QUALITY ASSURING CURRICULUM IMPLEMENTATION UTILIZING INDONESIANQUALIFICATIONS FRAMEWORK (KERANGKAKUALIFIKASINASIONALINDONESIA) APTISI JAKARTA 2015

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1 QUALITY ASSURING CURRICULUM IMPLEMENTATION UTILIZING INDONESIANQUALIFICATIONS FRAMEWORK (KERANGKAKUALIFIKASINASIONALINDONESIA) APTISI JAKARTA 2015 Megawati Santoso Institut Teknologi Bandung (Lecturer) (Team Leader) 1 butline DA EA FA GA Behindthe curtain: why we need an IQF (KKNI) Make the a qualifications framework comes to live QualityAssurance is a must for developing mutual trust Learning Outcomes to subject courses 1

2 DA Behind the curtain: why we need IQF (KKNI) The World Trade Organization was signed in 1994 and took effect on January 1, 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, The final documents were signed on April 15, 1994 in Marrakech,Morocco. E X T E R N A L 2

3 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 3

4 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 4

5 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. 5

6 Internal driven Internal driven 6

7 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 7

8 DIFFERENT PATHWAYS Well defined OUTPUT / OUTCOMES S3/Sp D1 SMA/ MA/SMK SMP D2 D3 S1/D4 Sp -U

9 Promoting Accountability S3 S2 S1 HIGH SCHOOL LEARNING PROGRESS IN SCIENTIFIC DEVELOPMENT S3(A) S2(A) D-IV D-III D-II D-I VOCATIONAL HIGH SCHOOL SPECIALIST PROFESSION LEARNING PROGRESS IN SKILLS AND CAREER DEVELOPMENT INTERIM REPORT - IQF EXPERT TECHNICIAN/ ANALIST OPERATOR OCCUPATION OR CAREER UPGRADING BY TRAINING OR THROUGH NON FORMAL EDUCATION 17 Interoperability 9

10 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Mega INDONESIA Vice Chair of Task Force of the ASEAN Qualifications Reference Framework L Knowledge and skills AQRF LEVELS and DESCRIPTIONS 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, judgementand planning to resolve some materials and information issues independently. 10

11 L Knowledge and skills Demonstration of knowledge and skills that: is technical and theoretical with general coverage of a field involve adapting processes is detailedtechnical and theoretical knowledge of a general field involve analytical thinking is specialisedtechnical and theoretical within a specific field involve critical and analytical thinking Application and Responsibility The contexts in which knowledge and skills are demonstrated: are generally predictable but subject to change involve broad guidance requiring some self direction, and coordination to resolve unfamiliar issues are often subject to change involve independent evaluation of activities to resolve complex and sometimes abstract issues 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 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 7 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 8 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. 11

12 10/12/2015 ASEAN <-> Member states Referencing or Alligning QFs Global <-> ASEAN EQF AQF NZQF Office of the AQRF Board 12

13 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. 13

14 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 SASARAN KEDEPAN QUALIFICATION Penataan mutu pendidikan tinggi berdasarkan penjenjangan kualifikasi lulusan Penyesuaian capaian pembelajaran untuk prodi sejenis Penyetaraan capaian pembelajaran dengan penjenjangan kualifikasi dunia kerja LEARNING OUTCOMES 14

15 10/12/2015 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 1 15

16 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) 6 Fokus pada pengembangan filosofis keilmuan, SDM yang mampu mengisiarea of occupancies Diploma 3 (D3) Diploma 2 (D2) Sekolah Menegah Atas/ Kejuruan/ Madrasah Alyah Diploma 1 (D1) LEVEL KKNI 16

17 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 IQF DESCRIPTION As basis for National Standards of Higher Education National level Minimum Learning Outcomes Requirements for a Study Program LEARNING PROCESS AND METHODS STUDY PROGRAM CURRICULA STUDY PROGRAM OUTCOMES BASED ON NATIONAL REQUIREMENT Higher Education Institutions 17

18 STUDY PROGRAM OUTCOMES BASED ON NATIONAL REQUIREMENT Curricula implementations Internal Quality Assurance Achievement of study program outcomes DIPLOMA SUPPLEMENT National Quality Assurance System External Quality Assurance GA Learning Outcomes to subject courses 18

19 IQF level and descriptors Current curricula Targeted Leaning Outcomes (CP) by study programs Creation of Adaptive science and technology development Readiness to enter workplace (profiles) 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. Menyesuaikandenganrumusanketrampilanumumyang telah ditetapkan sebagai salah satu bagian kemampuan minimal yang harus dicapai. 19

20 Yang harus dipertimbangkan dalam merumuskan capaian pembelajaran Bidang kerja yang diperkirakan dapat diraih atau diterjuni setelah lulus dari suatu Prodi. (lewat tracer study, kajiankebutuhanduniakerja, 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). 20

21 Yang harus dipertimbangkan dalam merumuskan capaian pembelajaran 1. Bidang kerja yang diperkirakan dapat diraih atau diterjuni setelah lulus dari suatu Prodi. (lewat tracer study, kajiankebutuhanduniakerja, 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 S MengembangkanIPTEKS melaluirisetinter/multi disiplin, inovasi, teruji. Mengelola sumber daya, menerapkan, minimal setara standar profesi, mengevaluasi, pengembangan strategis organisasi. Mengaplikasikan, mengkaji, membuat desain, memanfaatkan IPTEKS, menyelesaikan masalah. menyelesaikan pekerjaan berlingkup luas, memilih berbagai metode menyelesaikantugasberlingkupluasdankasusspesifik, memilih metode baku S2 Profesi S1/D4 3 melaksanakan serangkaian tugas spesifik, D1 2 melaksanakan satu tugas spesifik SMA D3 D2 1 melaksanakantugassederhana, terbatas, bersifatrutin, dibawah pengawasan langsung Tim Belmawa DIKTI

22 LEVEL GRADASI PENGETAHUAN yang harus dikuasai dalam deskripsi KKNI Kesetaraan 9 falsafah S3 8 Teori S2 7 Teori dan teori aplikasi Profesi 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 2 pengetahuan operasional yang lengkap, prinsip-prinsip serta konsep umum pengetahuan operasional dasar dan pengetahuan faktual bidang kerja yang spesifik D1 Lulusan SMA 1 pengetahuan faktual Tim Belmawa DIKTI 2014 Rumusannya tercantum dalam Perpres no 8/2012 Rumusannya tercantum dalam Standar Nasional Pendidikan Tinggi RumusanCP : Sikap Ketrampilan umum sesuai jenis& strata Rumusan capaian pembelajaran pada MATA KULIAH Rumusan capaian pembelajaran pada KURIKULUM Ketrampilan khusus Pengetahuan lulusan PRODI (X) Tim dosen, mengacu padarumusancp kurikulum prodi Tim pengembang kurikulum prodi (+ visi-misi PT) Forum prodisejenis& kel.ahli, AsosiasiProfesi, Instansi Pem.,Stakeholders Tim Belmawa DIKTI

23 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) Keterampilan Khusus TeoriX 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 PrinsipdanTeknikA V 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 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 Konsep Metoda Z V V V Prinsip dan Teknik A V V Pengetahuan operasional B V V V Teknik C V V 23

24 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 V Metode Pembelajaran 3 V Metode Pembelajaran 4 V Metode Pembelajaran 5 V V V Metode Pembelajaran 6 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 setiapdosen. Keahlian Dosen Mata 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 24

25 MATA KULI AH SIKAP Matriks V CAPAIAN PEMBELAJARAN PENGUASAAN PENGETAHUAN KETRAMPILAN KHUSUS KETRAMPILAN UMUM 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 VI- Kaitan penguasaan pengetahuan dengan Indikator MATA KULIAH INDIKATOR KELULUSAN Pengantar Rekayasa Transportasi Jalan Pengantar Perkerasan Jalan Fisika Terapan Pengantar Sistem Transportasi Kalkulus 1/2 Statistik Probability Pengantar Mekanika Teknik Teknik Komunikasi A B C D E F G H 25

26 Matriks VII- Kaitan dengan Indikator dengan metoda asesmen summative dan formative INDIKATOR KELULUSAN A B C D E F G H METODE ASESMEN WAWANCARA, TEST TEST DEMONSTRASI UJI LAPANGAN OBSERVASI, UJI LAPANGAN KETERANGAN KERJA DAN WAWANCARA SERTIFIKAT KOMPETENSI SERTIFIKAT PROFESI CLOSING REMARKS U{ ÇÇx~t gâçzztä \~t Unity in Diversity Input can be ed to: (mega.santoso@pusat.itb.ac.id) 26