Fahmy Fatra, Herry Sulendro Mangiri, Nuraedhi Apriyanto, Akmal Bahtiar

PENGEMBANGAN MODEL ASESMEN OUTCAME BASED EDUCATION (OBE) DAN TEKNIK PERHITUNGAN KETERCAPAIAN CPL PADA MATA KULIAH METODOLOGI PENELITIAN KUALITATIF DAN PTK

Introduction

Pengembangan model asesmen outcame based education (obe) dan teknik perhitungan ketercapaian cpl pada mata kuliah metodologi penelitian kualitatif dan ptk. Model asesmen & teknik perhitungan CPL Kurikulum OBE dikembangkan untuk mata kuliah Metodologi Penelitian Kualitatif. Guna tingkatkan kualitas lulusan Pendidikan Vokasi Teknik Mesin.

Abstract

Penelitian ini tentang pengembangan model asesmen dan teknik perhitungan  yang di lakukan terhadap ketercapaian CPL.  Pelaksanaan Kurikulum Outcome Base Education (OBE) telah di terapkan di berbagai perguruan tinggi, termasuk pada Program Studi Pendidikan Vokasi Teknik Mesin.  Seiring dengan pelaksanaannya diiringi dengan model pengukuran yang dapat mengetahui keterlaksanaan kurikulum tersebut sampai sejauh mana dapat menghasilkan lulusan yang berkualitas. Pengembangan model asesmen adalah salah satu cara untuk mengukur dan menghitung ketercaapaian CPL di Program Studi Pendidikan Vokasi Teknik Mesin. Model pengembangan asesmen harus di lihat dari hasil tracer studi kepada lulusan  yang baru saju lulus dalam kurun waktu satu tahun.   Hasil Tracer Studi tersebut dapat di pergunakan untuk memperbaiki proses pelaksanaan Kurikulum Outcome Base  Education sehingga produk atau lulusan telah sesuai dengan profil lulusan yang telah di tetapkan. Proses asesmen dilakukan secara terus menerus agar supaya ada perbaikan secara berkelanjutan, yang dalam hal ini sering kita sebut sebagai countinues Improvement dari proses aplakisi Kurikulum Outcame Base Edukasstion (OBE). Selain perbaikan juga di lakukan peningkatan lulusan sesuai dengan kebutuhan Dunia Usaha dan Dunia Indistri (DUDI).  Untuk Kurikulum Outcome Base Educatian di pergunakan juga untuk membantu mengukur kesesuaian kompetensi lulusan yang nantinya dapat di terapkan pada Program Studi Pendidikan Vokasi Teknik Mesin.   Kata kunci : Kurikulum, Outcome Base Education, CPL.

Review

The paper addresses a highly relevant and critical topic in higher education, particularly within vocational programs: the development of robust assessment models for Outcome-Based Education (OBE) curricula. The focus on measuring the achievement of Course Learning Outcomes (CPL) and connecting it to continuous improvement is commendable and directly aligns with the global shift towards outcome-centric pedagogy. The scope, which targets specific courses like Qualitative Research Methodology and PTK within a Vocational Mechanical Engineering Education program, suggests a practical application, making the findings potentially valuable for similar contexts grappling with the implementation and evaluation of OBE. A significant strength of this research lies in its clear aim to bridge the gap between OBE implementation and the tangible measurement of its effectiveness. The abstract highlights the intention to develop both an assessment model and a technique for calculating CPL achievement, which is crucial for data-driven curriculum enhancement. The integration of tracer study results as a feedback mechanism for continuous improvement (or "countinues Improvement") is particularly insightful, demonstrating an understanding of the cyclical nature of quality assurance in education. Furthermore, the explicit goal of aligning graduate competencies with the needs of the Business and Industry World (DUDI) underscores the practical relevance and immediate applicability of the proposed model for vocational education. While the abstract provides a compelling overview, a more detailed understanding of the "model asesmen" and "teknik perhitungan" would significantly strengthen the full paper. The abstract touches upon using tracer studies, but it would be beneficial to elaborate on the specific methodology for developing this model: what design principles were followed, and what empirical evidence supports its construction? How will CPL achievement be specifically quantified, and what are the detailed metrics or indicators used in the assessment model beyond general tracer study data? Clarification on the specific implementation steps, data collection methods, and how the model facilitates continuous improvement would be valuable for readers seeking to replicate or adapt the approach.

Full Text

Comments

You need to be logged in to post a comment.