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QUALITY ASSURING CURRICULUM IMPLEMENTATION
UTILIZING INDONESIAN QUALIFICATIONS FRAMEWORK
(KERANGKA KUALIFIKASI NASIONAL INDONESIA)
APTISI JAKARTA 2015
Megawati Santoso
Institut Teknologi Bandung (Lecturer)
(Team Leader)
DA DA DA DA Behind the curtain: why we need an IQF (KKNI)
EA EA EA EA Make the a qualifications framework comes to
live
FA FA FA FA Quality Assurance is a must for developing
mutual trust
GA GA GA GA Learning Outcomes to subject courses
bbbbutline
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DA DA DA DA Behind the curtain: why we need IQF
(KKNI)
The World Trade
Organization was signed in
1994 and took effect on
January 1, 2005.
General Agreement on Trade
in Services were signed in
April 1994 when the
Agreement Establishing the
WTO was signed.
These multi-year
negotiations concluded
on December 15, 1993. The
final documents were signed
on April 15, 1994 in
Marrakech,Morocco.
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The FOUR generally applicable provisions
• the most-favored nation requirement (GATS
art. II);
• transparency (GATS art. III);
• the procedural review section of the domestic
regulation provision (GATS art. VI, para.
• recognition (GATS art. VII).
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Four “Modes of Supply”
Mode 1 - Cross-border supply: the possibility for non-resident service suppliers to supply services cross-border into the Member’s territory.
Mode 2 - Consumption abroad: the freedom for the Member’s residents to purchase services in the territory of another Member.
Mode 3 - Commercial presence: the opportunities for foreign service suppliers to establish, operate or expand a commercial presence in the Member’s territory, such as a branch, agency, or wholly owned subsidiary.
Mode 4 - Presence of natural persons: the possibilities offered for the entry and temporary stay in the Member’s territory of foreign individuals in order to supply a service.
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• GATS Article VI(4) requires the WTO Members to consider the development of “any necessary disciplines” on domestic regulation.
• The goal of such disciplines would be to ensure, among other things, that certain licensing and qualification measures were not more burdensome than necessary to fulfill a legitimate objective and did not constitute barriers to trade.
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Internal driven
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The European
Qualifications
Framework
constitutes an
important
instrument in the
transformation of
the higher
education sector
in Europe and the
promotion of an
outcome-based
education
Internal driven
Looking at competences and abilities when describing qualifications allows for a greater transparency and comparability between different education systems and opens the door to the mobility of students and workers in the area covered by the European Union.
However, at the same time, the definition of broad descriptors for each level promotes to a certain extent the maintenance of sufficient diversity between the systems and within the systems.
Internal driven
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ESTABLISHMENT OF INDONESIAN
QUALIFICATIONS FRAMEWORK (KKNI)
•Workers mobility:
•Students mobility
•Relevance
•Lifelong learning
•Accountability of providers
External
and
Internal driven
EEEEA A A A Make the a qualifications framework
comes to live
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DIFFERENT PATHWAYS
Well defined
OUTPUT / OUTCOMES
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2
3
4
5
7
8
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6
SMP
SMA/
MA/SMK
D1
D2
D3
S1/D4
S3/Sp
Sp -U
1
2
3
4
5
6
7
8
9
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EXPERT
TECHNICIAN/
ANALIST
OPERATOR
PROFESSION
SPECIALIST
D-III
D-II
D-I
S3(A)
1
2
3
4
5
7
8
9
6
S2
S1
S3
HIGH SCHOOL
S2(A)
D-IV
VOCATIONAL HIGH SCHOOL
LEARNING PROGRESS IN SKILLS AND
CAREER DEVELOPMENT
LEARNING
PROGRESS IN
SCIENTIFIC
DEVELOPMENT OCCUPATION OR CAREER UPGRADING
BY TRAINING OR THROUGH NON
FORMAL EDUCATION 17INTERIM REPORT - IQF
Promoting Accountability
Interoperability
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Mega
ASEAN
QUALIFICATIONS
REFERENCE
FRAMEWORK
INDONESIA
Vice Chair of Task Force of the
ASEAN Qualifications Reference
Framework
L Knowledge and skills Application and Responsibility
Demonstration of knowledge
and skills that:
The contexts in which knowledge and skills
are demonstrated:
1 • is basic general
• involve simple,
straightforward and routine
actions
• involve structured routine processes
• involve close levels of support and
supervision
2 • is general and factual
• involve use of standard
actions
• involve structured processes
• involve supervision and some discretion
for judgement on resolving familiar
issues
3 • includes general principles
and some conceptualaspects
• involve selecting and applying
basic methods, tools,
materials and information
• are stable with some aspects subject to
change
• involve general guidance and require
judgement and planning to resolve some
issues independently.
AQRF LEVELS and DESCRIPTIONS
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L Knowledge and skills Application and Responsibility
Demonstration of knowledge
and skills that:
The contexts in which knowledge and skills
are demonstrated:
4 • is technical and theoretical
with general coverage of a
field
• involve adapting processes
• are generally predictable but subject to
change
• involve broad guidance requiring some
self direction, and coordination to
resolve unfamiliar issues
5 • is detailedtechnical and
theoretical knowledge of a
general field
• involve analytical thinking
• are often subject to change
• involve independent evaluation of
activities to resolve complex and
sometimes abstract issues
6 • is specialisedtechnical and
theoretical within a specific
field
• involve critical and analytical
thinking
• are complex and changing
• require initiative and adaptability as well
as strategies to improve activities and to
solve complex and abstract issues
L Knowledge and skills Application and Responsibility
Demonstration of knowledge and
skills that:
The contexts in which knowledge and skills are
demonstrated:
7 • is at the forefront of a field and
show mastery of a body of
knowledge
• involve critical and independent
thinking as the basis for research
to extend or redefine knowledge
or practice
• are complex and unpredictable and involve
the development and testing of innovative
solutions to resolve issues
• require expert judgement and significant
responsibility for professional knowledge,
practice and management
8 • is at the most advanced and
specialized level and at the
frontier of a field
• involve independent and original
thinking and research, resulting
in the creation of new
knowledge or practice
• are highly specialized and complex involving
the development and testing of new theories
and new solutions to resolve complex,
abstract issues
• require authoritative and expert judgment in
management of research or an organisation
and significant responsibility for extending
professional knowledge and practice and
creation of new ideas and or processes.
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1 2 3 4 5 6 7 8
ASEAN <-> Member states
Referencing or Alligning QFs
EQF
AQFNZQF
Office of the AQRF Board
Global <->
ASEAN
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FFFFA A A A Quality Assurance is a must for
developing mutual trust
Distribution of HEI----DISPARITY IN QUALITY
By the end of 2014 the total number higher education institutions in Indonesia is 4,255, carrying out
22,036 degree programs.
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• Ketidakjelasan
diskriminasi antar jenis
pendidikan akademik –
vokasi – profesi
• Terjadi disparitas mutu
lulusan untuk jenjang
pendidikan yang sama
• Ketidak setaraan capaian
pembelajaran (Learning
Outcomes) untuk prodi
yang sama
KONDISI SAAT INI
SASARAN KEDEPAN
LEARNING OUTCOMES
QU
ALI
FIC
AT
ION
• Penataan mutu pendidikan tinggi
berdasarkan penjenjangan
kualifikasi lulusan
• Penyesuaian capaian pembelajaran
untuk prodi sejenis
• Penyetaraan capaian pembelajaran
dengan penjenjangan kualifikasi
dunia kerja
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Otonomi Akuntabilitas
• Otonomi merupakan hakikat perguruan tinggi
• Tanpa akuntabilitas, otonomi menjadi anarki
3
2
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Regulation Driven
Management
characterized by
compliance and
accountability to
institution’s vision and
mission
Effective and Efficient
Management
characterized by
Measurable Achievement
Quality Driven
Management characterized
by adherence to
professional norms and
committed to continuous
quality improvement
REGULATION DRIVEN TO QUALITY DRIVEN
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Untuk akuntabel…..
Konsep dan implementasi pendidikan S3 yang benar
dan bermutu
1. Jenis pendidikan yang tepat
2. Nomen Klatur Disiplin Akademik yang tepat
3. Gelar Akademik yang tepat
4. Learning Outcomes yang akuntabel
5. Proses pendidikan yang benar
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4
3
Sekolah Menegah Atas/ Kejuruan/ Madrasah Alyah
Diploma 4
(D4)
Diploma 1 (D1)
Diploma 3 (D3)
Diploma 2 (D2)
Magister
(S2) Terapan
Doktor
(S3) Terapan
Sarjana
(S1)
Magister
(S2)
Doktor
(S3)
Fokus pada
pengembangan
filosofis –keilmuan ,
SDM yang mampu
mengisi area of
occupancies LEVEL
KKNI
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Quality Assurance
1. External and Internal QA are essential for providing confidence in the qualifications issued.
2. The instruments should be able to capture:
– a completing the loop process (immersion of learning outcomes into the curriculum)
– an outcome achievements, requiring relevance of knowledge, skills, and competences in every qualification level.
3. Expert Judgments
4. External involvement
Higher Education Institutions
National level
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Minimum Learning
Outcomes Requirements
for a Study Program
IQF
DESCRIPTION
As basis for
National
Standards of
Higher
Education
LEARNING
PROCESS AND
METHODS
STUDY
PROGRAM
CURRICULA
STUDY
PROGRAM
OUTCOMES
BASED ON
NATIONAL
REQUIREMENT
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STUDY
PROGRAM
OUTCOMES
BASED ON
NATIONAL
REQUIREMENT
Curricula
implementations
Achievement of study
program outcomes
DIPLOMA SUPPLEMENT
Internal Quality Assurance
National
Quality Assurance
System
External Quality
Assurance
GGGGA A A A Learning Outcomes to subject courses
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Targeted Leaning
Outcomes (CP) by study
programs
IQF level and
descriptors
Creation of Adaptive
science and technology
development
Development of Learning system and
methodology
Readiness to enter
workplace (profiles)
Current curricula
PENYUSUNAN CAPAIAN PEMBELAJARAN
(bagi Prodi yang belum ada hasil forum prodi)
• Mencari referensi dari program studi sejenis yang memiliki
reputasi baik, dan dari sumber lain yang pernah ditulis
(misal asosiasi profesi, kolegium keilmuan, konsorsium
keilmuan, jurnal pendidikan, standar akreditasi).
• Mengkaji rumusan CP (kompetensi) program studi sendiri
yang pernah disusun dan membandingkan dengan rumusan
CP pada KKNI.
• Mengukur tingkat kemampuan lulusan prodi yang telah
dirumuskan, terhadap deskripsi KKNI pada jenjang
kualifikasi sesuai prodi.
• Menyesuaikan dengan rumusan ketrampilan umum yang
telah ditetapkan sebagai salah satu bagian kemampuan
minimal yang harus dicapai.
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Yang harus dipertimbangkan dalam
merumuskan capaian pembelajaran
• Bidang kerja yang diperkirakan dapat diraih atauditerjuni setelah lulus dari suatu Prodi. (lewattracer study, kajian kebutuhan dunia kerja, masukan pemangku kepentingan).
• Visi dan misi perguruan tinggi yang memberiwarna/ciri dari lulusannya.
• Bidang keilmuan yang akan diunggulkan ataudikembangkan berdasarkan SDM yang dimiliki.
• Pilihan bahan kajian yang dianggap oleh prodisangat dibutuhkan bagi lulusan untukpengembangan diri di masa depan.
Indikator pengkajian CP
1. Kelengkapan unsur deskripsi.
2. Kesesuian dengan jenjang kualifikasi :
• Gradasi ketrampilan khusus
• Gradasi penguasaan pengetahuan.
3. Kejelasan batas bidang keilmuan dan bahan kajian
yang harus dikuasai.
4. Referensi sebagai pembanding.
5. Kejelasan rumusan (kesamaan arti bila dibaca
awam/pemangku kepentingan).
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Yang harus dipertimbangkan dalam
merumuskan capaian pembelajaran
1. Bidang kerja yang diperkirakan dapat diraih atauditerjuni setelah lulus dari suatu Prodi. (lewattracer study, kajian kebutuhan dunia kerja, masukan pemangku kepentingan).
2. Visi dan misi perguruan tinggi yang memberiwarna/ciri dari lulusannya.
3. Bidang keilmuan yang akan diunggulkan ataudikembangkan berdasarkan SDM yang dimiliki.
4. Pilihan bahan kajian yang dianggap oleh prodisangat dibutuhkan bagi lulusan untukpengembangan diri di masa depan.
LEVELGRADASI KEMAMPUAN KERJA
dalam deskripsi KKNIKesetaraan
9 Pendalaman dan perluasan IPTEKS, riset multi-transdisiplin S3
8Mengembangkan IPTEKS melalui riset inter/multi disiplin,
inovasi, teruji.S2
7Mengelola sumber daya, menerapkan, minimal setara standar
profesi, mengevaluasi, pengembangan strategis organisasi.Profesi
6Mengaplikasikan, mengkaji, membuat desain, memanfaatkan
IPTEKS, menyelesaikan masalah.S1/D4
5menyelesaikan pekerjaan berlingkup luas, memilih berbagai
metodeD3
4menyelesaikan tugas berlingkup luas dan kasus spesifik ,
memilih metode bakuD2
3 melaksanakan serangkaian tugas spesifik, D1
2 melaksanakan satu tugas spesifik SMA
1melaksanakan tugas sederhana, terbatas, bersifat rutin,
dibawah pengawasan langsung
Tim Belmawa DIKTI 2014
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LEVELGRADASI PENGETAHUAN
yang harus dikuasai dalam deskripsi KKNIKesetaraan
9 falsafah S3
8 Teori S2
7 Teori dan teori aplikasi Profesi
6konsep teoritis bidang pengetahuan tertentu secara umum
dan konsep teoritis bagian khusus dalam bidang
pengetahuan tersebut secara mendalamS1/D4
5 konsep teoritis bidang pengetahuan tertentu secara umum D3
4 prinsip dasar bidang keahlian tertentu D2
3pengetahuan operasional yang lengkap, prinsip-prinsip
serta konsep umum D1
2pengetahuan operasional dasar dan pengetahuan faktual
bidang kerja yang spesifik
Lulusan
SMA
1 pengetahuan faktual
Tim Belmawa DIKTI 2014
Rumusan
capaian
pembelajaran
pada
KURIKULUM
Rumusan
capaian
pembelajaran
pada
MATA KULIAH
Tim dosen, mengacu
pada rumusan CP
kurikulum prodi
Tim pengembang
kurikulum prodi
(+ visi-misi PT)
Forum prodi sejenis &
kel.ahli , Asosiasi Profesi,
Instansi Pem.,Stakeholders
Rumusannya
tercantum dalam
Perpres no 8/2012
Rumusannya tercantum
dalam Standar Nasional
Pendidikan Tinggi
Rumusan CP : • Sikap
• Ketrampilan umum
sesuai jenis & strata
• Ketrampilan khusus
• Pengetahuan
lulusan PRODI (X)
Tim Belmawa DIKTI 2014
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2
3
4
5
7
8
9
6
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Penguasaan Pengetahuan
(Bahan Kajian)
Keterampilan Khusus
1 2 3 4 5 6 7 8 9 10
Teori X V V V V V V
Konsep teoritis Y V V V V
KOnsep umum X V V V
Konsep Metoda Z V V V
Prinsip dan Teknik A V V V
Pengetahuan operasional B V V V
Teknik C V
• Matriks I yang menyatakan keterkaitan antara bahan kajian dengan domain
kemampuan bekerja (ketrampilan khusus) dalam bentuk matriks. Hal ini
ditujukan agar target kemampuan kerja atau ketrampilan khusus dapat
tercapai karena ada pengetahuan yang mendukungnya.
• Analisis hubungan keterkaitan yang dinyatakan dalam matriks
Contoh matriks I
Penguasaan Pengetahuan
(Bahan Kajian)
Mata Kuliah
A B C D E F G H I Ds
t.
Teori X V V
Konsep teoritis Y V V
KOnsep umum X V
Konsep Metoda Z V V V
Prinsip dan Teknik A V V
Pengetahuan operasional B V V V
Teknik C V
• Matriks II yang menjelaskan keterkaitan antara bahan kajian dengan mata
kuliah baik teori maupun praktikum.
• Contoh Matriks II
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Metode PembalajaranMata Kuliah
A B C D E F G H I Dst.
Metode Pembelajaran 1 V V V
Metode Pembelajaran 2 V
Metode Pembelajaran 3 V
Metode Pembelajaran 4 V
Metode Pembelajaran 5 V V V
Metode Pembelajaran 6 V V
Matriks III keterkaitan antara mata kuliah dengan metoda
pembelaran per mata kuliah
Contoh Matriks III
Keahlian DosenMata Kuliah
A B C D E F G H I Dst.
Teknik Mesin V V V
Ekonomi V
Teknik/Ilmu Lingkungan V
Ilmu Bahan V
Teknik Material V V V
Kimia polimer V V
Teknik Manufaktur V V V
Teknik Industri V
Teknik Mesin V
Teknik Mesin V V V
Teknik Material V V V V V
Kimia Analitik V
Matriks IV yang menjelaskan keterkaitan antara mata kuliah dengan dosen
pengampu mata kuliah Catatan: Pengusul perlu memahami bahwa setiap mata
kuliah, baik disampaikan di laboratorium dan kelas dapat berkontribusi
membangun domain sikap, penguasaan pengetahuan, ketrampilan khusus, maupun
ketrampilan umum, bergantung pada metoda pembelajaran yang diadopsi oleh
setiap dosen.
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MATA
KULI
AH
CAPAIAN PEMBELAJARAN
SIKAPPENGUASAAN
PENGETAHUAN
KETRAMPILAN
KHUSUS
KETRAMPILAN
UMUM
1 2 3 4 5 1 2 3 4 5 6 7 8 1 2 3 4 5 6 1 2 3 4 5
A V V V V V V V
B V V V V
C V V V
D V V V
E V V V V V V V
F V V V V
G V V V V V V V V
H V V V
I V V V
J V V V V V V V
K V V V V V V V V V V V V
L V V V
Matriks V
Matriks VI- Kaitan penguasaan pengetahuan dengan
Indikator
MATA KULIAH INDIKATOR KELULUSAN
Pengantar Rekayasa Transportasi Jalan A
Pengantar Perkerasan Jalan B
Fisika Terapan C
Pengantar Sistem Transportasi D
Kalkulus 1/2 E
Statistik Probability F
Pengantar Mekanika Teknik G
Teknik Komunikasi H
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Matriks VII- Kaitan dengan Indikator dengan metoda
asesmen – summative dan formative
INDIKATOR KELULUSAN METODE ASESMEN
A WAWANCARA, TEST
B TEST
C DEMONSTRASI
D UJI LAPANGAN
E OBSERVASI, UJI LAPANGAN
FKETERANGAN KERJA DAN
WAWANCARA
G SERTIFIKAT KOMPETENSI
H SERTIFIKAT PROFESI
U{|ÇÇx~tU{|ÇÇx~tU{|ÇÇx~tU{|ÇÇx~t gâÇzztÄ gâÇzztÄ gâÇzztÄ gâÇzztÄ \~t\~t\~t\~tUnity in Diversity
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