PENGARUH EFEKTIVITAS COMPETENCY BASED TRAINING TERHADAP KOMPETENSI SISWA PADA MATA PELAJARAN PEMINATAN KEJURUAN DI SMK PASUNDAN 1 BANDUNG

Penelitian ini fokus mengkaji masalah rendahnya kompetensi siswa kelas XI Administrasi Perkantoran dalam Mata Pelajaran Peminatan Kejuruan di SMK Pasundan 1 Bandung. Rendahnya kompetensi siswa ini dipengaruhi oleh faktor internal dan faktor eksternal. Competency Based Training diduga memiliki pengaruh terhadap Kompetensi Siswa. Program Competency Based Training berfokus pada apa yang siswa dapat lakukan di dunia kerja. Hal tersebut erat kaitannya dengan tujuan Sekolah Menengah Kejuruan, yaitu menghasilkan siswa yang kompeten. Oleh sebab itu, penelitian. mengkaji dua variabel yaitu Competency Based Training (variabel X) dan kompetensi siswa (variabel Y). Tujuan penelitian ini adalah untuk menganalisis efektivitas Competency Based Training, tingkat penguasaan kompetensi siswa dan Pengaruh Efektivitas Competency Based Training terhadap kompetensi siswa. Metode penelitian yang digunakan yaitu metode deskriptif. Teknik pengumpulan data menggunakan angket. Responden adalah siswa Kelas XI Administrasi Perkantoran sebanyak 56 orang. Teknik analisis data menggunakan regresi sederhana. Hasil penelitian menunjukkan bahwa: (1) Competency Based Training berada pada kategori efektif; (2) tingkat penguasaan kompetensi siswa berada pada kategori tinggi; (3) Competency Based Training berpengaruh positif dan signifikan terhadap kompetensi siswa Kata Kunci : Competency Based Training Kompetensi Siswa, SMK   This research focuses on issue of low competency acquired by Office Administration’s Students of XI Grade at SMK Pasundan 1 Bandung in Vocational Specialization. Subject. The low rate of student’s competency is influenced by internal and external factors. Competency Based Training allegedly influenced the competency of student. CBT’s programs focused on what students can do in the work field. It is closely related to the purpose Vocational High School, to generate competent student Therefore, this research examines two variables; the Competency Based Training (variable X) and the student’s competency (variable Y). The purpose of this research is to analyze the effectiveness of Competency Based, the level of student’s competency, and the effect of Competency Based on student’s competency The research employs descriptive method to analyze the data. Questionnaire is used as a tool for collecting data. The respondents are 56 XI grade’s students of Office Administration at SMK Pasundan 1 Bandung.The technique of data analys utilizes simple regression. The results showed that: (1) the Competency Based Training is at the effective category; (2) the level of student’s competency at high category; (3) the possitive and significant effect of the Competency Based Training towards student’s competency. Keyword : Competency Based Training, Student’s Competency, Vocational High Schoo

Competency-based training Universities

El Modelo Educativo USAT, fue elaborado en forma participativa durante dos años, con los aportes de las autoridades universitarias, profesores, estudiantes, egresados y grupos de interés; contiene en su estructura, la formación por competencias. Se publicó formalmente en el año 2011. La implementación de un Modelo Educativo Universitario, fundamentado en el Modelo Formativo por Competencias, es un proceso lento que implica la modificación de estructuras, tal como lo referencia la concreción del Proyecto Tuning en Europa y el de Latinoamérica. A nivel institucional, las políticas de cambios, modifican en lo pedagógico, especialmente los planes curriculares, los métodos de enseñanza y el proceso de evaluación. Las estrategias desarrolladas de este proceso en la USAT, se publicaron en un libro, el cual, se sistematiza las experiencias que forman parte del proceso de implementación del Modelo Educativo USAT. Los avances están en el plano de la Acreditación por el Sistema Nacional de Evaluación y Acreditación y Certificación de la Calidad Educativa (SINEACE) de tres carreras universitarias: Educación Primaria, Educación Secundaria (Filosofía y Teología) y Enfermería, el diseño curricular por competencias de varias Escuelas Profesionales, la capacitación de profesores bajo este enfoque, y las tesis de grado y de postgrado en esta línea de investigación.Abstract: The USAT Educational Model was developed in a participatory way for two years, with input from university officials, faculty, students, alumni and stakeholders; It contains in its structure, competency-based training. It was formally published in 2011. The implementation of a university educational model, based on the Training Competency Model is a slow process that involves changing structures, as reference the realization of the Tuning Project in Europe and Latin America. At the institutional level, policy changes, change in pedagogy, especially the curricula, teaching methods and assessment process. The strategies developed for this process in the USAT, were published in a book, which, the experiences that are part of the process of implementing the educational model USAT is systematized. Advances are at the level of accreditation by the National Assessment and Accreditation and Certification of Educational Quality (SINEACE) three university courses: Primary, Secondary Education (Philosophy and Theology) and Nursing, curriculum design competitions several professional schools, training teachers under this approach, and thesis and graduate in this research

Pengaruh Pelatihan Berbasis Kompetensi Terhadap Kemampuan Kerja Dan Kinerja Karyawan (Studi Pada Karyawan Bagian Sales Force PT Telkom Indonesia Witel Jatim Surabaya)

This research aims to analyze and explain the direct effect of competency-based training on workability and employees\u27 performance, analyze and explain the indirect effect of competency-based training on employees\u27 performance through workability on sales force employees at PT Telkom Indonesia Witel Jatim Surabaya.This research used explanatory research method, with a quantitative approach with 43 respondents as a sample. Data analysis that be used in this research is descriptive analysis and path analysis. The results of this research are: there is significant impact of competency-based training on workabilitywith t score amounted to 3,6. There is significant impact of competency-based training on employees\u27 performancewith t score amounted to 2,293. There is significant impact of workability on employees\u27 performance with t score amounted to 3,605. There is an indirect effect of competency-based training on employees\u27 performancethrough workabilityamounted to 0,247. R-square value of competency-based training on workability and employees\u27s performance amounted to 0,491 (49,1%)

The objective structured public health examination (OSPHE): work-based learning for a new exam

Introduction: Postgraduate education for all healthcare professionals is shifting from traditional knowledge-based models towards competency-based training and assessment. 1 Norcini’s 2003 paper on work based assessment outline’s George Miller’s pyramid framework for assessing competence (see Figure 1) – with knowledge at the base (‘knows’), competence at the next level (‘knows how’), performance above this (‘shows how’) and action (‘does’) at the top. Action is what actually occurs in day to-day practice, while the lower levels are what are more commonly assessed in an artificial examination environment. 2 The Faculty of Public Health (FPH), the standard-setting body for specialists in public health, has addressed the move towards competency-based training in two ways. The first is the development of a new and more detailed curriculum. This links competencies, training outcomes and their assessment to specific stages in training. The second is the the introduction of the new objective structured public health examination (OSPHE), which will be discussed in this paper. The OSPHE targets the ‘shows how’ level of the pyramid – measuring performance in an examination setting

Developing the knowledge-based human resources that support the implementation of the National Dual Training System (NDTS): evaluation of TVET teacher's competency at MARA Training Institutions

Development in the world of technical and vocational education and training (TVET) on an ongoing basis is a challenge to the profession of the TVET-teachers to maintain their performance. The ability of teachers to identify the competencies required by their profession is very critical to enable them to make improvements in teaching and learning. For a broader perspective the competency needs of the labour market have to be matched by those developed within the vocational learning processes. Consequently, this study has focused on developing and validating the new empirical based TVET-teacher competency profile and evaluating teacher’s competency. This study combines both quantitative and qualitative research methodology that was designed to answer all the research questions. The new empirical based competency profile development and TVET-teacher evaluation was based upon an instructional design model. In addition, a modified Delphi technique has also been adopted throughout the process. Initially, 98 elements of competencies were listed by expert panel and rated by TVET institutions as important. Then, analysis using manual and statistical procedure found that 112 elements of competencies have emerged from seventeen (17) clusters of competencies. Prior to that, using the preliminary TVET-teacher competency profile, the level of TVETteacher competencies was found to be Proficient and the finding of 112 elements of competencies with 17 clusters was finally used to develop the new empirical based competency profile for MARA TVET-teacher. Mean score analysis of teacher competencies found that there were gaps in teacher competencies between MARA institutions (IKM) and other TVET institutions, where MARA-teacher was significantly better than other TVET teacher. ANOVA and t-test analysis showed that there were significant differences between teacher competencies among all TVET institutions in Malaysia. On the other hand, the study showed that teacher’s age, grade and year of experience are not significant predictors for TVET-teacher competency. In the context of mastering the competency, the study also found that three competencies are classified as most difficult or challenging, twelve competencies are classified as should be improved, and eight competencies are classified as needed to be trained. Lastly, to make NDTS implementation a reality for MARA the new empirical based competency profile and the framework for career development and training pathway were established. This Framework would serve as a significant tool to develop the knowledge based human resources needed. This will ensure that TVET-teachers at MARA are trained to be knowledgeable, competent, and professional and become a pedagogical leader on an ongoing basis towards a world class TVET-education system

Competency Based Training Kewirausahaan Peningkatan Mental Wirausaha Mahasiswa

The purpose of this study was to determine whether the model of competency based training in entrepreneurial skills to improve the ability of prospective graduate business education courses to students of Chemistry and Chemical Education, Faculty of Science & Technology, Islamic State University (UIN) Sunan Kalijaga The data were obtanined from 50 students of The Study Program of Chemistry and Chemical Education. The collection of data was by questionnaire, observation, and interviews. The data analysisused regression analysis to determine the effect of variable competency based training (X) of variable mental effort (Y). Known results of the regression equation Y = 17 591 + 1.080X. This equation means that the better model of competency based training in entrepreneurship given the better mental effort learners possessed. The magnitude of the influence model of competency based training to the mental operations of 0886 or 88.6%. Thus the provision of competency based training materials in the field of mental effort can influence the entrepreneurial potential of graduates of chemistry and chemical education

Introducing competency-based postgraduate medical training: gains and losses

Objectives: The purpose of this study is to explore the gains and losses, from the trainees’ perspective, that occur when replacing process-oriented basic medical training with competency-based training and to explore whether competency-based training can justify a reduction in clinical training. METHODS: We performed a national cross-sectional survey of attitudes of Danish doctors who had completed either the old process-oriented 18-month training period (n=671) or the new competency-based 12-month training period (n=547). A total of 1218 doctors were included and 792 of them completed an online survey, yielding a response rate of 65%. RESULTS: Trainees of the old process-oriented programme (53%) felt more ready to continue medical training than the doctors (84%) who followed the new and shorter competency-based programme. The differences was statistically significant (t ((790)) = 11.16; p<0.0001). The latter group did not feel the competency-based programme improved the learning environment. Some trainees reported that learning objectives seem to optimize their learning within defined learning frames. They valued a curriculum that should not only contain learning objectives but that should also ensure relevant learning opportunities, providing sufficient time for learning and useful feedback. CONCLUSIONS: It is unlikely that a competency-based curriculum can justify a significant reduction in the time spent on clinical training. The learning approaches and the amount of time that we dedicate to training are important. Implementation of a new curriculum requires a substantial effort

Determination of competency framework for technical and vocational education and training (TVET) educators in Nigerian tertiary institutions

Lack of competent TVET Educators in Nigerian institutions has led to several problems such as low quality graduates and unemployment. Competency is a vital element for assessing the quality of technical and vocational education and training (TVET) Educators. Therefore, this research investigated the TVET Educators ’ perceptions on competency needs in Nigerian tertiary institutions based on Malaysian Human Resource Development Practitioners (MHRDP) competency model for workplace learning and performance (WLP). Apart from that, this study also aimed at investigating the perception differences on competency elements among difference TVET tertiary institutions in order to enhance their quality. The study was fully quantitative and 218 questionnaires were systematically distributed to the TVET educators from five tertiary institutions based on the stratified sampling technique. A total of 205 questionnaires were returned. Descriptive and inferential statistical methods such as mean, EFA and ANOVA were used to analyse the data. The research found that Nigerian TVET educators perceived all the competency elements (25 constituents) as important; 19 out 25 constituents of competency framework were significantly related to Nigerian tertiary institutions. The research findings also revealed that there was no statistically significant differences among the TVET educators perception on competency elements across different types of TVET tertiary institutions. The developed competency framework for Nigerian TVET tertiary institutions contributes originally to the body of knowledge. The research recommends that government and other relevant authorities should emphasize on the implementation of the framework to tertiary institutions in Nigeria. A similar research should be undertaken to extend the result to reflect other Non-TVET educators in Nigeria

Competency-Based Training University

Este ensayo presenta las experiencias que como equipo de profesionales dedicados a la docencia e investigación en el seno de la universidad peruana, hemos alcanzado. La formación profesional por competencias es un reto de la universidad contemporánea, por tanto ¿Qué significa este reto? ¿Qué implicancias tiene para el desempeño docente?, ¿cómo desarrollar una propuesta de formación basada en competencias?, respuesta a estas interrogantes se encuentran en este estudio, que está dirigida a profesores y directivos que gestionan el talento humano a través del aprendizaje autónomo, utilizando estrategias didácticas innovadoras para mediar la formación continua. También va dirigida a expertos que desarrollan procesos de mejora continua de la práctica docente y tienen en cuenta el currículo basado en competencias y la evaluación de éstas mediante criterios de desempeño y evidencias como procesos de mejora permanente de los aprendizajes, en la solución de problemas contextuales.Abstract: This paper presents the experiences as team dedicated to teaching and research within the Peruvian university professionals, we have achieved. Vocational skills training is a challenge of the contemporary university, so what does this challenge? What are the implications for teacher performance ?, how to develop a training proposal based on competencies ?, answer to these questions are found in this study, which is aimed at teachers and administrators who manage human talent through autonomous learning, using innovative teaching strategies to mediate lifelong learning. It also is aimed at experts who develop continuous improvement processes of teaching practice and take into account the competency-based curriculum and evaluation of these through performance criteria and evidence as processes of continuous improvement of learning, in solving problems context

Laboratory Infrastructure Hardware Competence and Academic Achievement of Students At Eye Training Assembly Installation Maintenance Repair Computers In SMK Piri 1 Yogyakarta

Practice of laboratory infrastructure is one of supporting the achievement of the academic competency test in the eyes of productive training, especially in the eyes of Assembly Installation Maintenance Repair Training Computer (IPPPK). This study aims to determine the condition of facilities and laboratory infrastructure for the practice eyes Hardware IPPPK training, and to know whether the hardware facilities and laboratory infrastructure to support student achievement of academic competence. This research is a descriptive study conducted to determine the value of variables without making a comparison or compare with others. Object of research is a means of laboratory infrastructure SMK Hardware Piri 1 Yogyakarta and the competency test students in grade X on the eye training IPPPK academic year 2010/2011. Penelitianya instrument using a checklist that is used at the time of observation by the rating scale model Rating Scale. Data collection techniques used in research by observation, documentation and interviews. Then analyzed using descriptive statistical analysis using the percentage calculations. To determine the level of achievement of the laboratory standard hardware used four criteria: excellent, good, bad and not good. The results of this study indicate that the laboratory infrastructure SMK Hardware Piri 1 Yogyakarta based on minimum standards of infrastructure required by the Minister of National Education Regulation No. 40 of 2008 for the broad aspects of the laboratory has a percentage of 82.06%. Hardware Laboratory Facility has a percentage of 88.88%. Means of storage space to get the percentage of 61.11%. Laboratory facilities to get a percentage of the overall hardware 79.68% is included in both criteria and competency test results indicate that the entire class X school year 2010 / / 2011 are competent in the practice of competency testing IPPPK with an average value of 7.50. Keywords: Infrastructure, Competence, Laborator