1. KURIKULUM BERBASIS KOMPETENSI Disampaikan oleh Illah Sailah Tim Kerja KBK dan UP Direktorat Akademik DIKTI Pada Pelatihan dan Workshop Penyusunan Rencana Proses Pembelajaran Berbasis Kompetensi di Malang, 27-28 Desember 2005
2. Inventarisasi Dan Evaluasi Implementasi KBK di Perguruan Tinggi (Tim POKJA DIT.PAK, 2003) Rationale SK Mendiknas N0. 232/U/2000 SK Mendiknas N0. 045/U/2002 Tujuan Utama Implementa si KBK Batas Waktu 20 De s ember 2002 (Kepmendiknas No.232/U/2000 Bab VI,Pasal 17 & Bab VII, Pasal 19) Landasan Hukum Paradigma Baru Pendidikan Tinggi Menyongsong kebutuhan Skilled Graduates for Global Jobs
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4. METODOLOGI : Analytical Hierachy Process (AHP) Perilaku Hierachical Structure Tujuan Kesiapan Implementasi KBK Dimensi Pemahaman Implementasi Sub-dimensi Kesadaran Kesiapan Mental Persepsi Sikap Rektorat Variable Indikator/ Pertanyaan Responden Fakultas Unit Pendukung Jurusan Dosen Mhs
10. PERUBAHAN LUARAN PERGURUAN TINGGI PENILAIAN OLEH PERGURUAN TINGGI SENDIRI PENILAIAN DILAKUKAN OLEH MASYARAKAT PEMANGKU KEPENTINGAN KEMAMPUAN MINIMAL PENGUASAAN PENGETAHUAN, KETRAMPILAN DAN SIKAP SESUAI SASARAN KURIKULUM PROGRAM STUDINYA KOMPETENSI SESEORANG UNTUK DAPAT MELAKUKAN TINDAKAN CERDAS, PENUH TANGGUNG JAWAB SEBAGAI SYARAT UNTUK DIANGGAP MAMPU OLEH MASYARAKAT DALAM MELAKSANAKAN TUGAS-TUGAS DI BIDANG PEKERJAAN TERTENTU
11. ADA PERUBAHAN ORIENTASI KURIKULUM KONSORSIUM SAINS, TEKNOLOGI, SENI, (1985 -1998) KONSEP UNESCO (1998) BERBASIS PADA ISI KEILMUAN BERBASIS PADA KEBUDAYAAN
13. Kurikulum yang disarankan oleh the International Bureau of Education ( the International Comission on Education for the 21 st Century ), UNESCO : Life long learning ( EMPAT PILAR PENDIDIKAN ) Learning to live together Learning to be Learning to do Learning to know ( Subtansi pembelajaran ) IBE UNESCO
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16. SK MENDIKNAS RI NO. 232/U/2000 , TENTANG PEDOMAN PENYUSUNAN KURIKULUM PENDIDIKAN TINGGI DAN PENILAIAN HASIL BELAJAR MAHASISWA 5. Kelompok Berkehidupan Bermasyarakat ( MBB ) 4. Kelompok Perilaku Berkarya ( MPB ) 3 . Kelompok Keahlian Berkarya ( MKB ) 2. Kelompok Keilmuan dan Ketrampilan ( MKK ) 0% – 30% 20% - 40% 40% - 80% 1. Kelompok Pengembangan Kepribadian ( MPK ) Kompetensi Lainnya Kompetensi Pendukung Kompetensi Utama KURIKULUM INSTITUSIONAL KURIKULUM INTI KELOMPOK MATA KULIAH INTI : Pancasila dan Kewarganegaraan , Agama, Bahasa Indonesia. INST : Bahasa Inggris, ISD, IBD, IAD, Filsafat Ilmu, Olah Raga dsb. KURIKULUM INTI ( Kompetensi Utama ) ditetapkan oleh Menteri.
18. SK MENDIKNAS RI NO. 045/U/2002. TENTANG KURIKULUM INTI PENDIDIKAN TINGGI Kompetensi Utama ditetapkan oleh kalangan Perguruan Tinggi, masyarakat profesi dan pengguna lulusan. Kompetensi Pendukung dan Kompetensi lainnya ditetapkan oleh Institusi penyelenggara program studi 5. Pemahaman kaidah berkehidupan bermasyarakat 4. Sikap dan perilaku dalam berkarya 3 . Kemampuan berkarya 2. Penguasaan ilmu dan ketrampilan 0% - 30% 20% - 40% 40% - 80 % 1. Landasan kepribadian Kompetensi Lainnya Kompetensi Pendukung Kompetensi Utama KURIKULUM INSTITUSIONAL KURIKULUM INTI ELEMEN KOMPETENSI
20. APA YG. DIMAKSUD KOMPETENSI ?? Kompetensi adalah seperangkat tindakan cerdas, penuh tanggungjawab yang dimiliki seseorang sebagai syarat untuk dianggap mampu oleh masyarakat dalam melaksanakan tugas-tugas di bidang pekerjaan tertentu . SK Mendiknas 045/U/2002
22. Kompetensi Lulusan Written Communications Skill Ability to Work Independently Ability to Work in Team Settings Analytical Skills Logical Skills Knowledge of Technology Knowledge of Field Oral Communications Skill Hard Skill Soft/Life Skill
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26. PENGERTIAN KURIKULUM 1. KURIKULUM ADALAH SEPERANGKAT RENCANA DAN PENGATURAN MENGENAI TUJUAN, ISI, DAN BAHAN PELAJARAN SERTA CARA YANG DIGUNAKAN SEBAGAI PEDOMAN PENYELENGGARAAN KEGIATAN PEMBELAJARAN UNTUK MENCAPAI TUJUAN PENDIDIKAN TERTENTU .( UU SISDIKNAS No.20, TAHUN 2003 ). 2. KURIKULUM PENDIDIKAN TINGGI ADALAH SEPERANGKAT RENCANA DAN PENGATURAN MENGENAI ISI MAUPUN BAHAN KAJIAN DAN PELAJARAN SERTA CARA PENYAMPAIAN DAN PENILAIANNYA YANG DIGUNAKAN SEBAGAI PEDOMAN PENYELENGGARAAN KEGIATAN BELAJAR MENGAJAR DI PERGURUAN TINGGI . (Kepmendiknas No.232 /U/2000 )
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30. STRUKTUR KURIKULUM MODEL SERI MODEL PARALEL BERDASAR LOGIKA KEILMUAN BERDASAR STRATEGI PEMBELAJARAN Humanistic,social science , profesional practice & ethic Mathematic & Basic Science Basic Engineering (E.P) Engineering Design Engineering Disp Specialization Humanistic,social science , profesional practice & ethic Mathematic & Basic Science Basic Engineering (E.P) Engineering Design Engineering Disp. Specialization
31. CONTOH:KONSEP KURIKULUM JURUSAN ARSITEKTUR ITS SOCIAL & HUMANITIES PLANNING & ENVIRONMENT ARCHITECTURAL DESIGN DESIGN PRINCIPLE & ARCH. THEORY STRUCTURE PRINCIPLE SCIENCE & TECHNOLOGY TUGAS AKHIR
33. Prinsip Penyusunan Kompetensi professional needs Industrial/ business needs societal needs . Resources Staff Library Physical Facilities Laboratories Curriculum
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35. CURRICULUM DESIGN AND DEVELOPMENT Curriculum Design Required Output Actual Output Resource Deployment Curriculum Implementation Resource Required Our Objective: Minimize Δ Required and Actual Output
41. UU SISDIKNAS 2003 PASAL 61 ayat (1) Sertifikat berbentuk ijazah dan sertifikat kompetensi PASAL 61 ayat (2) Ijazah diberikan kepada peserta didik sebagai pengakuan terhadap prestasi belajar dan/atau penyelesaian suatu jenjang pendidikan setelah lulus ujian yang diselenggarakan oleh satuan pendidikan yang terakreditasi. apa beda sertifikat dan ijazah?
42. UU SISDIKNAS NO 20/2003 PASAL 61 ayat (3) Sertifikat kompetensi diberikan oleh penyelenggara pendidikan dan lembaga pelatihan kepada peserta didik dan warga masyarakat sebagai pengakuan terhadap kompetensi untuk melakukan pekerjaan tertentu setelah lulus uji kompetensi yang diselenggarakan oleh satuan pendidikan yang terakreditasi atau lembaga sertifikasi .
43. TUGAS PERGURUAN TINGGI TUGAS MASYARAKAT PEMANGKU KEPENTINGAN LEMBAGA SERTIFIKASI KOMPETENSI UTAMA KOMPETENSI PENDUKUNG KOMPETENSI LAINNYA ASOSIASI PROFESI B STANDART KOMPETENSI STANDART KOMPETENSI ASOSIASI PROFESI C PROGRAM PENDIDIKAN AKADEMIK (S1) GENERIC SKILL (TRANSFERABLE SKILL) IJASAH STANDART KOMPETENSI ASOSIASI PROFESI A SERTIFIKAT KOMPETENSI
44. GENERIC SKILL (TRANSFERABLE SKILL) KOMPETENSI UTAMA KOMPETENSI PENDUKUNG KOMPETENSI LAINNYA PROGRAM PENDIDIKAN AKADEMIK (S1) IJASAH STANDART KOMPETENSI SERTIFIKAT JENIS PEKERJAANATAU LAPANGAN KEHIDUPAN TERTENTU Training LEMBAGA PELATIHAN LEMBAGA SERTIFIKASI
45. PROGRAM PENDIDIKAN VOKASI BASIC SKILL (APLICABLE SKILL) IJASAH KOMPETENSI UTAMA KOMPETENSI PENDUKUNG KOMPETENSI LAINNYA STANDART KOMPETENSI SERTIFIKAT JENIS PEKERJAAN TERTENTU ASOSIASI AHLI LEMBAGA SERTIFIKASI
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47. Efisien Produktif JAMINAN KUALITAS INPUT JAMINAN KUALITAS PROSES JAMINAN KUALITAS OUTPUT PERBAIKAN TERUS MENERUS (KBK) (SCL) PROSES INPUT ORGANISASI SEHAT MANAJEMEN KEPEMIMPINAN LULUSAN KOMPETEN OUTPUT RELEVAN
49. Bagaimana merumuskan KOMPETENSI SUATU MATA KULIAH? data sesuai fakta. Menyajikan AFEKTIF potensi kota. Membuat peta PSIKOMOTOR masalah prasarana kota. Menganalisis KOGNITIF DESKRIPSI TINGKAT KELUASAN DAN KERUMITAN MATERI KEILMUAN DESKRIPSI TINGKAT KEMAMPUAN BIDANG KEMAMPUAN
50. Terima Kasih HARAPAN : SETIAP PT MENELORKAN IDE IDE PEMBELAJARAN SCL YANG EFEKTIF
Notas del editor
Good morning – this is really an impressive turnout and it gives me great pleasure to be able to share with so many of you at once, some of the important work that has been underway. I am pleased to say there has been a lot of commitment and hard work on the part of many of your colleagues who are here today, to work closely with the TBS Program Management Office on advisory committees or working groups, to pull all the pieces of the Program together. I’d like to acknowledge that we recognize that many of you are in highly specialized areas of real estate, engineering and architectural services – areas that already have external certification programs, and are not necessarily at the same starting point as others who comprise this Community. However, many of the other departments have expressed their concern that there is a need to raise the profile of the Community and are looking to the Program to enable this. These departments have employees in facilities management, and those from smaller organizations or with regional offices have employees who are more generalists, often with responsibilities that also include materiel management and contracting and we must consider their needs also. We are now at an important juncture in the development of the Program – defining the Certification Standard. It is critical that we understand your concerns and have your support and participation. This is not a TB Program, we are responding to the Community’s expectations. As we are all in this together, the more heads we have to develop the Program, the better the solutions will be for all. Colleen and Micheline will bring you up to date on the development of the Program’s key components. Most importantly, we want to hear your views and discuss how we can work together to ensure that the Program meets your needs.
Good morning – this is really an impressive turnout and it gives me great pleasure to be able to share with so many of you at once, some of the important work that has been underway. I am pleased to say there has been a lot of commitment and hard work on the part of many of your colleagues who are here today, to work closely with the TBS Program Management Office on advisory committees or working groups, to pull all the pieces of the Program together. I’d like to acknowledge that we recognize that many of you are in highly specialized areas of real estate, engineering and architectural services – areas that already have external certification programs, and are not necessarily at the same starting point as others who comprise this Community. However, many of the other departments have expressed their concern that there is a need to raise the profile of the Community and are looking to the Program to enable this. These departments have employees in facilities management, and those from smaller organizations or with regional offices have employees who are more generalists, often with responsibilities that also include materiel management and contracting and we must consider their needs also. We are now at an important juncture in the development of the Program – defining the Certification Standard. It is critical that we understand your concerns and have your support and participation. This is not a TB Program, we are responding to the Community’s expectations. As we are all in this together, the more heads we have to develop the Program, the better the solutions will be for all. Colleen and Micheline will bring you up to date on the development of the Program’s key components. Most importantly, we want to hear your views and discuss how we can work together to ensure that the Program meets your needs.