GRADUATE COMPETENCY STANDARDS

DOSEN PENGAMPU:
Dra. Hj. Sri Elniati, M.A.

Oleh:
CLASS VII 1

Anggota:
1. Hanif Mutia Pratiwi (23029018)
2. Maulana Arifin (23029024)
3. Putri Deira (23029091)
4. Kayla Anzilma Asyura (23029131)

DEPARTMENT OF MATHEMATICS EDUCATION

FACULTY OF MATHEMATICS AND SCIENCES

PADANG STATE UNIVERSITY

2025
 PREFACE

Praise be to God Almighty for His grace and blessings, so that this paper entitled
"Graduate Competency Standards" can be completed successfully. This paper discusses the
graduate competency standards that are expected to be achieved by students after completing
their education. These competency standards become an important reference for universities
in designing curricula and learning processes, as well as for students in preparing themselves
to enter the world of work or continue their studies to a higher level.

The preparation of this paper cannot be separated from the help and support of various
parties. I would like to express my deepest gratitude to [name of supervising lecturer], who
has provided invaluable guidance and direction in the completion of this paper. I also thank
[names of other contributing parties], who have contributed useful thoughts and information.

I realize that this paper is still far from perfect. Therefore, I hope for all constructive
criticism and suggestions for the improvement of this paper in the future. Finally, I hope this
paper can be useful for readers, especially for students, lecturers, and parties concerned with
the development of graduate competency standards.

Padang, February 14, 2025

Author
 CHAPTER I
INTRODUCTION

A. Background of the Paper

In this era of globalization and increasing competition, the quality of human
resources has become a key factor in a nation's success. Higher education institutions,
as educational institutions, play a vital role in producing competent graduates who are
ready to compete in the global job market. To achieve this goal, clear and measurable
graduate competency standards are needed.
Graduate competency standards (GCS) are a formulation of the abilities that a
college graduate must possess, which include aspects of knowledge, skills, and
attitudes. These GCS become a reference for universities in organizing quality
education that is relevant to the needs of the world of work. However, in reality, many
universities do not yet have GCS that are comprehensive and in accordance with the
times. As a result, graduates produced often do not have the competencies needed by
the job market. This causes the graduate unemployment rate to remain high.
Therefore, the preparation and implementation of good GCS is very important.
GCS must be formulated based on an in-depth study of labor market needs,
developments in science and technology, and competency standards that apply
internationally. In addition, GCS must also be evaluated periodically to ensure their
relevance to changing times.
This paper aims to examine more deeply about graduate competency
standards, ranging from basic concepts, the importance of GCS, to the challenges and
implementation strategies. It is hoped that this paper can contribute ideas for
education stakeholders in an effort to improve the quality of university graduates in
Indonesia.
In addition, this paper is also expected to be a guide for students in preparing
themselves to achieve the expected competency standards. By understanding GCS,
students can be more focused on developing abilities and skills that are relevant to the
needs of the world of work. This research uses literature study methods and related
document analysis. The data and information obtained will be processed and analyzed
qualitatively to produce comprehensive conclusions and recommendations.

B. Problems Formulation
Based on the background above, the problem formulation in this paper is:
1. What is meant by graduate competency standards?
2. Why are graduate competency standards important for universities and students?
3. What are the challenges in the preparation and implementation of graduate
competency standards?
4. What are the effective strategies to improve the quality of graduates through the
implementation of competency standards?
C. Objectives of the Paper
The objectives of this research are:
1. To analyze the basic concepts of graduate competency standards.
2. To identify the importance of graduate competency standards for universities and
students.
3. To analyze the challenges in the preparation and implementation of graduate
competency standards.
4. To formulate effective strategies to improve the quality of graduates through the
implementation of competency standards.
 CHAPTER II
TEORY AND DISCUSSION

A. DEFINITION OF GRADUATE COMPETENCY STANDARDS

Competence is the ability to behave, think and act consistently as a
manifestation of the knowledge, attitudes and skills possessed by learners.
Competency standards are the minimum competency measures that students must
achieve after following a learning process in a particular education unit. So that the
Graduate Competency Standards (SKL) can be said to be a qualification of graduate
abilities which includes attitudes, knowledge and skills possessed by students in
accordance with agreed national standards, as stipulated by the Minister of National
Education Regulation No. 23 of 2006, Graduate competency standards are used as
assessment guidelines in determining the graduation of students from educational
units.
Meanwhile, according to the Regulation of the Minister of Education and
Culture number 5 of 2022, Graduate Competency Standards are minimum criteria
regarding the unity of attitudes, skills, and knowledge that show the achievement of
the ability of Learners from their learning outcomes at the end of the Education Level.

B. OBJECTIVE OF GRADUATE CONPETENCY STANDARDS

In Government Regulation No. 57 of 2021 concerning National Education
Standards, the objectives of the Graduate Competency Standards are explained as
follows:
1. Chapter 4 paragraph (4):
SKL is used as a reference in the development of content standards, process
standards, educational assessment standards, education personnel standards,
facilities and infrastructure standards, management standards, and financing
standards.
2. Chapter 6:
a. Paragraph (1): The SKL in education units at the basic education level are
focused on character building with Pancasila values as well as literacy and
numeracy competencies of students.
b. Paragraph (2): SKLs in education units at the general secondary education
level are focused on knowledge to improve the competence of learners to live
independently and follow further education.
c. Paragraph (3): SKLs in education units at the vocational secondary education
level are focused on skills to improve the competence of learners so that they
can live independently and follow further education in accordance with their
vocations.
d. Paragraph (4): LCLs in higher education units are focused on preparing
students to become members of society who have noble character, knowledge,
skills, independence, and attitudes to discover, develop, and apply science,
 technology, and art that are beneficial to humanity. This is the function of the
Graduate Competency Standards (SKL) based on the levels of education.

C. RANGE OF GRADUATE COMPETENCY STANDARDS

The graduate competency standards have a range of coverage, including:
1. Competency standards for education graduates
Graduate Competency Standards (SKL) of education units are qualifications
of graduate abilities that cover knowledge, skills and attitudes, which are used as
assessment guidelines in determining the graduation of students from education
units. SKL includes competencies for all subjects or groups of subjects.
a. SKL at the basic education level are intended to lay the foundation of
intelligence, knowledge, personality, noble character, and skills for
independent living and further education.
b. SKL at the general secondary education level are intended to increase
intelligence, knowledge, personality, noble character, and skills to live
independently and follow further education.
c. SKL. in vocational secondary education units is intended to increase
intelligence, knowledge, personality, noble character, and skills to live
independently and follow further education in accordance with their
vocations.

The Graduate Competency Standards include minimum graduate

competency standards for primary and secondary education units, minimum
graduate competency standards for subject groups, and minimum graduate
competency standards for subjects. Regulation of the Minister of National
Education of the Republic of Indonesia No 23 of 2006 stipulates Graduate
Competency Standards (SKL) for Primary and Secondary Education Units.

In another regulation, Minister of National Education of the Republic of

Indonesia Regulation No 24 of 2006 stipulates the implementation of content
standards and graduate competency standards for primary and secondary
education units.

2. Competency standards for graduates of subject groups

Subject competency standards are the minimum ability qualifications of
learners that describe the mastery of attitudes, knowledge and skills expected to be
achieved at each level or semester for a particular subject group.
3. Competency standards and basic competencies
Competency Standards are minimum learner ability qualifications that
describe the mastery of knowledge, attitudes, and skills expected to be achieved at
each grade and/or semester in a subject.
Basic Competencies are a number of abilities that must be completed by
students in certain subjects as a reference for the preparation of competency
indicators in a lesson.
 Competency standards and basic competencies are the direction and
foundation for developing subject matter, learning activities and indicators of
competency achievement for assessment. Meanwhile, in designing learning
activities and assessments, it is necessary to pay attention to process standards and
assessment standards.

D. FOUNDATION OF GRADUATE COMPETENCY STANDARDS

According to Minister of Education and Culture Regulation No. 5 of 2022,
graduate competency standards are based on several things, namely:
1. National education objectives
According to Law Number 20 of 2003 concerning the National Education
System, the objectives of national education are:
a. Developing the potential of students
b. Forming human beings with character
c. To educate the life of the nation
2. Learner's level of development
3. The Indonesian national qualifications framework
4. Lanes, levels, and types of education

E. GRADUATE COMPETENCY STANDARDS FOR MATHEMATICS

According to ministerial regulation number 23 of 2006 that regulates the
competency standards of graduates, the competency standards for mathematics
subjects are:
1. Understand mathematical concepts, explain the relationship between concepts and
apply concepts or algorithms, flexibly, accurately, efficiently, and precisely, in
problem solving.
2. Using logic in patterns and properties, perform mathematical manipulations in
making generalizations, compiling evidence, or explaining mathematical ideas and
statements.
3. Solve problems that include the ability to understand the problem, design a
mathematical model, solve the model and interpret the solution obtained.
4. Communicate ideas with symbols, tables, diagrams, or other media to clarify
situations or problems.
5. Having an attitude of appreciating the usefulness of mathematics in life, namely
having curiosity, attention, and interest in learning mathematics, as well as a
tenacious and confident attitude in problem solving.
 CHAPTER III
CONCLUSION

A. Conclusion
Graduate Competency Standards (GCS) are crucial for ensuring the quality
and relevance of higher education in today's competitive global landscape. These
standards, encompassing knowledge, skills, and attitudes, serve as a vital link between
educational institutions and the demands of the workforce. As outlined in various
regulations, GCS provide a framework for universities to design effective curricula,
learning processes, and assessments. They also empower students to understand and
develop the specific competencies needed to succeed in their chosen careers or further
studies. While challenges exist in the formulation and implementation of GCS,
particularly in keeping them aligned with evolving industry needs and technological
advancements, their importance in producing competent and competitive graduates
remains undeniable. Effective strategies, including continuous evaluation and
collaboration with stakeholders, are essential to ensure that GCS contribute to
improving the overall quality of education and graduate employability.

B. Suggest
Based on the conclusions above, several suggestions can be put forward to
improve the effectiveness of the Graduate Competency Standards (GCS). First, there
needs to be closer cooperation between universities and industry and the world of
work. Active involvement of professionals in related fields in the process of
formulating and evaluating GCS will ensure that the standards set are relevant to the
needs of the labor market. Second, evaluation of GCS must be carried out regularly
and comprehensively. The results of this evaluation are then used as a basis for
revising and improving GCS to remain relevant to developments in science,
technology and community needs. Third, universities need to develop adequate
support systems to help students achieve the set GCS. This system can take the form
of self-development programs, skills training, as well as relevant facilities and
resources. With the implementation of these suggestions, it is hoped that GCS can
become an effective instrument in improving the quality of university graduates in
Indonesia, so that they are able to compete in the global era and contribute to national
development.
 REFERENCE
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Nomor 23 Tahun 2006 tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar
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Standar Kompetensi Lulusan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar,
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Republik Indonesia. (2003). Undang-Undang Nomor 20 Tahun 2003 tentang Sistem

Pendidikan Nasional. Jakarta: Sekretariat Negara.

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Standar Nasional Pendidikan. Jakarta: Sekretariat Negara.