The Dilemma of the Competency-Based Curriculum in Indonesia: Between Theory and Facts on the Ground

The competency-based curriculum (KBK) has been adopted by many countries as an innovative approach in education. KBK focuses on developing students' skills, knowledge, and attitudes so that they are ready to face real-world challenges. However, although it sounds ideal in theory, its implementation in Indonesia often meets various significant challenges and obstacles.

In theory, KBK is designed to develop skills that are relevant to the needs of industry and society, encourage active and participatory learning, and assess students based on their real ability to apply knowledge. This curriculum focuses not only on theoretical knowledge but also on how students can apply that knowledge in practical situations. The aim is to produce graduates who are not only academically intelligent but also competent in the various practical skills needed in the workplace.

As intended, KBK produces job-ready graduates with skills that match the job market, improves the quality of education with a focus on measurable learning outcomes, and builds students' character to be adaptive, creative, and innovative. In this way, the curriculum aims to produce students who are not only ready to continue their education to a higher level but also ready to go straight into the world of work with relevant skills. However, in the field, the implementation of KBK often does not match expectations.

One of the main problems behind KBK not being achieved is the unpreparedness of educators. Many teachers do not yet fully understand or are not trained in competency-based teaching methods. This is caused by a lack of adequate training and mentoring. Although several training programmes have been carried out, many teachers still find it difficult to change their teaching methods from traditional ones to more interactive and student-centred ones.

Another main problem is the lack of facilities, infrastructure and supporting school amenities. Many schools, especially in remote areas, still lack supporting facilities such as laboratories, libraries, and access to technology. This inequality causes a gap in the quality of education between big cities and remote areas. Schools in urban areas may have better and more complete facilities, while schools in remote areas often have to struggle with limited resources. An overly dense curriculum also often overwhelms teachers and students. A focus on mastering broad material can reduce the opportunity to study certain skills in depth. This causes students to memorise more than understand and apply the knowledge they learn. Inappropriate evaluation and assessment also need to be fixed. An assessment system that is still based on written exams and memorisation does not fully reflect students' competence. The lack of effective instruments for assessing practical skills and attitudes means that the learning outcomes expected from KBK are not achieved. Students may get high scores in written exams but lack the practical skills needed in the workplace.

As an example of implementation, in many schools KBK is implemented only on paper, without real change in the teaching and learning process. Many teachers continue to use traditional lecture methods because of a lack of understanding of active learning methods. Students, in the end, become passive recipients of information rather than active participants in the teaching and learning process. Schools in remote areas face greater challenges in implementing KBK. A shortage of trained teachers, limited facilities, and minimal access to technology make the implementation of KBK difficult. Students in these areas often do not get the same learning experience as students in big cities.

To overcome this dilemma, some first steps that can be taken are, first, intensive training for teachers: improving the quality and quantity of training for teachers so they understand and apply KBK effectively. This training should include student-centred teaching methods, comprehensive assessment techniques, and the use of technology in learning. Improving school facilities should also be ensured so that every school has adequate facilities to support competency-based learning. The government needs to allocate sufficient funds for building and repairing educational infrastructure, especially in remote areas. Curriculum revision: simplifying the curriculum material so that it focuses more on developing essential skills and knowledge. The curriculum must be designed so that students have enough time to study each topic in depth and apply their knowledge in practical contexts. Development of the assessment system: developing assessment methods that are more comprehensive and suitable for measuring student competence. These include project-based assessment, performance assessment, and portfolio assessment that reflect students' practical abilities.

The competency-based curriculum offers much potential for improving the quality of education in Indonesia. However, its success depends greatly on the readiness and support given to educators, as well as on the right adjustment between theory and practice in the field. With a strong commitment from all related parties, this dilemma can be overcome, bringing Indonesian education towards a brighter future. Building synergy among the government, educators, and the community is the key to ensuring that the competency-based curriculum can truly be implemented effectively and bring maximum benefit to students.