Pengembangan Kurikulum Merujuk KKNI Pada Prodi PIAUD

Abstract

Pengembangan IPTEKS yang sangat pesat menuntut pemerintah Indonesia melakukan review dalam segala bidang termasuk kurikulum pendidikan. Pemerintah Indonesia telah mencanangkan kurikulum merujuk Kerangka Kualifikasi Nasional Indonesia (KKNI) melalui Perpres No. 08 tahun 2012. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan kurikulum merujuk KKNI pada program studi pendidikan islam anak usia dini (PIAUD) FITK UIN-SU Medan. Jenis penelitian ini merupakan penelitian dan pengembangan model Hannafin Peck yang terdiri dari beberapa tahapan, yaitu: analisis kebutuhan, desain, pengembangan, dan implementasi. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu: wawancara terstruktur, dan angket tertutup. Teknik analisis data yang digunakan adalah uji persentase rerata skor. Hasil penelitian ini mengembangkan produk berupa buku kurikulum PIAUD merujuk KKNI yang terbukti sangat valid dan sangat baik untuk digunakan oleh mahasiswa PIAUD. Hal tersebut karena kurikulum yang dikembangkan telah memenuhi unsur KKNI, merujuk KMA 15 tahun 2018, dan mengikuti perkembangan IPTEKS dan dunia kerja di bidang PAUD.

Modification of Rhythmic Activity Teaching Materials: Study of Development Based on KKNI Curriculum

“…The results of this study provide evidence that teaching materials for rhythmic activity courses developed based on the IQF curriculum show that they are very well implemented in rhythmic activity learning. The results of previous relevant research conducted in the Early Childhood Islamic Education study program showed that the book product developed by referring to the IQF was very well used in learning (Wahyuni et al, 2021). Other studies have shown that the KKNI-oriented Acehnese cultural learning model is valid, practical, and effective, used (Tanjung, 2020), and in basic gymnastics learning the hybrid learning model (Sitepu et al, 2019).…”

“…The development of fundamental ideas like industry associations, professional associations, professional certification bodies or institutions, middle and high-level education and training institutions, and reliable and comprehensive accreditation bodies or institutions is what the Indonesian National Qualifications Framework, also known as the term, known by the abbreviation KKNI, is all about. The regulation that governs KKNI can be found in Presidential Regulation of the Republic of Indonesia Number 8 of 2012 (Wahyuni, Khadijah, Budianti, & Maisarah, 2021), in the context of the method of education and training, as a means of contributing to the formation of the character and identity of the Indonesian nation. The preparation of performance based on scientific elements, abilities, and expertise is the fundamental idea that underpins the KKNI's development (Rezeqi, Brata, Handayani, & Gani, 2020), this is in line with the learning outcomes that have been achieved through the education, training, or experience that has been completed.…”

“…The KKNI policy as a curriculum set by the government provides a level of work qualifications that juxtaposes, equalizes, and integrates the education and training sector as well as work experience to provide recognition according to positions in various sectors (Endriani, 2015). Although previously Sitepu, Nasution, & Ibrahim (2019) researched the development of the IQF curriculum in learning basic gymnastics, and Wahyuni et al, (2021) carried out the development of the IQF curriculum in the Early Childhood Education Study Program. However, no one has continued to develop teaching materials for rhythmic activities based on the IQF curriculum in 2022 and discuss them, especially sports learning in Indonesia.…”

Aligning Maritime Education: Enhancing Industry Relevance Through Lecturer Internship Programs

“…Since its inception through government regulations in 2012, numerous higher education institutions have adopted KKNI-based curricula. These curricula enhance the quality of teaching and learning processes, leading to improved outputs in terms of knowledge, skills, and attitudes (Wahyuni & Budianti, 2021).…”

Implementation of Indonesian National Qualification Framework Based Curriculum in Higher Islamic Education

“…The graduate should possess standard of ability that is in accordance with their respective levels. For example, undergraduate student must be able to achieve abilities at the 6th level, masters student achieve the 8th level, and doctorate student achieves the 9th level (Sutrisno, 2016;Wahyuni et al, 2021). These levels of educational attainment require universities to translate and describe them in real terms, especially in the learning process and learning outcomes to achieve.…”