By: Shoifah Muslikhatis Shofa
I. Introduction
Government, in this case Minister of National Education has established “The policy of education quality improvement" on 2 May 2002. It represents the most precise momentum in order to anticipating global era, especially free market globalization of ASEAN, such as AFTA (Asean Free Trade Area), and AFLA (Asean Free Labor Area), and also in Area of State Asia Pacific (APEC). In era of free market and globalization, human face unpredictable change, it is supposed as a fisherman "in the free ocean" that is able to mislead otherwise have " a compass" as a guidance to act. It has resulted the nonlinear relation between education and employment "one to one relationship". Because what is going on in employment is difficult to be followed by education world, so that there is a difference.
The condition is required to be base thought of all organizer and all education official to develop continual maintenance system so that it can improve the continual quality improvement, because nowadays the improvement seems to be partial, no continuity, or patchwork.
That thing is required to be reasserted, if it is related to the chaching condition of society, in consequence of acceleration current information, globalization and multi dementia crisis that has not yet shown the improvement for almost seven year.
Government always copes to increase the quality of education, either through conventional or innovative way. Such effort is Competence Base Curriculum (CBC), named “The Curriculum 2004)”- in some schools of elementary and secondary education, it is immediately implemented (2004) at all subject of study area in all type of education.
II. Analysis
CBC represents the alternative curriculum to face various education problems, especially study at school / Madrasah. It said that way because CBC gives the clarity about competence that must be inculcated to the learner during learning process.
A. Base concept of CBC
Time to time, the problem of education represents the very complex problem, and most states dispute what ought to be taught at school. At least there are 4 concepts of curriculum that nowadays grow swiftly, namely:
- Esensialis: "primary subject" is required for better education (Plato)
- Ensiklopedisme: elementary subject with the broader coverage and open for everyone (comenisius)
- First education model of senses basis (Aristoteles)
- Pragmatic Movement orienting at child that is pioneered by John Dewey becomes the American typical breakthrough.
What about CBC that is being developed in Indonesia? it is the theories to use the competence concept. It declares in curriculum of Depdiknas, 2002 1) are:
1. Competence relates to student ability to conduct something in any contexts
2. Competence explains the learning experience that is experienced by students in order to be competence
3. Competence represents learning out come that explains any actions of students learning process
4. Reliability of students Ability to conduct something should be defined clearly and wide in achievable standard of measurable performance.
B. The history of CBC
Study that is relied on competence or ability is teaching learning activity that is lead to provide knowledge, attitude and skilled to the learners to do something, in the form of a set action of intelligence (in the form of deftness, decision and efficacy) full of responsibility that must be owned by the someone to do any duties at the certain work. Mc. Ashan (1981:45) said that competence is:
"...is a knowledge, skills and abilities or capabilities that a person achieves, that become part of his or her being to the extent he or she can satisfactorily perform particular cognitive, affective and psychomotor behavior".
In addition, Gordon (1988: 109) that is cited by Mulyasa, explaining some aspects or ability that implied in the following competence: Knowledge, understanding, skills, value, Attitude, interest.
Concerning the statement above Depdiknas (2002:1) defines competence as knowledge, skilled, and base values that are reflected by thinking and acting habit that is consistently and continuously so that it is enable someone become competence, full of knowledge, etc.
Based on the definition above, CBC can be interpreted as a curriculum concept that is emphasizing at ability development to conduct any duties with certain standard performance, so that the outcome can be felt by the learners, how far the achievement toward a set of certain competence.
C. Characteristic of CBC
Characteristic of CBC includes appropriate competence selection: specification of indicator evaluates to determine the successfulness of competence improvement; and development system study. Despite CBC has a number of competences that must be mastered by learners, assessment is conducted based on certain standard as outcome of competence improvement posed by learners, the study more emphases at individual activity to master the required competence.
Depdiknas (2002) stated that Competence Base Curriculum has the characteristic as follows
- Emphasizing the achievement of students’ competence individually and classically as well
- Learning outcomes and multiculturalism orientation
- Learning transformation uses various method approach
- Source of learning is not merely teacher, but also others that fulfils educative element
- Assessment emphasizes at the process and outcome of learning in the effort improvement or achievement any competences.
D. The Learners in CBC
Competence Base Curriculum is developed by psychologist behaviorist that is very emphasizing and paying attention on the multiculturalism and also learners’ characteristic. At least there are five learners’ difference that are required to be paid attention in CBC, those are intelligence, creativity, defect of physical, cognitive growth and requirement.
E. Indicator of CBC achievement
At least there can be identified three factors that is causing the quality of education do not improve for all (Depdikbud, 1989)
- Policy And management of national education use the approach of education production function or input-out put analysis that does not executed by consequently
- Management of national Education is done by bureaucratic - centralistic, so that the school very depends on bureaucracy
- Participation of society, especially parents are very minim.
The existence Of CBC leads to better education world and it is expected to become the alternative improvement of education quality in Indonesia. the achievement of quality is visible from indicators below
- The improvement of independence and initiative to manage the available sources
- The improvement of efficiency and effectiveness management through the division of clear responsibility, democratic and transparent
- The improvement of attention and participation of citizen
- There is a fair competition among interscholastic in the improvement of education quality
- The improvement of effective teaching learning that is emphasizing learning to know, learning to do, learning to be, and learning to live together.
III. Closure
CBC is a dilemma
The school that is implemented CBC will find the difference than curriculum 2004. For example, in admission filling of gradual report, despitefully there is a standard of students’ achievement that is determined by according to policy of certain school. Then, it raises optimism and pessimist at the same time. Optimism is due to desire of policy taker to increase the quality of Indonesian education that still left behind with the other states, as well as it will give the motivation to education officer to be optimal of their activity. Even with the existence of minimum standard value will be able to improve the spirit of student.
While pessimist view is due to the experience when government implement the National Final Exam (UAN) Minimally 4,25, there are a lot of fail student. Central Java for example, student SMA/MA/SMK are reported that they have been fail about 25,59 % or 71,153 from 278,048 students. How the result if the minimum standard is 65? There is a big chance that we will have a long list of students that follow the remedial because they do not pass the exam. It means we should add class room and hard homework to all educator, at the same time it becomes the threat to school that its protégé ability is under the standard, because the school has to work more so that its protégé can reach the minimum standard.
CBC is a hope
In course of teaching learning process, CBC that is altering the paradigm from teaching become the learning requires the active student to be more in his study. Students learn "to search" ability that is required. To alter this paradigm, the teaching learning process has to be managed better and automatic conducive requires various strategies. That is the opinion of Sukmana (Pikiran Rakyat, 11/03).
CBC has some availability than the other models. First, this approach has natural character (contextual), because pre, focus and post point are student centered to emerge the students’ potency. Secondly, CBC may be a base to the other ability development. Third, there is a certain subject that is in its development more precise using the competence approach. The learners represent the object of learning and learning process conducts naturally and experienced based on a certain competence standard, non transfer of knowledge .
Consciously or unconsciously, at present we still adopt the design of West curriculum (America And Europe). They are assumed to more intelligent and quickly in predicting any opportunities so that they find new innovations as the breakthrough in the education. Whereas we still stick around in searching process of curriculum concept. Almost in every 10 year curriculum changes, however the out come is not like the expectation. Change is required, but the concept doesn't overrule the elementary ability of students. This consideration is intended upon that comparison and study for us to innovate continually in educational field.
References:
Majid, A dan Andayani, Dian. 2005. Pendidikan Agama Islam Berbasis Kompetensi Konsep dan Implemantasi Kurikulum 2004. Bandung: Remaja Rosda Karya
MOP No 278 Tahun XXIV. Oktober 2005
Mulyana, E. 2003. Kurikulum Berbasis Kompetensi Konsep Karakteristik, Implemantasi, dan Inovasi. Bandung: Remaja Rosda Karya
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