Sintesis Workshop Kurikulum Berbasis Kompetensi (KBK)

Penyusunan Kurikulum Berbasis Kompetensi(KBK) Kegiatan Technical Assistant Penyusunan KBK FK-Unaya

Detty iryaniFakultas Kedokteran Universitas Andalas

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What is CurriculumCurriculum is not just a syllabus or statement about contentKurikulum lebih merupakan apa yang seharusnya terjadi di dalam program pembelajaran tentang maksud pembelajaran, dan tentang bagaimana maksud tadi dapat tercapai

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.What is CurriculumKurikulum 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 (Pasal 1 Butir 19 UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional)

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.What is CurriculumKurikulum 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 (Pasal 1 Butir 6 Kepmendiknas No. 232/U/2000 tentang Pedoman Penyusunan Kurikulum Pendidikan Tinggi dan Penilaian Hasil Belajar Mahasiswa)

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Model in Curriculum DevelopmentADDIES MODELJOHN HOPKINS MODELHARDENS MODEL

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Model in Curriculum DevelopmentADDIES MODEL-Analyze-Design-Develop-Instruct-Evaluate

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Model in Curriculum DevelopmentJOHN HOPKINS MODEL-Identified mission and vision of institution, and stakeholders needs-Identified student characteristics and needs-Defined educational objectives (cognitive, psychomotor, affective)-Defined educational strategy and learning method-Defined method for student evaluation-Defined method for curriculum evaluation

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Model in Curriculum DevelopmentHARDENS MODEL-What are the needs of the community in relation to the product of this training program?-What are the aims and objectives?-What content has been included?-How is the content organized? -What are the educational strategies used? -What are the teaching method used?-How is assessment of student carried out?-How are details of curriculum communicated?-What is the educational environment?-How is the process managed?

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What is CompetencyCompetencies combine appropriate supporting knowledge and professional attitude, and they are performed reliably in natural settings without assistance.

Chambers, 1993

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..What is CompetencyCompetency is a complex set of behaviors built on the components of knowledge, skills, attitude

(Carraccio,et al,2002)

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..What is CompetencySpecification of knowledge and skill and the application of that knowledge and skill to the standard of performance required by the standards or learning outcomes. (Jones J, Malcohm,2000).

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..What is CompetencyKnowledge, skill and attitude needed to perform an ability to do a certain job / profession

(Tillman, 1996 ).

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..What is CompetencySeperangkat tindakan cerdas dan penuh tanggung jawab yang dimiliki seseorang sebagai syarat untuk dianggap mampu oleh masyarakat dalam melaksanakan tugas-tugas di bidang pekerjaan tertentu

SK Mendiknas No. 045/U/2002

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What is CompetenceBatas minimal keahlian yang dimiliki pada suatu profesiMemiliki kompetensi pada bidangnya

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Competency PrinciplesConsistency Independence Timeliness Accuracy Appropriateness

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Features of A Competency StatementFocuses on outcome performanceIntegrates a broad range of related knowledge and skills objectivesContextualized related to a practical task in the fieldDrawn from multiple domains, including affective and moral dimensionsIncludes professional behaviour relevant to the taskIndicates a level of expected ability

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Elemen Kompetensi(SK Mendiknas No.045/U/2002)a. Landasan Kepribadianb. Penguasaan ilmu dan keterampilanc. Kemampuan berkaryad. Sikap dan perilaku berkarya menurut tingkat keahlian berdasarkan ilmu dan keterampilan yang dikuasaie. Pemahaman kaidah kehidupan bermasyarakat sesuai dengan pilihan keahlian dalam berkarya

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Tujuan PembelajaranPernyataan yang menggambarkan secara singkat dan jelas tentang apa yang harus mampu dilakukan mahasiswa setelah mengikuti proses pembelajaran

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.Tujuan PembelajaranTUJUAN PEMBELAJARAN UMUMSuatu pernyataan tentang tujuan pembelajaran secara umum

TUJUAN PEMBELAJARAN KHUSUSSuatu pernyataan tentang tujuan pembelajaran dalam hal perilaku yang dapat diobservasi di akhir suatu periode pendidikan

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COGNITIVEPSYCHOMOTORAFFECTIVE

CompetencyASPECTS OF COMPETENCY

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CognitiveRecall of facts (knowledge and understanding)Interpretation of information (application and analysis)Problem solving (synthesis and evaluation)

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PsychomotorImitation of maneuverPrecise control of the maneuverAutomatic performance of maneuver

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AffectiveReceptivityResponseInternalization/actualization

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Taxonomy BloomCognitive domain (intellectual capability, ie., knowledge, or 'think') Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel') Psychomotor domain (manual and physical skills, ie., skills, or 'do')

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Cognitiveknowledge: the recall of specific items comprehension: can recall, but can do a little more (e.g. paraphrase, define, discuss to some extent) application: all of the above, but can take information of an abstract nature and use it in concrete situations analysis: can break down a communication into its constituent parts, revealing the relationships among them synthesis: can pull together many disorganized elements or parts so as to form a whole evaluation: makes judgments about the value of materials or methods.

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Original Terms New TermsEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingUnderstandingRemembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) REVISED BLOOM TAXONOMY in Cognitive

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Cognitive ProcessRemember

UnderstandRecognizingRecallingInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining

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.Cognitive ProcessApply

Analyze

Evaluate

CreateExecutingImplementingDifferentiatingOrganizingAttributingCheckingCritiquingGeneratingPlanningProducing

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Affectivereceiving: is willing to notice a particular phenomenon responding: makes response, at first with compliance, later willingly and with satisfaction valuing: accepts worth of a thing organization: organizes values; determines interrelationships; adapts behaviour to value system characterization: generalizes certain values into controlling tendencies; emphasis on internal consistency; later integrates these into a total philosophy of life or world view.

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Psychomotorreflex: objectives not usually written at this low level fundamental movements: applicable mostly to young children (crawl, run, jump, reach, change direction) perceptual abilities: catch, write, balance, distinguish, manipulate physical abilities: stop, increase, move quickly, change, react skilled movements: play, hit, swim, dive, use non-discursive communication: express, create, mime, design, interpret.

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Differences between Instructional Objectives and Competency Statement (Wilkerson, 2002)ObjectivesStates an aspect of knowledge, skill or attitude to be acquiredGenerally discipline specific

Context-free

Professional values unaddressedDefines knowledge, skill or attitude separatelyCompetenciesIntegrates related knowledge, skill and attitude objectives

Draws from multiple disciplines relevant to practiceRelated to an actual task in the field-contextualisedDriven by professional practices and valuesDefines a level of ability for an observable outcome

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PENILAIAN OLEH PERGURUAN TINGGI SENDIRI PENILAIAN DILAKUKAN OLEH MASYARAKAT PEMANGKU KEPENTINGAN

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

KEMAMPUAN MINIMAL PENGUASAAN PENGETAHUAN, KETRAMPILAN DAN SIKAP SESUAI SASARAN KURIKULUM PROGRAM STUDINYAKURNAS 1994KBK 2000Perubahan Luaran Pendidikan Tinggi

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Competency-Based EducationA competency-based education consists of functional analysis of occupational roles, translation of these roles into outcomes, and assessment of trainees' progress on the basis of their demonstrated performance of these outcomes

(British Medical Journal, 2002)

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Building A Competency-Based EducationProblem, task, settingIdentify essential competencies for practiceDetermine competency components: objectives and performance levelsIdentify learning activities and strategiesDevelop assessment tools and standards for competency (Criterion-Reference)

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Building ..A Competency-Based EducationCompetencies to be achieved are carefully identified, verified, and made public in advanceCriteria to be used in assessing achievement and the conditions under which achievement will be assessed are explicitly stated and made public in advance.The instructional program provides for the individual development and evaluation of each of the competencies specified

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Building ..A Competency-Based EducationAssessment of competency takes the participants knowledge and attitudes into account but requires actual performance of the competency as the primary source of evidence. Participants progress through the instructional program at their own rate by demonstrating the attainment of the specified competencies

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Identifikasi Kompetensi Lulusan Menurut SK Mendiknas 045/U/2002Kompetensi inti ditentukan secara nasional oleh organisasi profesi, perguruan tinggi dan masyarakat pengguna. Kompetensi inti adalah kurikulum nasional

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SK. MENDIKNAS RI NO. 045/U/2002.TENTANG KURIKULUM INTI PENDIDIKAN TINGGIELEMEN KOMPETENSIKURIKULUM INTIKURIKULUM INSTITUSIONALKompetensi UtamaKompetensiPendukungKompetensi Lainnya1. Landasan kepribadian.40% - 80 %20% - 40%0% - 30%2. Penguasaan ilmu dan ketrampilan. 3. Kemampuan berkarya. 4. Sikap dan perilaku dalam berkarya. 5. Pemahaman kaidah berkehidupan bermasyarakat.

Kompetensi Utama ditetapkan oleh kalangan Perguruan Tinggi, masyarakat profesi dan pengguna lulusan.Kompetensi Pendukung dan Kompetensi lainnya ditetapkan oleh Institusi penyelenggara program studi

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RUMUSAN KELOMPOK KOMPETENSI KOMPETENSI UTAMA :Kemampuan untuk menampilkan untuk kerja yang memuaskan sesuai dengan penciri program studi.KOMPETENSI PENDUKUNG :Kemampuan yang gayut dan dapat mendukung kompetensi utama serta merupakan ciri khas Perguruan Tinggi yang bersangkutan.KOMPETENSI LAINNYA :Kemampuan yang ditambahkan yang dapat membantu meningkatkan kualitas hidup, dan ditetapkan berdasarkan keadaan serta kebutuhan lingkungan Perguruan Tinggi.

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Outcomes: Area of CompetenceRole and functions of professionalsCompetencies: Required for performance of roles and functionsKnowledge, Skills and Attitudefor acquisition of competenciesArea of Competence requires Prerequisite Competencies

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Millers pyramid

Behaviour

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Hubungan Kompetensi dengan Tujuan PembelajaranMisal untuk Area kompetensi: Komunikasi efektifTujuan pembelajaran :Tujuan Umum :Pada akhir pembelajaran, mahasiswa mampu berkomunikasi dengan pasien dan keluarganya

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Hubungan Kompetensi dengan ..Tujuan PembelajaranTujuan khusus :KOGNITIFPada akhir pembelajaran, mahasiswa mampu :Menjelaskan cara berkomunikasi dengan pasien dan keluarganyaMenjelaskan pengertian empatidst

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Hubungan Kompetensi dengan ..Tujuan PembelajaranTujuan khusus :PSIKOMOTORPada akhir pembelajaran, mahasiswa mampu: Melakukan komunikasi verbal dan non verbal dengan pasien dan keluarganyadst

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Hubungan Kompetensi dengan ..Tujuan PembelajaranTujuan khusus : AFEKTIFPada akhir pembelajaran, mahasiswa mampu :Menunjukkan sikap empati terhadap pasien dan keluarganyadst

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Working environment The LearnerThe learnerProfessional TasksCompetencies

Learning needsWorking environmentEducational objectivesLearnerevaluationLearningactivities

facilitator

Systematic Educational Planning

Programevaluation

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Tugas, peran dan fungsi seorang Profesional dalam profesisrata pertamaKomponen kompetensi yang dibutuhkan untuk melaksanakan tugas, Dalam profesiSsrata pertamaKemampuan yang harus dikuasai agar kompeten dalam melaksanakantugas, fungsi dan peran seorangProfesional dalam profesi strata pertamaPENDIDIKAN PERGURUAN TINGGIPENGEMBANGANKURIKULUM

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Thank You

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