The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.

1. AYU JULIANA NASUTION
1602050037
RISKY RAWANI 1602050086
VIVI ARIANTI
1602060029
COMPETENCY-BASED
CURRICULUM

2. A. DEFINITION OF CURRICULUM
 According to Hilda Taba (1962), suggests that the
curriculum is: "A curriculum usually contains a statement of
objectives and specific objectives; it indicates some
selection and organization of content; it either implies or
manifests certain patterns of learning and teaching,
whether because of their objectives or because the content
organization requires them.
 While Unruh and Unruh (1984) suggested that "curriculum
is defined as a plan for achieving intended learning
outcomes: a plan concerned with purposes, with what is to
be learned, and with the result of instruction". This means
that the curriculum is a plan for achieving learning success
which includes plans related to goals, with what must be

3. The level and type of education within the framework of the
Unitary
Republic of Indonesia by observing:
- increased faith and piety;
- improvement of noble character;
- increase in the potential, intelligence and interest of
students;
- diversity of regional and environmental potential;
- regional and national development demands;
- the demands of the workforce;
- the development of science, technology and art;
- religion;
- the dynamics of global development; and
- national unity and national values.

4. B. DEFINITION OF COMPETENCE
 Robert A. Roe (2001), states that competence is:
Competence is defined as ability to adequately perform a
task, duty or role. Competence integrates knowledge,
skills, personal values ​​and attitudes. Competence builds on
knowledge and skills acquired through work experience
and learning by doing. From this definition competence can
be described as the ability to carry out a role or task, the
ability to integrate knowledge, skills, personal attitudes and
values, and the ability to build knowledge and skills based
on experience and learning.
 Based on Minister of National Education Decree number
045 / U / 2002, states that competence is a set of intelligent
actions, full of responsibility that is owned by a person as a
condition to be considered capable by the community in

5. C. COMPETENCE-BASED CURRICULUM
BACKGROUND
There are several issues that underlie the application of
Competency Based
Curriculum (CBC), including:
1. Problems in Quality of Education Low: Indonesia is
ranked 109 while Malaysia is ranked 61 of the total
number of countries in the world, and is ranked 112
according to HDI 2003. This is due to:
- Education is organized for the benefit of the organizers
not for students.
- Affective aspects tend to be ignored.
- Teachers always reduce the existing text in the hope of

6. 2. Diversity Problems in the Condition of Students: This can
be seen from the fact that:
a. Each student is unique. Learners have their own
strengths and weaknesses. Therefore, the process of
uniformity and generalization will kill the uniqueness.
b. Child age is the most creative age in human life, but
education often does not provide opportunities for
creativity.
3. Challenges of Globalization
4. Challenges of Natural Resources.
5. Regional Autonomy

7. D. DEFINITION OF COMPETENCE-
BASED CURRICULUM
 Competency-based curriculum (KBK) can be interpreted as
a curriculum concept that emphasizes the development of
the ability to do (competence) tasks with certain
performance standards, so that the results can be felt by
students in the form of mastery of a particular set of
competencies. CBC is directed to develop knowledge,
understanding, abilities, values, attitudes, and interests of
students in order to be able to do something in the form of
skill, accuracy, and success with full responsibility.
 From this opinion it can be understood that the
competency-based curriculum is oriented to individual
creativity to do something in the form of skills and expected
effects that arise from students through a series of
meaningful learning experiences, and diversity that can be

8.  CBC is a curriculum concept that emphasizes the
development of the ability to do (competence) tasks by
students in the form of mastery of a set of knowledge,
abilities, attitudes and interests of students in order to be
able to do something in the form of skill with full
responsibility.
 Competency-based curriculum requires qualified and
professional teachers to collaborate in order to improve the
quality of education. However, this concept cannot, of
course, be used as a recipe for solving all educational
problems, but can provide a significant contribution to the
improvement of education (Mulyasa, 2002: 40).

9. E.COMPETENCE-BASED CURRICULUM
CHARACTERISTICS
Ministry of National Education (2002) suggests that
competency-based
curriculum has the following characteristics:
- Emphasize the achievement of student competencies both
individually and classical.
- Oriented on learning outcomes and diversity.
- Submission in learning uses a variety of approaches and
methods.
- Learning resources are not only teachers, but also other
learning resources that fulfill educational elements.
- Assessment emphasizes the process and learning

10. Furthermore Mulyasa explained that at least six
characteristics of
competency-based curriculum could be identified, namely:
1. Learning system with modules.
2. Using all learning resources
3. Field experience
4. Individual personal learning strategies
5. Ease of learning
6. Study thoroughly

11. F. COMPETENCE-BASED CURRICULUM
PRINCIPLES
The development of a Competency-Based Curriculum
focuses on certain competencies in the form of knowledge,
skills, and attitudes that students demonstrate as a form of
understanding of the concepts they learn. The application of
competency-based curriculum allows teachers to assess
learning outcomes that reflect mastery and understanding of
what they learn.

12. While the basic principles of teaching and learning activities
developed in the KBK are developing the ability to think
logically, critically, creatively, behave and be responsible for
daily habits and behavior through active learning, namely:
 1. Student-centered
 2. Develop curiosity and imagination
 3. Having an independent spirit of cooperation and
competence needs to be trained to be accustomed to
working independently, cooperating and competent
 4. Creating pleasant conditions
 5. Develop learning skills and experience
 6. Characteristics of subjects (Ministry of National
Education, 2003: 10)

13. G. COMPETENT BASED CURRICULUM
COMPONENTS
The competency-based curriculum is a core framework that
has four basic components, namely:
1) Curriculum and Learning Outcomes,
2) Class-Based Assessment,
3) Teaching and Learning Activities, and
4) Management of School-Based Curriculum.

14. H. COMPETENCE-BASED CURRICULUM
IMPLEMENTATION
CBC implementation or implementation is as a process of
implementing ideas, concepts, and curriculum policies in a
learning activity, so that students master certain sets of
competencies as a result of interaction with the environment.
The implementation that has been carried out includes
several principles namely
1) Teaching and Learning Activities (TLA);
2) Class Based Assessment; and
3) Management of School-Based Curriculum.

15. Mulyana (2006) explains that the implementation of
competency-based curriculum (KBK) in its outline covers
the main activities, namely:
1. Program development
2. Implementation of learning
3. Evaluation of the CBC

16. I. COMPETENCE-BASED CURRICULUM
EVALUATION
1. Purpose of Evaluation
Evaluation for the implementation of curriculum development
programs in the regions requires indicators of success as a
benchmark for achieving curriculum implementation.
Success indicators for the curriculum include:
 Indicator of successful curriculum socialization
 Indicator of successful syllabus preparation
 Indicators of success of annual and semester program
preparation
 Indicator of success in preparing learning plans
 Indicator of successful preparation of teaching materials
 Indicator of successful implementation of teaching and

17. 2. Evaluation stages
Evaluation of the implementation of the Competency Based
Curriculum is carried out by a team of experts from the
central, provincial and regional / district levels. This
evaluation is carried out at each stage of the implementation
to improve the curriculum development program for the
success of national standard curriculum socialization, the
successful preparation of the syllabus. success of annual
and semester program preparation, successful preparation
of teaching plans and teaching materials, as well as success
in teaching and learning activities.

18. CONCLUSION
Competence is a set of intelligent actions, full of
responsibility that a person has as a condition to be
considered capable by the community in carrying out tasks in
a particular field of work.The background of the existence of
the CBC is the problem of low quality education, the problem
of the diversity of conditions of students, the challenges of
globalization, the challenges of natural resources, and
regional autonomy.
Competency-based curriculum is a curriculum concept that
emphasizes the development of the ability to do
(competence) tasks with certain performance standards, so
that the results can be felt by students in the form of mastery
of a particular set of competencies.