriculum in School-Based Curriculum.
a. The Concept of School-Based Curriculum
In general, School-Based Curriculum is defined as an operational curriculum which is arranged as the guideline in learning activities and conducted
in every educational level Badan Standar Nasional Pendidikan, 2006. This curriculum gives authority to every school in developing curriculum by
considering the socio- economic aspect of the region, the students‟ condition, and
the cultural content. Based on
Bambang Suhendro‟s statement in Kompas on February 10, 2006, School-
Based Curriculum forces teachers‟ ability in creating any learning concepts which are suitable with the needs and the condition of each school as
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cited in Susilo, 2007, p. 94. This curriculum challenges the creativity of the teachers. In addition, this suitable concept of learning is expected to help the
development of the region where the school is located.
b. Special Education Curriculum in School-Based Curriculum
In School-Based curriculum, curriculum for students with special needs is also developed. In this curriculum, the students are still classified into two
groups. They are students with special needs with and without below average intelligence Badan Standar Nasional Pendidikan, 2006. The students with
special needs without below average intelligence uses curriculum labelled A for students with blindness or low vision, B for students with hearing impairment, D
for students with low physical disabilities, and E for students with emotional or behavioural disorders. Meanwhile, the students with special needs with below
average intelligence uses curriculum labelled C for students with low learning disabilities, C1 for students with intermediate learning disabilities, D1 for students
with intermediate physical disabilities, and G for students with multiple disabilities.
Furthermore, the special education curriculum consists of eight up to ten subjects, local content, special program, and self development Badan Standar
Nasional Pendidikan, 2006. Local content is an extracurricular activity to develop students‟ competence which is adjusted to the special characteristics and potency
of the region. Meanwhile, special program contains various activities which are developed by adjusting the students‟ special needs. For instance, communication
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program on sound and rhythm perception is conducted for hearing impaired students. Self development itself refers to activities which are aimed to give
chances for students to develop and to express themselves according to their needs, ability, talent, and intention as well as the school condition.
4. Instructional Materials
