scholarly journals KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES

2015 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Imroatus Solikhah
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Core Competency ◽  
Wide Range ◽  
Competency Based ◽  
Qualification Framework

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices.  The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed.  In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined.  In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.  

scholarly journals What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

2018 ◽  
Vol 6 (2) ◽  
pp. 98-105
Author(s):  
Dyah Tri Palupi
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
National Curriculum ◽  
Learning Outcome ◽  
Assessment Process ◽  
Curriculum Policy ◽  
Development Models ◽  
Design For All ◽  
New Type ◽  
Competency Based

This article identifying the Indonesi’s 2013 curriculum policy from several types of curriculum development models such as Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth and Doll. By analyzing carefully the ofcial curriculum policy the author conclude that the 2013 curriculum could be classifed as a “new” type of curriculum which is more eclectic by following the idea curriculum as praxis. The eclectic mode of the curriculum could be trace from its orientation to accommodate lots of idea from various curriculum development models from Tyler to Doll, for instance 2013 curriculum still has a tendency to control the standard of the learning outcome, content and process, but in other hand this curriculum encourages to develop a more contextual curriculum design for all of the schools throughout Indonesia. The 2013 curriculum also makes a compromise between outcome/competency-based and process-based curriculum design in which sometimes make the assessment process become a little bit difcult for the teachers at schools. Abstrak Artikel ini mengkaji Kurikulum 2013 dari berbagai jenis model-model pengembangan kurikulum, seperti model Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth, dan Doll. Dengan mengkaji secara teliti dokumen-dokumen resmi kebijakan Kurikulum 2013 penulis menyimpulkan bahwa Kurikulum 2013 dapat dikategorisasikan sebagai bertipe “baru” yang lebih bersifat eklektik dengan mengikuti gagasan kurikulum sebagai praksis. Kecenderungan eklektik dari kurikulum ini dapat dilihat dari orientasinya yang mencoba untuk mengakmodasi banyak gagasan dari beberapa model pengembangan kurikulum dari Tyler hingga Doll. Misalnya, Kurikulum 2013 masih menggunakan perspektif standardisasi sebagai mekanisme control terhadap mutu lulusan, muatan kurikulum, dan proses pembelajaran, tapi di sisi lain Kurikulum 2013 juga mengarahkan sekolah-sekolah untuk mengembangkan kurikulum yang sifatnya kontekstual. Kurikulum 2013 juga mengkompromikan antara desain kurikulum berbasis luaran/kompetensi dan berbasis proses yang terkadang justru menyulitkan para guru dalam melakukan penilaian hasil belajar siswa di sekolah. Keywords: Contextual curriculum; curriculum as praxis; curriculum development; eclectic model; the Indonesia’s 2013 national curriculum

scholarly journals DEVELOPING CURRICULUM OF BACHELOR IN ELT PROGRAM BASED ON THE INDONESIAN NATIONAL QUALIFICATION FRAMEWORK (KKNI)

2017 ◽  
Vol 6 (1) ◽  
pp. 85
Author(s):  
Amirudin Latif
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Learning Outcomes ◽  
Positive Response ◽  
Lesson Plan ◽  
State Institution ◽  
English Department ◽  
Study Materials ◽  
Qualification Framework ◽  
Outcomes Study

The study is intended to develop curriculum of bachelor in ELT Program based on the Indonesian National Qualification Framework (KKNI). The procedure of the curriculum development is adapted from a guidance book of the curriculum development for higher education published by RISTEKDIKTI. The subjects of the study are the lecturers and students of English Department Muhammadiyah University of Metro, English teachers, headmaster, English course owners, heads of private and state institution, and heads of regency and city education office. The result of the study is the curriculum documents such as graduate profiles, learning outcomes, study materials, the structure of curriculum, the semesterly course distribution, course description, syllabus, and lesson plan. The curriculum has been being implemented for two semesters. The students give positive response on the implementation of the curriculum.

Competency-Determined Curriculum as an Instructional Technology

1978 ◽  
Vol 6 (3) ◽  
pp. 187-200 ◽  
Author(s):  
Thomas E. Cyrs
Keyword(s):  
Instructional Technology ◽  
Curriculum Development ◽  
Professional Practice ◽  
Curriculum Design ◽  
Student Assessment ◽  
Health Sciences ◽  
Primary Curriculum ◽  
Valid Assessment ◽  
Competency Based ◽  
Development Assessment

Competency-based approaches to curriculum design are beginning to have an impact on the health sciences where competence is requisite and mandatory to professional practice and which is purportedly assured through licensure. However, “competent” practice has never really been described in terms that are capable of valid assessment. Competency-based approaches that have been reported in the general literature view the approach as primary curriculum development. Assessment of student competence is seldom given significant consideration. The approach presented in this paper views student assessment as the locus of competency-based approaches from which curriculum development will follow.

scholarly journals Meta-analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Procces

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
S. Ngabekti ◽  
S. Ridlo ◽  
E. Peniati ◽  
R. Martanto
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Role Playing ◽  
Analysis Data ◽  
R And D ◽  
Wide Range ◽  
Quasi Experimental ◽  
Qualitative Descriptive ◽  
Competency Based ◽  
And Control

<p>The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.</p>

Learning outcomes and curriculum development in psychology in Australia

2008 ◽  
Author(s):  
P. Wilson ◽  
D. Bath ◽  
G. Hannan ◽  
F. Martin ◽  
G. Farrell ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

Tata Wiron: branding galvanized wires

2015 ◽  
Vol 5 (7) ◽  
pp. 1-8
Author(s):  
Vijay Pundalik Bhangale ◽  
Maithili Prashant Dhuri
Keyword(s):  
Learning Outcomes ◽  
Market Segmentation ◽  
Value Chain ◽  
Far East ◽  
Commodity Market ◽  
Content Type ◽  
Steel Wires ◽  
Wide Range ◽  
Major Player ◽  
Depth Analysis

Subject area Marketing. Study level/applicability MBA Marketing Class. Case overview The case describes the transition of a “Galvanized Wires Business of Tata Steel” into a unique identity, the'Tata Wiron' brand. It focuses on key stages in this journey, including “Understanding the Customers in Galvanized Wires Business”, “Value Chain”, “Challenges Faced”, “Need for Branding”, “Market Segmentation”, “Competition”, “Process of Branding”, “Differentiation”, “Distribution & Sales” and “Promotion”. Tata Steel Wires Business is a major player in the steel wire industry, servicing the discerning needs of its customers across global markets and the leading producer of steel wires in India. A wealth of experience and expertise in the wire industry coupled with latest technology incorporations has enabled Tata Steel Wires Division to constantly meet the most exacting specifications and requirements of its customers. It manufactures a wide range of wires catering to the needs of various industry segments, such as automobile, infrastructure, power and general engineering. The products are well established across the markets of Europe, the USA, Middle East Asia, Australasia, South Asia and Asia and the Far East. Expected learning outcomes The expected learning outcomes are as follows: understanding how in-depth analysis of the competition and value chain establishes the need for branding in a commodity market; understanding how consumer insights help in market segmentation and targeting; and building a brand in commodity market. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

scholarly journals Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 156
Author(s):  
Meaghann Weaver ◽  
Christopher Wichman
Keyword(s):  
Palliative Care ◽  
Curriculum Design ◽  
Cognitive Theory ◽  
Curriculum Implementation ◽  
Self Assessment ◽  
Training Environment ◽  
Pediatric Residents ◽  
Code Status ◽  
Personal Attitude ◽  
Competency Based

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

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