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10/12/2015 1 1 QUALITY ASSURING CURRICULUM IMPLEMENTATION UTILIZING INDONESIANQUALIFICATIONS 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 butline

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10/12/2015

1

1

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

10/12/2015

2

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.

E

X

T

E

R

N

A

L

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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).

E

X

T

E

R

N

A

L

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.

E

X

T

E

R

N

A

L

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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.

E

X

T

E

R

N

A

L

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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Internal driven

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

1

2

3

4

5

7

8

9

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

1

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

9

8

7

6

5

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

1

2

3

4

5

7

8

9

6

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

10/12/2015

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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

1

2

3

4

5

7

8

9

6

10/12/2015

23

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

10/12/2015

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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

CLOSING REMARKS

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