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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) 1
butline DA EA FA GA
Behind the curtain: why we need an IQF (KKNI) Make the a qualifications framework comes to live Quality Assurance is a must for developing mutual trust Learning Outcomes to subject courses
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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).
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
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
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.
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Internal driven
Internal driven
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•Workers mobility: •Students mobility •Relevance •Lifelong learning •Accountability of providers
External and Internal driven
ESTABLISHMENT OF INDONESIAN QUALIFICATIONS FRAMEWORK (KKNI)
EA Make the a qualifications framework comes to live
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DIFFERENT PATHWAYS
9 8 7 6 5 4
Well defined
3
OUTPUT / OUTCOMES
2 1
S3/Sp
9 Sp -U S1/D4
8
D3 D2
7
D1 SMA/ MA/SMK SMP
6 5 4 3 2 1
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Promoting Accountability S3
S3(A)
S2
S2(A)
SPECIALIST
9
EXPERT
8 PROFESSION
S1
7
D-IV
6 D-III
TECHNICIAN/ ANALIST
5 D-II
4
D-I HIGH SCHOOL LEARNING PROGRESS IN SCIENTIFIC DEVELOPMENT
3 OPERATOR
VOCATIONAL HIGH SCHOOL
2
LEARNING PROGRESS IN SKILLS AND CAREER DEVELOPMENT
1
INTERIM REPORT - IQF
OCCUPATION OR CAREER UPGRADING BY TRAINING OR THROUGH NON 17 FORMAL EDUCATION
Interoperability
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ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Mega
INDONESIA Vice Chair of Task Force of the ASEAN Qualifications Reference Framework
AQRF LEVELS and DESCRIPTIONS L 1
2
3
Knowledge and skills
Application and Responsibility
Demonstration of knowledge The contexts in which knowledge and skills and skills that: are demonstrated: • is basic general • involve structured routine processes • involve simple, • involve close levels of support and straightforward and routine supervision actions • is general and factual • involve structured processes • involve use of standard • involve supervision and some discretion actions for judgement on resolving familiar issues • includes general principles • are stable with some aspects subject to and some conceptualaspects change • involve selecting and applying • involve general guidance and require basic methods, tools, judgement and planning to resolve some materials and information issues independently.
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L 4
5
6
Knowledge and skills
Demonstration of knowledge The contexts in which knowledge and skills and skills that: are demonstrated: • is technical and theoretical • are generally predictable but subject to with general coverage of a change field • involve broad guidance requiring some • involve adapting processes self direction, and coordination to resolve unfamiliar issues • is detailedtechnical and • are often subject to change theoretical knowledge of a • involve independent evaluation of general field activities to resolve complex and • involve analytical thinking sometimes abstract issues •
•
L
7
8
Application and Responsibility
is specialisedtechnical and theoretical within a specific field involve critical and analytical thinking
Knowledge and skills
• •
are complex and changing require initiative and adaptability as well as strategies to improve activities and to solve complex and abstract issues
Application and Responsibility
Demonstration of knowledge and The contexts in which knowledge and skills are skills that: demonstrated: • is at the forefront of a field and • are complex and unpredictable and involve show mastery of a body of the development and testing of innovative knowledge solutions to resolve issues • involve critical and independent • require expert judgement and significant thinking as the basis for research responsibility for professional knowledge, to extend or redefine knowledge practice and management or practice • is at the most advanced and • are highly specialized and complex involving specialized level and at the the development and testing of new theories frontier of a field and new solutions to resolve complex, • involve independent and original abstract issues thinking and research, resulting • require authoritative and expert judgment in in the creation of new management of research or an organisation knowledge or practice and significant responsibility for extending professional knowledge and practice and creation of new ideas and or processes.
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ASEAN <-> Member states
1 2 3 4 5 6 7 8
Referencing or Alligning QFs
Global <-> ASEAN
EQF
AQF
NZQF
Office of the AQRF Board
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FA 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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KONDISI SAAT INI • 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
QUALIFICATION
SASARAN KEDEPAN
• Penataan mutu pendidikan tinggi berdasarkan penjenjangan kualifikasi lulusan • Penyesuaian capaian pembelajaran untuk prodi sejenis • Penyetaraan capaian pembelajaran dengan penjenjangan kualifikasi dunia kerja LEARNING OUTCOMES
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Otonomi
Akuntabilitas
• Otonomi merupakan hakikat perguruan tinggi • Tanpa akuntabilitas, otonomi menjadi anarki
REGULATION DRIVEN TO QUALITY DRIVEN
Quality Driven Management characterized by adherence to professional norms and committed to continuous quality improvement
3
Effective and Efficient Management characterized by Measurable Achievement
2
Regulation Driven Management characterized by compliance and accountability to institution’s vision and mission
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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
Doktor (S3)
Doktor (S3) Terapan
9
Magister (S2)
Magister (S2) Terapan
8
7 Sarjana (S1)
Diploma 4 (D4)
Diploma 3 (D3) Fokus pada pengembangan Diploma 2 (D2) filosofis –keilmuan , SDM yang mampu Diploma 1 (D1) mengisi area of occupancies Sekolah Menegah Atas/ Kejuruan/ Madrasah Alyah
6 5 4 3 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
9 8 7 6
IQF DESCRIPTION As basis for National Standards of Higher Education
National level Minimum Learning Outcomes Requirements for a Study Program
5 4 3 2 1
LEARNING PROCESS AND METHODS
STUDY PROGRAM CURRICULA
STUDY PROGRAM OUTCOMES BASED ON NATIONAL REQUIREMENT
Higher Education Institutions
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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
GA Learning Outcomes to subject courses
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IQF level and descriptors
Current curricula
Readiness to enter workplace (profiles)
Targeted Leaning Outcomes (CP) by study programs
Creation of Adaptive science and technology development
Development of Learning system and methodology
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 atau diterjuni setelah lulus dari suatu Prodi. (lewat tracer study, kajian kebutuhan dunia kerja, masukan pemangku kepentingan). • Visi dan misi perguruan tinggi yang memberi warna/ciri dari lulusannya. • Bidang keilmuan yang akan diunggulkan atau dikembangkan berdasarkan SDM yang dimiliki. • Pilihan bahan kajian yang dianggap oleh prodi sangat dibutuhkan bagi lulusan untuk pengembangan 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 atau diterjuni setelah lulus dari suatu Prodi. (lewat tracer study, kajian kebutuhan dunia kerja, masukan pemangku kepentingan). 2. Visi dan misi perguruan tinggi yang memberi warna/ciri dari lulusannya. 3. Bidang keilmuan yang akan diunggulkan atau dikembangkan berdasarkan SDM yang dimiliki. 4. Pilihan bahan kajian yang dianggap oleh prodi sangat dibutuhkan bagi lulusan untuk pengembangan diri di masa depan.
LEVEL
GRADASI KEMAMPUAN KERJA dalam deskripsi KKNI
Kesetaraan
9
Pendalaman dan perluasan IPTEKS, riset multi-transdisiplin
S3
8
Mengembangkan IPTEKS melalui riset inter/multi disiplin, inovasi, teruji.
S2
7
Mengelola sumber daya, menerapkan, minimal setara standar profesi, mengevaluasi, pengembangan strategis organisasi.
Profesi
6
Mengaplikasikan, mengkaji, membuat desain, memanfaatkan IPTEKS, menyelesaikan masalah.
S1/D4
5
menyelesaikan pekerjaan berlingkup luas, memilih berbagai metode
D3
4
menyelesaikan tugas berlingkup luas dan kasus spesifik , memilih metode baku
D2
3
melaksanakan serangkaian tugas spesifik,
D1
2
melaksanakan satu tugas spesifik
1
melaksanakan tugas sederhana, terbatas, bersifat rutin, dibawah pengawasan langsung
SMA
Tim Belmawa DIKTI 2014
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LEVEL
GRADASI PENGETAHUAN yang harus dikuasai dalam deskripsi KKNI
Kesetaraan
9
falsafah
S3
8
Teori
S2
7
Teori dan teori aplikasi
6
konsep teoritis bidang pengetahuan tertentu secara umum dan konsep teoritis bagian khusus dalam bidang pengetahuan tersebut secara mendalam
S1/D4
5
konsep teoritis bidang pengetahuan tertentu secara umum
D3
4
prinsip dasar bidang keahlian tertentu
D2
3
pengetahuan operasional yang lengkap, prinsip-prinsip serta konsep umum
D1
2
pengetahuan operasional dasar dan pengetahuan faktual bidang kerja yang spesifik
1
pengetahuan faktual
Profesi
Lulusan SMA
Tim Belmawa DIKTI 2014
Rumusannya tercantum dalam Perpres no 8/2012
9 8 7 6 5 4 3 2 1
Rumusannya tercantum dalam Standar Nasional Pendidikan Tinggi
Rumusan CP : • Sikap • Ketrampilan umum sesuai jenis & strata Rumusan capaian pembelajaran pada MATA KULIAH
Tim dosen, mengacu pada rumusan CP kurikulum prodi
Rumusan capaian pembelajaran pada KURIKULUM
• Ketrampilan khusus • Pengetahuan lulusan PRODI (X)
Tim pengembang kurikulum prodi (+ visi-misi PT)
Forum prodi sejenis & kel.ahli , Asosiasi Profesi, Instansi Pem.,Stakeholders
Tim Belmawa DIKTI 2014
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• 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) 1 2 Teori X V V Konsep teoritis Y KOnsep umum X V Konsep Metoda Z V Prinsip dan Teknik A Pengetahuan operasional B Teknik C V
Keterampilan Khusus 3 4 5 6 7 8 9 10 V V V V V V V V V V V V V V V V V V
• Matriks II yang menjelaskan keterkaitan antara bahan kajian dengan mata kuliah baik teori maupun praktikum. • Contoh Matriks II
Penguasaan Pengetahuan (Bahan Kajian)
A B
Mata Kuliah 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
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Matriks III keterkaitan antara mata kuliah dengan metoda pembelaran per mata kuliah Contoh Matriks III Mata Kuliah Metode Pembalajaran
A B C D E F G H I Dst.
Metode Pembelajaran 1
V V
V
Metode Pembelajaran 2 Metode Pembelajaran 3
V V
Metode Pembelajaran 4 Metode Pembelajaran 5 V V Metode Pembelajaran 6
V V V 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. Mata Kuliah Keahlian Dosen 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
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Matriks V MATA KULI AH A B C D E F G H I J K L
CAPAIAN PEMBELAJARAN PENGUASAAN KETRAMPILAN SIKAP PENGETAHUAN KHUSUS 1 2 3 4 5 1 2 3 4 5 6 7 8 1 2 3 4 5 6 V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V
KETRAMPILAN UMUM 1 2 3 4 5 V V V V V V V V V V V V V V V 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 B C D E
WAWANCARA, TEST TEST DEMONSTRASI UJI LAPANGAN OBSERVASI, UJI LAPANGAN KETERANGAN KERJA DAN WAWANCARA SERTIFIKAT KOMPETENSI SERTIFIKAT PROFESI
F G H
CLOSING REMARKS
U{|ÇÇx~t gâÇzztÄ \~t Unity in Diversity Input can be emailed to: (
[email protected])
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