Optimalisisai Potensi Peserta Didik: Tantangan Pendidik Indonesia dalam Pendidikan Berbasis Kompetensi
Abstract
Competency-based education (CBE) is an instructional model gaining popularity in schools. A preliminary study found that teachers' identities must shift to engage in CBE fully. They must construct classrooms engaging and supporting students in independent learning. This study aims to uncover teachers' understanding of CBE and implementation challenges. A quantitative descriptive research method used questionnaires distributed to 1,905 teachers across Indonesia. The results showed that teachers have a good grasp of CBE regarding learning standards, methods, media, strategies, assessment, and student involvement. Challenges included determining the achievement of learning objectives, assignment deadlines for students, and strategies for sharing experiences. Proper CBE implementation requires teacher readiness in skills and CBE understanding. Those challenges provide implications for quality competency-based learning and assessment in schools.
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Akos, P., Wasik, S. Z., Mcdonald, A., & Soler, M. (2019). The Challenge and Opportunity of Competency-Based Counselor Education. 58(June), 98–111. https://doi.org/10.1002/ceas.12134
Alfirević, N., Pavičić, J., & Relja, R. (2016). School management innovation and principal support systems: Toward the agenda for Croatian school reform. Economic Research-Ekonomska Istrazivanja , 29(1), 1150–1164. https://doi.org/10.1080/1331677X.2016.1213650
Almeida, S. C., Moore, D., & Barnes, M. (2018). Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia. Australian Journal of Environmental Education, 34(3), 228–243. https://doi.org/10.1017/aee.2018.40
Bider, I., Henkel, M., Kowalski, S., & Perjons, E. (2015). Simulating apprenticeship using multimedia in higher education. Interactive Technology and Smart Education, 12(2), 137–154. https://doi.org/10.1108/itse-04-2015-0004
Biesta, G. (2015). Common European Principles for Teacher Competences and Qualifications, 2. (August 2012), 1–14.
Boyd, G. (1988). The impact of society on educational technology. British Journal of Educational Technology, 19(2), 114–122. https://doi.org/10.1111/j.14678535.1988.tb00259.x
Devezas, T., Sarygulov, A., & Change, S. (2017). Industry 4.0 Entrepreneurship and Structural Change in the New Digital Landscape. Springer International Publishing.
Dyck, D. G., Weeks, D. L., Gross, S., Lederhos Smith, C., Lott, H. A., Wallace, A. J., & Wood, S. M. (2016). Comparison of two psycho-educational family group interventions for improving psycho-social outcomes in persons with spinal cord injury and their caregivers: A randomized-controlled trial of multi-family group intervention versus an active education contr. BMC Psychology, 4(1), 1–8. https://doi.org/10.1186/s40359-016-0145-0
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513–532. https://doi.org/10.1080/1475939X.2015.1108929
Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770
Inoue, Y., & Bell, S. (2006). Teaching with Educational Technology in the 21st Century: The Case of the Asia-Pacific Region. https://doi.org/10.4018/978-1-59140-723-2
Jesse, John, Lukindo. (2016). Exploring Competence Based Education (CBE) in Rural Secondary Schools in Tanzania: English Language Teachers’ Conceptions and Experiences. Journal of Education and Practice,
Low, S. K., Kok, J. K., & Lee, M. N. (2013). A holistic approach to school-based counselling and guidance services in Malaysia. School Psychology International, 34(2), 190–201. https://doi.org/10.1177/0143034312453398
M.J., Knoef. (2017). Attending to the knowledge, skills, and attitudes of teachers and students : guidelines for context-based chemistry curricula.
Mellett, S., & O’Brien, E. (2014). Irish SMEs and e-learning implementation: The strategic innovative approach. British Journal of Educational Technology, 45(6), 1001– 1013. https://doi.org/10.1111/bjet.12186
Melo, S. W. M. S. M. H. L. B. B. R. N. (2013). Article information : International Journal of Web Information Systems, 3(1/2), 140–152. https://doi.org/http://dx.doi.org/10.1108/MRR-09-2015-0216
Merrill, D. (2008). Innovations in Instructional Technology. In British Journal of Educational Technology (Vol. 37). https://doi.org/10.1111/j.14678535.2006.00660_15.x
Miltiadis D. Lytras Patricia Ordonez De Pablos David Avison Janice Sipior Qun Jin Walter Leal Lorna Uden Michael Thomas Sara Cervai David Horner (Eds.). (2010). Technology Enhanced Learning Quality of Teaching and Educational Reform. First International Conference,TECH-EDUCATION2010, 91, 399–404. Springer-Verlag Berlin Heidelberg.
Monat, J. P., & Gannon, T. F. (2018). Two professors ’ experience with competencybased education. (January), 1–14. https://doi.org/10.1002/cbe2.1061
Nielsen, K., Randall, R., & Christensen, K. B. (2015). Do Different Training Conditions Facilitate Team Implementation ? A Quasi- Experimental Mixed Methods Study. https://doi.org/10.1177/1558689815589050
Oppong, G. Y. S., Singh, S., & Kujur, F. (2020). Potential of digital technologies in academic entrepreneurship – a study. International Journal of Entrepreneurial Behaviour and Research, 26(7), 1449–1476. https://doi.org/10.1108/IJEBR-06-20190401
Published
2024-04-30
How to Cite
Widhanarto, G. P., Prihatin, T., Haryono, H., & Kusumawardani, S. (2024). Optimalisisai Potensi Peserta Didik: Tantangan Pendidik Indonesia dalam Pendidikan Berbasis Kompetensi. Pedagogi: Jurnal Ilmu Pendidikan, 24(1), 27-37. https://doi.org/https://doi.org/10.24036/pedagogi.v24i1.1857
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Article
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