T PK 1201105 Abstract

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Asep Wibowo, 2014

Desain kurikulum berbasis kebutuhan pada diklat pemeriksaan infrastruktur jalan dan jembatan

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DESAIN KURIKULUM BERBASIS KEBUTUHAN PADA DIKLAT PEMERIKSAAN INFRASTRUKTUR JALAN DAN JEMBATAN

Asep Wibowo 1201105

ABSTRAK

Penelitian ini dilatarbelakangi oleh adanya permasalahan bahwa program diklat pemeriksaan infrastruktur jalan dan jembatan yang dilaksanakan di Pusdiklat BPK kurang sesuai dengan kebutuhan. Tujuan penelitian ini adalah untuk menentukan desain kurikulum berbasis kebutuhan, komponen-komponen kurikulum yang sesuai dengan kebutuhan, serta faktor-faktor penunjang untuk kurikulum diklat pemeriksaan infrastruktur jalan dan jembatan. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subyek penelitian meliputi pihak lembaga kerja, pengelola diklat, dan calon peserta diklat. Teknik pengumpulan data melalui wawancara, studi dokumentasi, observasi dan studi literatur. Hasil penelitian ini yaitu diperolehnya: (1) model desain kurikulum diklat pemeriksaan infrastruktur jalan dan jembatan mengacu pada model problem centered design, dengan prosedur desain kurikulum adalah: identifikasi kebutuhan belajar, merumuskan kompetensi, mengorganisasi materi, menentukan metode pembelajaran, dan evaluasi; (2) komponen-komponen kurikulum yang sesuai dengan kebutuhan, yang meliputi: rumusan tujuan diklat yang terdiri atas 1 standar kompetensi, 3 kompentensi dasar dan 12 indikator hasil belajar; materi diklat yang sesuai kebutuhan belajar sebanyak 10 materi; metode pembelajaran yaitu ceramah, studi kasus, pemutaran video/film pendek, demonstrasi, sharing,

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NEEDS-BASED CURRICULUM DESIGN FOR EDUCATION AND TRAINING OF ROAD AND BRIDGE INFRASTRUCTURES AUDIT

Asep Wibowo 1201105

ABSTRACT

The study based on problems that the education and training program of road and bridge infrastructures audit carried out in BPK Training Center had less accordance with the needs. The purpose of the study is to determine the needs-based curriculum design, curriculum components that accordance with the needs, and supporting factors for the curriculum design. The study used a qualitative approach with the case study method. The informants covered institutions, training center, and trainee candidate. The techniques of data collection are interview, documention study, and observation. The results of the study are obtained: (1) the model of curriculum design for education and training of road and bridge infrastructures audit refers to the problem centered design pattern, with the curriculum design procedures are: identificating the learning needs, formulating the objectives, organizing the materials, determining methods, and evaluation, (2) the curriculum components that accordance with the needs, which include: formulation of objectives which consist of 1 standard competency, 3 basic competencies, and 12 indicators of learning outcomes;10 training materials that accordance with the learning needs;learning methods, i.e: lecture, case study, short video/film, demonstration, sharing, question and answer, group discussion, in class and at the field practice; and the method of training evaluation through three levels of evaluation; and (3) the supporting factors which include: the learners are the auditors who have ATS qualification; the instructors are combination of academics, practitioners of road and bridge infrastructures, and experienced auditors;and the facilities that must be available are a module, short video/film, testing equipments, and the locations of road and bridge for conducting at the field practice. Based on the results of the study, researcher recommend to: Ditama Binbangkum in order to publish the technical guidance of physical examination methodology of infrastructures; BPK Training Center in order to consider the needs in developing the training curriculum; and further reseachers in order to extend the study through research and development stage with covering broader informants.

Keywords:Curriculum Design, Educatioan and Training, Audit, Road and Bridge