“Kegagalan” Penerapan Kurikulum Berbasis Kompetensi di Indonesia: Kajian Dokumen Panduan Pengembangan Kurikulum 2004

 I. Pendahuluan

Setiap negara di dunia pasti akan selalu berusaha untuk terus meningkatkan kualitas sumber daya manusianya agar kehidupan masyarakat negara tersebut bisa sejahtera dan mampu bersaing dengan negara-negara lain terutama di zaman yang penuh dengan perkembangan dan kemajuan teknologi serta tidak terbatas pada ruang dan waktu seperti sekarang ini. Dunia pendidikan merupakan salah satu jalur utama untuk meningkatkan kualitas manusia di sebuah negara. Sistem pendidikan yang baik akan menghasilkan manusia-manusia yang mampu mempercepat tercapainya tujuan pendidikan dan tujuan pembangunan sebuah negara. Namun, sistem pendidikan yang kurang tepat justru akan mempersulit tercapainya tujuan pembangunan negara dan melahirkan manusia-manusia yang tidak sesuai dengan tujuan pendidikannya. Bahkan, tidak menutup kemungkinan mereka akan tertinggal oleh kemajuan negara lain dan tidak dapat bersaing di kancah internasional.

Model kurikulum pendidikan yang dianut oleh sebuah wilayah atau negara sangat mempengaruhi sistem pendidikan yang akan dilaksanakan di wilayah tersebut. Penentuan model kurikulum harus mempertimbangkan berbagai faktor diantaranya adalah karakter masyarakat dan berbagai potensi yang dimilikinya. Kurikulum yang telah terbukti efektif dan sukses meningkatkan kualitas sumber daya manusia di sebuah wilayah belum tentu cocok jika diterapkan di wilayah lain. Oleh sebab itu, para ahli pendidikan beserta pemerintah suatu wilayah memiliki tugas berat dalam menentukan sistem pendidikan dan model kurikulum yang akan diterapkan.

Pelaksanaan kurikulum pasti akan mengalami berbagai hambatan. Jenis hambatan ini bisa berupa sesuatu yang berkaitan dengan keterbatasan atau ketidakmampuan para pelaku pendidikan dalam melaksanakannya, atau bisa juga dikarenakan sesuatu yang lain seperti materi yang harus diajarkan tidak sesuai lagi dengan perkembangan zaman atau telah usang dan butuh pembaruan. Oleh sebab itu, kurikulum yang digunakan di suatu wilayah pasti mengalami perubahan atau disesuaikan dengan berbagai kondisi yang sedang terjadi sehingga proses pendidikan di wilayah tersebut dapat terus berkembang dan mampu mewadahi beragam kebutuhan sehingga hasil pendidikannya tetap mampu bersaing dengan perkembangan global.

II. Sejarah Penerapan Kurikulum Pendidikan di Indonesia

Indonesia telah mengalami sejumlah perubahan atau penyesuaian kurikulum pendidikan. Perubahan tersebut merupakan konsekuensi logis atas terjadinya perubahan sistem politik, sosial budaya, ekonomi, dan ilmu pengetahuan dan teknologi di masyarakat. Hal ini merupakan bukti bahwa kurikulum, yang merupakan bagian utama dari sistem pendidikan, perlu dikembangkan dan disesuaikan secara dinamis dengan tuntutan dan perubahan yang terjadi di masyarakat. Pada setiap perubahan terdapat perbedaan di tujuan pendidikan serta pendekatan dalam merealisasikannya. Urutan perubahan kurikulum pendidikan di Indonesia berdasarkan tahun perubahan beserta uraian singkatnya adalah sebagai berikut:

Self-Culture Through Vocation

Introduction:

We want to spend our time doing something worthwhile. The typical jobs in which we find ourselves seem to be full of the mundane and uninteresting. We lurch from one weekend to the next; from finishing one holiday to booking another. And often lack of enjoyment can show itself in shabby work. And we feel trapped. The need to earn to meet our living costs means we have little time to get ourselves free.

There is no simple solution to this. The magic formulas just seem to work for others. But there are those who have reflected and written helpfully on these issues - not with glib advice, but with deep thoughtful correctives. And they wrote from the height of the industrial age when work was mundane, the hours was longer, and pay was worse. ...

Making Schools Work: New Evidence on Accountability Reforms

Cover:

Contents:

Chapter 1 Motivation and Framework

• Service delivery failure in the developing world
• Three core strategies for more accountable education systems
• Accountability and evidence

Chapter 2 Information for Accountability

• How information can increase accountability - and outcomes
• Information for accountability in high-income countries
• Information for accountability in middle- and low-income countries
• Evaluating the impact of information-for-accountability interventions
• What have we learned?
• Conclusion: Beyond proof of concept

Linking Vocational Training with The Enterprises - Asian Perspective

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Contents:

• The situation of vocational training and the linkage between vocational training and enterprises in Vietnam
• Forging strategic partnership between stakeholders in TVET - Implications for the Vietnamese vocational education  and training system
• High quality labor force for industrial parks - A challenge for vocational training
• Vietnam chamber of commerce and industry's role in vocational training
• Experiences and reflections on industrial needs orientation of vocational technical high school education in The Republic of Korea (South Korea)
  

From Higher Education To Professional Practice

Cover:

Contents:

1. Introduction
2. Higher education and the profession - Some basic issues and concepts
3. The functions of higher education
4. Professional knowledge, competence, and qualifications
5. Methods
6. Two professions in focus - Engineers and physicians
7. What is learned in higher education

Defining and Assessing Learning: Exploring Competency-Based Initiatives

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Contents:

1. Introduction
2. Defining and classifying competency-based initiatives: The guiding framework
3. Methodology for the case studies
4. Principles of strong practices
5. Concluding observations

Choosing a Vocation

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Contents:

PART I THE PERSONAL INVESTIGATION

• The importance of scientific method
• The principles and methods involved
• Counselors and applicants
• Extended discussion of personal data
• The method in outline

Quality Time for Students: Learning In and Out of School

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Contents:

Chapter 1 Students' Learning Time

• Introduction
• OECD programme for international student assessment (PISA)
• How PISA measure students' learning time
• Why learning time is studied
• Aims and organisation of the report

Chapter 2 Patterns of Students' Learning Time

• Introduction
• Learning time in regular school lessons
• Learning time in out-of-school-time lessons
• Learning time in individual study
• Allocation of learning time and different forms of deliberate learning activities
• To what extent are students involved in out-of-school-time lessons?
• Patterns of students' absolute and relative learning time

International Handbook of Career Guidance

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Contents:

• Introduction: An international handbook of career guidance

Part I Educational and Vocational Guidance in a Social Context

• Career guidance in a global world
• Social contexts for career guidance throughout the world
• Landscape with travellers: The context of careers in developed nations

Part II Theoretical Foundations

• Helping people choose jobs: A history of the guidance profession
• The big five career theories
• Recent developments in career theories: The influences of constructivism and convergence
• Decision-making models and career guidance
• A constructivist approach to ethically grounded vocational development interventions for young people
  

Democracy and Education

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Contents:
Chapter 1 : Education as necessity of life
Chapter 2: Education as a social function
Chapter 3: Education as direction
Chapter 4: Education as growth
Chapter 5: Preparation, unfolding, and formal discipline
Chapter 6: Education as conservative and progressive
Chapter 7: The democratic conception in education
Chapter 8: Aims in education
Chapter 9: Natural development and social efficiency as aims
Chapter 10: Interest and discipline

Handbook of Competence and Motivation

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Contents:

Part I Introduction

• Competence and motivation: Competence as the core of achievement motivation.

Part II Central Constructs

• Intelligence, competence, and expertise
• An implicit motive perspective on competence
• A conceptual history of the achievement goal construct
• Motivation from an attributional perspective and the social psychology of perceived competence
• Competence perceptions and academic functioning
• Subjective task value and the Eccles et al. Model of achievement-related choices
• Self-theories: Their impact on competence motivation and acquisition
• Evaluation anxiety: Current theory and research

Teaching and Learning in Further Education

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Contents:

Part I Further Education in Context

• Where will I teach?
• The student body: Who will I teach?
• Diverse curricula: What will I teach?

 Part II Teaching and Learning

• Approaches to learning
• Teaching strategies
• Assessment and recording achievement

Improving Working as Learning

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Contents:

1. Setting the scene

• introduction
• collecting the evidence
• outline of the book

2. Mapping the working as learning framework

• introduction
• productive systems
• work organization
• workplace learning
• power and indeterminacy
• conclusion

International Encyclopedia of Education 3rd Edition (8 Volume set)

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Contents:

VOLUME 1

• Adult education (Adult learning, instruction and program planning / As field of study / Concepts / Domains & provision / Economy & society / participation)
• Comparative education
• Curriculum development (Contexts / Evaluation & research / Planning & development / Subject matter / Theory)
• Demography and social change (Demography / Social change / Sociology)

VOLUME 2

• Early childhood care and education theory
• Early childhood education and care governance
• Early childhood education and care investment
• Early childhood education and care programs
• Early childhood education and care provision
• Early childhood education and care research
• Early childhood education and care theory
• Early childhood education and care workforce

Technical and Vocational Education and Training

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Contents:

• Chapter 1 : Introduction
• Chapter 2 : A Framework for Analysis
• Chapter 3 : Investment: Some Preliminary Observations
• Chapter 4 : Case Study One: Water Education
• Chapter 5 : Case Study Two: Higher Education and Sustainable Development
• Chapter 6 : Case Study Three: Management Education
• Chapter 7 : The Macro-Context of TVET

British Vocational Qualifications

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Contents:

Part 1 : Introduction

• Regulatory authorities and awarding bodies
• Qualifications

Part 2 : Directory of Vocational Education Qualifications and Apprenticeships

• Accountancy and mathematics
• Advertising
• Aeronautical and avionic engineering
• Agriculture
• Air transport
• Amenity Horticulture
• Animal care

Technology Application Competencies for K-12 Teachers

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Contents:

Section 1: Technology Applications Core

• Technology Operation and Concepts for Teachers
• Teacher Productivity and Professional Practices
• Using Technology for Learning, Teaching, and Designing The Curriculum

Section 2: Digital Graphics/Animation and Desktop Publishing

• The Principles and Applications of Digital Design
• Desktop Publishing for Schools
• Creating Multimedia for Special Audiences

The Adult Learner

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Contents:

Introduction

Part 1: The Root of Andragogy

• Exploring the World of Learning Theory
• Theories of Learning
• A Theory of Adult Learning: Andragogy
• Theories of Teaching
• An Andragogical Process Model for Learning

Technology and Vocational Education for Sustainable Development

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 Contents:

1. Technology education as an effective way of providing vocational education within secondary schooling
2. Conceptualizing values in technology education and formulating bases for empowerment strategies
3. Sustainable development and education
4. Technology education and ESD
5. Curriculum development for ESD through technology and vocational education
6. Teacher's capacity building

Teaching As A Professional Discipline

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Contents:
1. The Paradigm Problem.
2. The Nature of Professional Disciplines.
3. Analysing The Course.
4. Analysing The Class.
5. Theory, Expertise and Practice.