Pengembangan Kurikulum
Pendidikan Dokter
Berbasis Kompetensi
Titi Savitri Prihatiningsih
Bagian Pendidikan Dokter
Fakultas Kedokteran
Universitas Gadjah Mada
Topik Pembahasan
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Sejarah Competency-based movement
Definisi dan karakteristik kompetensi
Pengembangan kurikulum berbasis
kompetensi
Sejarah Competencybased movement
Historical Perspective (1)
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Dimulai di USA thn 1960-an, di UK thn 1970-an,
di Jerman thn 1980-an, di Australia thn 1990-an.
Bloom (1950an): tujuan pendidikan menurut
domain kognitif, afektif, psikomotor
Bloom (1971) : Tujuan instruksi khusus dalam
bentuk ‘observable students behavior’ : states,
lists, names, selects, calculates  mendapat
kritikan
Historical Perspective (2)
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Reaksi terhadap pendekatan behaviour dari
Bloom, muncul:
Mastery Learning (Bloom, 1974)
 Criterion-referenced testing (Popham, 1978)
 Competency-based education (Burke et al,
1975)
 Minimum competency testing (Jaeger and
Tittle, 1980)
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Historical Perspective (3)
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Competency-based movement, upaya
untuk:
Mendekatkan dunia pendidikan tinggi dengan
dunia nyata (dunia kerja) yang akan dihadapi
mhs setelah lulus
 Fokus pada outcome (outcome-based education)
 Outcomes pendidikan dinyatakan dalam
‘observable competencies’
 Pendekatan pada ‘competence development’
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Historical Perspective (4)
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Survei thd para dosen di Universitas di Australia,
Hongkong, Swedia dan UK (Bowden, 1989) ttg:
apa yang harus dicapai mahasiswa di akhir
program pendidikan?
Contoh Jawaban:
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Understanding Electricity
Understanding What is a field?
Understanding concept of current, voltage
Understanding Kirchoff’s Laws
Historical Perspective (5)
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Harvey (1993) : Survey thd employers di UK
ttg yang harus dikuasai oleh seorang
sarjana (graduates):
Effective Communication
 Problem-solving ability
 Analytical skills
 Team work
 Flexibility and adaptability
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Historical Perspective (6)
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Harvey (1993) : Survey thd employers
tentang kedudukan specialist subject
knowledge dibanding kriteria lain:
 Employers
who see subject area as
relevant to recruitment: ranking 46
out of 62
 Employers who do not see subject are
as important : ranking 57 out of 62
Historical Perspective (7)
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Mengapa pengetahuan ttg disiplin ilmu
(subject knowledge) dianggap tidak penting
oleh employers?
Ketidakmampuan lulusan untuk
mengaplikasikan (lulusan terlalu teoritis)
 Short life of factual knowledge (mudah
dilupakan setelah lulus)
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Historical Perspective (8)
Competency-based Movement
 Australian Dept of Education and Training
(1987):
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The function of higher education is …to increase
individual’s capacity to learn, …to analyse problem,
…to deal with new information
Definition of Competencies (1)
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Competencies combine appropriate
supporting knowledge and professional
attitude, and they are performed reliably in
natural settings without assistance.
Chambers, 1993, J. Dent Educ
Definition of Competencies (2)
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Professional competence is the habitual and judicious
use of communication, knowledge, technical skills,
clinical reasoning, emotions, values, and reflection in
daily practice to improve the health of the individual
patient and community:
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What you know
How you use what you know
How you add to what you know
Epstein and Hundert, 2002, JAMA
What is Competency? (3)
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seperangkat tindakan cerdas dan
penuh tanggungjawab dimiliki seseorang
sebagai syarat untuk dianggap mampu oleh
masyarakat dalam melaksanakan
tugas-tugas di bidang pekerjaan tertentu
(SK Mendiknas No. 045/U/2002)
Competency is… (4)
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A skill performed to a specific standard
under specific conditions
Features of a Competency
Statement
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Focuses on outcome performance
Integrates a broad range of related knowledge and
skills objectives
Contextualized – related to a practical task in the
field
Drawn from multiple domains, including affective
and moral dimensions
Include professional behaviours relevant to the
task
Indicates a level of expected ability
Elemen Kompetensi
(SK Mendiknas No.045/U/2002)
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a. Landasan Kepribadian
b. Penguasaan ilmu dan ketrampilan
c. Kemampuan berkarya
d. Sikap dan perilaku berkarya menurut
tingkat keahlian berdasarkan ilmu
dan ketrampilan yang dikuasai
e. Pemahaman kaidah kehidupan
bermasyarakat sesuai dengan pilihan
keahlian dalam berkarya
Six Characteristics of
Competencies
1) competencies are context-bound;
 2) they are indivisible (knowledge,
skills and attitudes are integrated);
 3) they are subject to change;
 4) they are connected to activities and
tasks;
 5) learning and development processes
are conditional for competencies
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Pengembangan Kurikulum
Berbasis Kompetensi
A competency-based education
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Consists of functional analysis of
occupational roles, translation of these roles
into outcomes, and assessment of trainees'
progress on the basis of their demonstrated
performance of these outcomes
(British Medical Journal, 2002)
Building
a Competency-based Education
problem, task, setting
 Identify essential competencies for practice
 Determine competency components:
objectives and performance levels
 Identify learning activities and strategies
 Develop assessment tools and standards for
competency (Criterion-Reference)
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Identifikasi Kompetensi Lulusan
Menurut SK Mendiknas 045/U/2002,
kompetensi inti ditentukan secara nasional
oleh organisasi profesi, perguruan tinggi
dan masyarakat pengguna. Kompetensi
inti adalah kurikulum nasional
Cara Identifikasi Kompetensi Lulusan (1)
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Analisis kegiatan lulusan di tempat kerja:
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Catatan pribadi
Observasi
Analisis pekerjaan
Critical Incident Technique
Expert Judgement
Cara Identifikasi Kompetensi Lulusan (2)
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Masalah yang dihadapi bangsa Indonesia
Kondisi makro sosial, politik dan ekonomi
Contoh ?
Identifikasikan komponen
kompetensi dan outcome perantara
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Dari hasil studi empiris
Rumuskan kriteria
penilaian atau performance
indicator
Disain pengalaman belajar atau
program instruksional
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Metode pembelajaran
Media pembelajaran
Penjadwalan/sekuen
Disain Assessment system