COMPETENCY BASED CURRICULUM

1. 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

2. The 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.

3. 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

4. C. COMPETENCE-BASED CURRICULUM BACKGROUND There are

several issues that underlie the application of Competency Based
Curriculum (CBC), including:

1. 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

 2. Diversity Problems in the Condition of Students: This can be seen from
the fact that:

a. Each student is unique. Learners have their own strengths and

weaknesses. Therefore, the process of uniformity and generalization will kill
the uniqueness.

b. Child age is the most creative age in human life, but education often does
not provide opportunities for creativity.

3. Challenges of Globalization

4. Challenges of Natural Resources.

5. Regional Autonomy

5. 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

 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).

6. 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

7. Furthermore Mulyasa explained that at least six characteristics of

competency-based curriculum could be identified, namely:

1. Learning system with modules.

2. Using all learning resources

3. Field experience

4. Individual personal learning strategies

 5. Ease of learning

6. Study thoroughly

8. 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.

9. 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)

10.G. COMPETENT BASED CURRICULUM COMPONENTS The

competency-based curriculum is a core framework that has four basic
components, namely:
 1) Curriculum and Learning Outcomes,

2) Class-Based Assessment,

3) Teaching and Learning Activities, and

4) Management of School-Based Curriculum.

11.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

1) Teaching and Learning Activities (TLA);

2) Class Based Assessment; and

3) Management of School-Based Curriculum.

12. Mulyana (2006) explains that the implementation of competency-based

curriculum (KBK) in its outline covers the main activities, namely:

1. Program development

2. Implementation of learning

3. Evaluation of the CBC

13.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

14.2. 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.

15.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.