Competency based curriculum

curricuum

1. AYU JULIANA NASUTION 1602050037 RISKY RAWANI 1602050086 VIVI ARIANTI 1602060029 COMPETENCY-BASED CURRICULUM

2. A. DEFINITION OF CURRICULUM According to Hilda Taba (1962), suggests that the curriculum is: "A curriculum usually contains a statement of objectives and specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because of their objectives or because the content organization requires them. While Unruh and Unruh (1984) suggested that "curriculum is defined as a plan for achieving intended learning outcomes: a plan concerned with purposes, with what is to be learned, and with the result of instruction". This means that the curriculum is a plan for achieving learning success which includes plans related to goals, with what must be learned, and with the results of learning.

3. T he level and type of education within the framework of the Unitary Republic of Indonesia by observing: increased faith and piety; improvement of noble character; increase in the potential, intelligence and interest of students; diversity of regional and environmental potential; regional and national development demands; the demands of the workforce; the development of science, technology and art; religion; the dynamics of global development; and national unity and national values.

4. B. DEFINITION OF COMPETENCE Robert A. Roe (2001), states that competence is: Competence is defined as ability to adequately perform a task, duty or role. Competence integrates knowledge, skills, personal values ​​and attitudes. Competence builds on knowledge and skills acquired through work experience and learning by doing. From this definition competence can be described as the ability to carry out a role or task, the ability to integrate knowledge, skills, personal attitudes and values, and the ability to build knowledge and skills based on experience and learning. Based on Minister of National Education Decree number 045 / U / 2002, states that competence is a set of intelligent actions, full of responsibility that is owned by a person as a condition to be considered capable by the community in carrying out tasks in certain occupations.

5. COMPETENCE-BASED CURRICULUM BACKGROUND There are several issues that underlie the application of Competency Based Curriculum (CBC), including: Problems in Quality of Education Low: Indonesia is ranked 109 while Malaysia is ranked 61 of the total number of countries in the world, and is ranked 112 according to HDI 2003. This is due to: Education is organized for the benefit of the organizers not for students. Affective aspects tend to be ignored. Teachers always reduce the existing text in the hope of not going wrong.

6. 2. Diversity Problems in the Condition of Students: This can be seen from the fact that: Each student is unique. Learners have their own strengths and weaknesses. Therefore, the process of uniformity and generalization will kill the uniqueness. Child age is the most creative age in human life, but education often does not provide opportunities for creativity. Challenges of Globalization Challenges of Natural Resources. Regional Autonomy

7. D. DEFINITION OF COMPETENCE-BASED CURRICULUM Competency-based curriculum (KBK) can be interpreted as a curriculum concept that emphasizes the development of the ability to do (competence) tasks with certain performance standards, so that the results can be felt by students in the form of mastery of a particular set of competencies. CBC is directed to develop knowledge, understanding, abilities, values, attitudes, and interests of students in order to be able to do something in the form of skill, accuracy, and success with full responsibility. From this opinion it can be understood that the competency-based curriculum is oriented to individual creativity to do something in the form of skills and expected effects that arise from students through a series of meaningful learning experiences, and diversity that can be manifested according to their needs.

8. CBC is a curriculum concept that emphasizes the development of the ability to do (competence) tasks by students in the form of mastery of a set of knowledge, abilities, attitudes and interests of students in order to be able to do something in the form of skill with full responsibility. Competency-based curriculum requires qualified and professional teachers to collaborate in order to improve the quality of education. However, this concept cannot, of course, be used as a recipe for solving all educational problems, but can provide a significant contribution to the improvement of education (Mulyasa, 2002: 40).

9. E.COMPETENCE-BASED CURRICULUM CHARACTERISTICS Ministry of National Education (2002) suggests that competency-based curriculum has the following characteristics: Emphasize the achievement of student competencies both individually and classical. Oriented on learning outcomes and diversity. Submission in learning uses a variety of approaches and methods. Learning resources are not only teachers, but also other learning resources that fulfill educational elements. Assessment emphasizes the process and learning outcomes in mastery efforts or achievement of a competency

10. Furthermore Mulyasa explained that at least six characteristics of competency-based curriculum could be identified, namely: Learning system with modules. Using all learning resources Field experience Individual personal learning strategies Ease of learning Study thoroughly

11. F. COMPETENCE-BASED CURRICULUM PRINCIPLES The development of a Competency-Based Curriculum focuses on certain competencies in the form of knowledge, skills, and attitudes that students demonstrate as a form of understanding of the concepts they learn. The application of competency-based curriculum allows teachers to assess learning outcomes that reflect mastery and understanding of what they learn .

12. While the basic principles of teaching and learning activities developed in the KBK are developing the ability to think logically, critically, creatively, behave and be responsible for daily habits and behavior through active learning, namely : 1. Student-centered 2. Develop curiosity and imagination 3. Having an independent spirit of cooperation and competence needs to be trained to be accustomed to working independently, cooperating and competent 4. Creating pleasant conditions 5. Develop learning skills and experience 6. Characteristics of subjects (Ministry of National Education, 2003: 10)

13. G. COMPETENT BASED CURRICULUM COMPONENTS The competency-based curriculum is a core framework that has four basic components, namely: Curriculum and Learning Outcomes, Class-Based Assessment, Teaching and Learning Activities, and Management of School-Based Curriculum.

14. H. COMPETENCE-BASED CURRICULUM IMPLEMENTATION CBC implementation or implementation is as a process of implementing ideas, concepts, and curriculum policies in a learning activity, so that students master certain sets of competencies as a result of interaction with the environment. The implementation that has been carried out includes several principles namely Teaching and Learning Activities (TLA); Class Based Assessment; and Management of School-Based Curriculum.

15. Mulyana (2006) explains that the implementation of competency-based curriculum (KBK) in its outline covers the main activities, namely : Program development Implementation of learning Evaluation of the CBC

16. I. COMPETENCE-BASED CURRICULUM EVALUATION 1. Purpose of Evaluation Evaluation for the implementation of curriculum development programs in the regions requires indicators of success as a benchmark for achieving curriculum implementation. Success indicators for the curriculum include : Indicator of successful curriculum socialization Indicator of successful syllabus preparation Indicators of success of annual and semester program preparation Indicator of success in preparing learning plans Indicator of successful preparation of teaching materials Indicator of successful implementation of teaching and learning activities

17. 2. Evaluation stages Evaluation of the implementation of the Competency Based Curriculum is carried out by a team of experts from the central, provincial and regional / district levels. This evaluation is carried out at each stage of the implementation to improve the curriculum development program for the success of national standard curriculum socialization, the successful preparation of the syllabus. success of annual and semester program preparation, successful preparation of teaching plans and teaching materials, as well as success in teaching and learning activities.

18. CONCLUSION Competence is a set of intelligent actions, full of responsibility that a person has as a condition to be considered capable by the community in carrying out tasks in a particular field of work.The background of the existence of the CBC is the problem of low quality education, the problem of the diversity of conditions of students, the challenges of globalization, the challenges of natural resources, and regional autonomy. Competency-based curriculum is a curriculum concept that emphasizes the development of the ability to do (competence) tasks with certain performance standards, so that the results can be felt by students in the form of mastery of a particular set of competencies.