Development of Competence Based Training (CBT) Curriculum of

Sociology Teachers

Lilik Tahmidaten

and Wawan Krismanto

PPPPTK PKN and IPS Kementerian Pendidikan and Kebudayaan RI, Jl. Raya Arhanud Pendem Kota Batu, Indonesia

Fakultas Ilmu Pendidikan Universitas Negeri Makassar, Jl. Tamalate I Tidung Kota Makassar, Indonesia

lilik.p4tkips@gmail.com, wawan.krismanto@unm.ac.id

Keywords: Competence based training, CBT curriculums, Teacher of sociology training.

Abstract: This study was conducted to answer the problem of how the process of developing the Competence Based

Training (CBT) curriculums of sociology teachers. Method used is research development method. The study

was conducted using the 4-D model. The development procedure consists of 4 stages: Define, Design,

Development, and Disseminate. After going through various stages, it can be concluded that research and

development studies in the form of curriculum development have been completed produce a CBT curriculum

of sociology teachers which have characteristics, are: Developed taking into account the evaluation results of

previous year's CBT program implementation and survey study on CBT program on alumni of CBT program,

Developed with an emphasis on the development of pedagogical and professional abilities proportionally and

implemented in an integrative manner, Developed with a focus on developing the teaching skills (how to

teach) which is reflected in the structure, process, and evaluation, Developed with define, design, develop and

disseminate procedures, Developed with steps of diagnosis of needs, formulation of objectives, selection of

content, organising of content, selection of learning experiences, organising of learning experiences and

determination of what to evaluate and how to do it.

1 INTRODUCTION

One of the boards who are very concerned to improve

the professionalism of teachers in Indonesia is Pusat

Pengembangan dan Pemberdayaan Pendidik dan

Tenaga Kependidikan Pendidikan

Kewarganegaraan dan Ilmu Pengetahuan Sosial

(PPPPTK PKN and IPS). PPPPTK PKN and IPS is

one of institutions on the Indonesian government

under the ministry of education and culture that

serves as center for development and empowerment

of teachers and education personnel for education of

citizenship and social sciences. This institution has

performed the duties and functions of education,

training, development, and empowerment to improve

the quality and competence of teachers and to support

efforts to improve the quality of national education.

PPPPTK PKN and IPS has vision and mission focus

on the development of teachers and especially for

social studies and civics studies. As the

implementation of the mission of implementing the

facilitation and evaluation activities to increase the

competence of Teachers and Education Personnel

civics and social studies, PPPPTK has a Competence

Based Training (CBT) program for teachers PKN and

IPS throughout Indonesia.

At first, the program Competence Based Training

(CBT) aimed at improving the competence of

teachers who have not passed on Teacher

Competency Test (UKG: Uji Kompetensi Guru),

however, CBT should not just be teachers pass

UKG.[1] There are things more important than the

increasing competence in carrying out its primary

task is doing learning process. According to Michael

D Tovey (1997) CBT is a system of training which is

geared toward specific outcomes. So the products

produced through CBT focused on things that have

specific skills and the improvement of performance in

accordance with the systems and work processes are

standardized. [2] More, Tovey explained that CBT is

an approach in training which based itself on the

theory of behavioral learning using training purposes

itself as a reference and measurable results during the

training were over. In addition, CBT is also focused

on the ultimate solution to the problems which have

been the problems in the field. CBT is based on the

specific meaning that can be distinguished from other

training programs since the content and process of the

Tahmidaten, L. and Krismanto, W.

Development of Competence Based Training (CBT) Curriculum of Sociology Teachers.

In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 545-555

ISBN: 978-989-758-316-2

545

CBT should be able to improve competence in a

balanced knowledge, skills, and attitudes. In this case,

the question is the competence of teachers' in teaching

the subject matter of sociology. If talking about the

competence it will not be separated from the concept

of knowledge, skills, and attitudes proportionally.

Thus, the teacher is not only clever and master the

material to be taught, but also matched his skill in

communicating with the approaches and models that

comply with the direction and objectives of the

curriculum, as well as counterbalanced with his skills

in designing and implementing evaluation learning in

accordance with the competence of a standardized

curriculum.

Based on observation and evaluation on the

implementation of the CBT curriculum, there are

several factors which indicate a lack of effective CBT

program in PPPPTK PKN and IPS particularly on

sociology subject, one of which is a fundamental

factor CBT curriculum itself. In terms of planning and

curriculum development, less mature CBT program

prepared for a top-down approach. Based on

curriculum development that has been done is a

drawn-up plan by the field program and program

information which is then translated and the break

down by a team of Senior Lecturer in the Department

of Sociology. The process of preparation is very low

considering the results of the evaluation of training,

let alone do training need analysis before developing

the curriculum. In terms of curriculum content to be

less attentive to the needs until the existing

curriculum more focused on strengthening or control

material/curriculum content on Sociology subject

(professional competence) and its balance by

strengthening the skills of presentation materials

(pedagogical competence) in accordance with the

spirit and objectives of the curriculum. This can be

seen in the structure of the program where the number

of hours of lessons (JP:Jam Pelajaran) for

reinforcement and mastery of materials (professional

competence) 46 JP (46%) while for strengthening the

delivery of material competence skills (pedagogical

competence) only 22 JP (22%). [3] Whereas if

referring to research Berry et.all (2010), programs

that tend to give maximum results on teacher training

are offer training in diverse pedagogical skills and

rich content, and provide opportunities to apply such

information in real classrooms. [4]

In terms of implementation in the field, the

majority of teachers alumni CBT believes is still not

able to implement the goals and objectives of CBT

itself because of the material subject of sociology

they dominate but the competence to implement the

learning in accordance with the spirit and purpose of

the curriculum (In this case the Curriculum 2013) yet

fully implemented. It can be seen from the lesson plan

that they develop, for example in the development of

the lesson plan component core competence / basic

competence where the majority are still not able to

develop as expected. If the development of the core

competence / basic competence them trouble,

descend are they too will have difficulty in

determining the approach and model learning, the use

of appropriate media and preparation of learning steps

(implementation syntax approach and model), the

preparation of Group Worksheet or Student

Worksheet and device evaluation.

Based on the above, it is important that PPPPTK

PKN and IPS reformed curriculum for teachers CBT

sociology. Reforming is done from the development

process to CBT curriculum content itself. Therefore,

the research will conduct a study regarding the

development of CBT curriculums of sociology

teachers at PPPPTK PKN and IPS. The main

objective is to produce CBT curriculums for

sociology teacher which standardized and tested in

terms of the development process and in terms of

contents. Thus, CBT program on sociology teacher

will be a program that would be able to improve the

competence of sociology teachers to become the

flagship institution at PPPPTK PKN and IPS.

In general, this study was conducted to answer

problems on curriculum development CBT sociology

teacher at PPPPTK PKN and IPS. To make it easier

to solve the problem, it can be break down into the

following problems: 1) How do the characteristics of

CBT curriculum sociology teacher at PPPPTK PKN

and IPS?, 2) How procedures development of CBT

curriculum for sociology teachers at PPPPTK PKN

and IPS? 3) How the component development of

CBT curriculum for sociology teachers at PPPPTK

PKN and IPS?, 4) What level of CBT curriculum

validation for sociology teachers at PPPPTK PKN

and IPS that have been developed?

2 METHODS

The research used Research and Development (R and

D) design. The study was conducted using the 4-D

model by Thiagarajan (1974). [5] The development

procedure consists of 4 stages: 1. Definition Stage

(Define), which defines the CBT curriculum

sociology teacher expected. 2. The planning stage

(Design), the plan outlines the components of CBT

curriculum subject teachers according to the

characteristics of sociology curriculum has been

prepared in the previous stage. 3. Development Phase

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(Develop), is compiling a curriculum document good

purpose components, component content,

components and component evaluation process. The

preparation will be based on a step-by-step model

Hilda Taba (1962: 347): 1) Diagnosis of needs, 2)

Formulation of objectives, 3) Selection of content, 4)

Organization of content, 5) Selection of learning

experiences, 6) Organization of learning experiences,

7) Determination of what to evaluate and of the ways

and means of doing it. At this stage, nor do the

validation. [6] 4. Deployment Phase (disseminate), is

the dissemination of information about CBT

curriculum sociology teacher who has developed.

Dissemination of this information by Focus Group

Discussion (FGD) was held at PPPPTK PKN and

IPS office on July 25, 2017. Attended by 4 lecturers

of sociology department of PPPTK PKN and IPS, 2

lecturers of education department of sociology of

Universitas Negeri Malang, 4 high school sociology

teachers and 4 principals of high school. Research

procedure above can be described in the following

figure 1:

Figure 1: Model design research.

3 RESULTS AND DISCUSSION

3.1 Results

This study uses research and development (Research

and Development / R and D) and the development

process is performed using model 4-D (four-D model)

by Thiagarajan (1974), which consists of 4 stages:

define, design, develop and disseminate. Here is a

description of the results of the implementation of

each stage.

3.1.1 Define Phase

This phase will define the CBT curriculum for

sociology teacher. The main purpose of this stage is

to obtain a clear picture of the characteristics of the

curriculum that will be developed in accordance with

the previous curriculum evaluation and curriculum

requirements expected by the stakeholders, especially

the sociology teacher. These characteristics will be

the next guide to develop the curriculum. To achieve

this, the study carried out by some of the data

includes:

3.1.1.1 Survey Results about CBT Program

Survey Respondents. The number of teachers who

become subjects of the survey about CBT is as much

as 27 teachers who are alumni of the program CBT in

2016. The age of respondents ranged from the

youngest 26 years old and the oldest 57 years old with

an average of 45 years. The experience of respondents

in teaching sociology in high school subjects ranging

from 3 years to 30 years with an average of 16 years.

Respondents consisted of 13 male teachers and 14

female teachers. Educational background are 10

teachers from sociology science, 2 teachers from

education sociology and 15 teachers from non-

sociology science/ education sociology. Here are

graphs illustrating the background of the respondents

(see in the figure 2 and 3).

Development of Competence Based Training (CBT) Curriculum of Sociology Teachers

547

Figure 2: Graph gender respondents.

Figure 3: Respondents educational background.

The implementation of CBT. Respondents were

asked to evaluate themselves on the implementation

of the sociology of subjects over the years. The level

of implementation is measured with a scale of 1 =

very poor, 2 = poor, 3 = good, 4 = very good and 5 =

excellent. Based on the data filled by respondents, the

average rate of implementation is currently on a scale

of 4.04 or better. The following table 1 is a summary

of the data.

Table 1: Implementation scale of CBT.

Indicator being measure

Average

Category

The level of implementation

of the sociological study

centred on the learner.

4.07

Good

The level of implementation

of sociological study that

develops the creativity of

learners.

4.15

Good

The level of implementation

of the condition studied

sociology learning fun and

challenging.

4.11

Good

The level of implementation

of the implementation of the

4.19

Good

Indicator being measure

Average

Category

sociology of load values,

ethics, aesthetics, logic, and

kinesthetic.

The level of implementation

of sociological study that

provides a diverse learning

experience through a variety

strategies/learning methods is

contextual and meaningful.

3.96

Good

The level of implementation

of the method of teaching

sociology Inquiry, Problem-

based learning and project

based learning.

3.85

Good

The level of implementation

of learning that applies a

sociological assessment of

learning by integrating

assessment of knowledge,

attitudes, and skills.

3.96

Good

The level of preparation of the

draft regulation implementing

the measures appropriates

scientific approach in

learning.

4.07

Good

The level of implementation

of the utilization and

development of instructional

media that support contextual

learning.

3.96

Good

Average

4.04

Good

The level of significance CBT Impact on

Learning Implementation. Respondents were asked

to evaluate the impact of the implementation of CBT

after learning of their sociology. The significance

level was measured with a scale of 1 = less

significant, 2 = less significant, 3 = precisely

significant 4 = significant and 5 = significant at all.

Based on the data filled by respondents, the average

level of significance of the impact of CBT on the

implementation of their learning is 3.90 or is at a

significant scale. The following table 2 is a summary

of the data.

Table 2: Impact significance table CBT.

Indicators being measured

Average

Category

The level of significance

professional subject impact

on the broad and depth of

material at the time the teach

sociology.

3.93

Significant

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Indicators being measured

Average

Category

The level of significance

pedagogical subject impact

on teacher’s ability

developing the learnings

program.

3.85

Significant

The significance level

Pedagogical subject impact

on the teachers skill to teach

sociology.

3.93

Significant

Average

3.90

Significant

Weakness Still Feels the Master in Teaching

Sociology Subject. Respondents were asked to reveal

their weaknesses which are still felt in teaching the

subject matter of sociology today. The survey data

show that 14 teachers or 51.85% still felt weak in

compiling the study. Complete data can be seen in the

following chart (see in the figure 4).

Figure 4: Graphic weakness subjects sociology teacher.

Teachers Training Needs of Sociology

Teachers to Improve Their Teaching Ability.

Respondents were asked to fill out the education and

training they need (much needed) to improve its

ability to teach sociology. The result is 59.26%

sociology teachers urgently need education and

training in the preparation of learning tools and

teaching skills. Complete data can be seen in the

following chart (see in the figure 5).

Figure 5: Graphic needs teacher training subjects’

sociology.

According to the CBT Curriculum Structure

Subject Teacher Sociology. Respondents were

asked their opinions about the structure of the CBT

curriculum. The result is 70.37% of respondents

believe that the proportion of pedagogical materials

and materials professionals are balanced. In addition,

93% of respondents also thought that the material is

not separated strictly professional and real

pedagogical materials are integrated. Complete data

can be seen in the graphs below (see in the figure 6).

Figure 6: Graphic CBT curriculum structure subject

teachers according to sociologist.

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549

Figure 7: Graphic structure subject of CBT curriculum

according sociology teacher

Based on the data in the figure 7, it can be

recommended for the CBT program and structure of

the curriculum that will be developed in this study is:

 CBT is very good and needed by teachers of

sociology, data show the level of

implementation of the CBT are significance of

its impact on learning is in good category and

significant.

 Weaknesses still felt the teachers, as well as a

need for education and training sociology

teacher, is in the preparation of learning tools

and teaching skills. For that purposes, CBT is

aimed at improving those skills. Data showed

that> 55% of teachers feel today these two

things become weaknesses and needs to be

improved.

 The proportion between the development of

professional competence and pedagogical

competence in CBT curriculum structure should

be reviewed again, referring to the data show

that 70% of teachers expect to have a balance

between the proportion of pedagogical

competence and professional competence. This

could apply in proportion to balance the

allocation of teaching hours (JP: Jam

Pelajaran) and the number of training points.

 The separation between the material of

pedagogical material to the material studied

professional's time again for> 90% of subjects

sociology teacher requires two such materials

need to be integrated so that when the material

studied sociology CBT participants also deepen

the preparation of learning tools and strategies

to teach the subject.

3.1.2 Design Stage

This stage aims to design a curriculum outline CBT

components subject teachers according to the

characteristics of sociology curriculum has been

prepared in the previous stage. The expected outcome

of this stage is a clear outline of the content and form

of CBT curriculum components sociology teacher. At

this level also in the validation instruments designed

to validate the curriculum that will be developed later.

Based on some of the recommendations in the

study define that the CBT curriculum design was

developed by its components are as follows:

Background of CBT. The background contains a

brief description of the importance of the

implementation of the CBT program for sociology

teachers. Also associated with the policy of the

Ministry of Education and Culture on competence

development, the background will be linked to the

needs and input from teachers who have studied

sociology at the level above define.

Description and Stages on CBT. CBT

curriculum design contains a brief description and a

compact but able to describe clearly the CBT

programs, goals, process and output. Also discussed

was the CBT step which will be followed by training

participants.

Component Objectives and Competencies.

CBT is a curriculum objective to be achieved through

the CBT program. The design is the goal of CBT

curriculum that aligned with the vision and mission

of the institution in PPPPTK PKN and IPS studies

because CBT is one of the education and training

programs for teachers in these institutions. Moreover,

both goals and competencies are aligned with the

needs and inputs of stakeholders have been obtained

from studies in the previous stage.

Component Content. Component content in the

form of an explanation of the design curriculum

structure consisting of the allocation of time in

learning (JP:Jam Pelajaran). The contents of the

components will be designed in the form of a

summary of each training eye in the form of 1) a brief

description, 2) competence, 3) indicators of

achievement, 4) learning material, 5) allocation of

time, 6) learning experience and 7) the reference

source.

Process Components. The components in the

design process of a description of 1) approaches and

learning strategies, 2) instructional materials

referenced, 3) the recommended instructional media,

4) worksheets and 5) evaluation used.

Evaluation Component. Component design

evaluation in the form of descriptions of evaluation

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used to measure the achievement of each indicator in

every training. To that end, each training will be

described forms a good evaluation of cognitive,

affective and psychomotor. Evaluation is designed to

be easily used in the implementation on the ground

both in terms of format, technical content, and

feedback.

Validation Instrument. Instrument validation is

important to do in order to gain votes at the input of

the validator consisting of curriculum development

experts, sociology, educational sociology, lecturers

and teachers of sociology. Instrument validation

prepared by grating validation instrument developed

by CBT curriculum, based on the fulfilment of the

principles of curriculum development. Arifin (2014)

describes the principles of curriculum development is

divided into two general principles and specific

principles of curriculum development curriculum

development. [7] Business Review and then used as a

guide to arrange the grating and instrument

validation. The lattice validation instrument

developed CBT curriculum is as follows in the table

Table 3: Validation instruments of CBT curriculum.

Aspects

Indicators

Curriculum

Development

Procedure

Goal-oriented and competence

Relevance

Efficiency

effectiveness

Flexibility

Integrity

Continuity

Synchronization

Objectivity

Democracy

Purpose,

contents and

evaluation

Purpose of the curriculum

Contents of the curriculum

Didactic-methodical

Media and Learning Resources

Evaluation

3.1.3 Develop Stage

Development Phase is compiling a curriculum

document with good purpose components,

component content, component evaluation process so

that in this phase will be developed starting from the

standard of competence, the structure of the program

to process and outcome evaluation instruments. The

preparation will be guided step by step in Hilda Taba

model:

Diagnosis of needs. This phase is to assess the

needs of teachers of subjects related to the sociology

of education and training programs to develop their

competencies. The basis for this study is the result of

the survey shows that the general weakness that still

felt the teachers, as well as a need for education and

training sociology teacher, is in the preparation of

learning tools and teaching skills. For that CBT is

time aimed at improving those skills. Data showed

that> 55% of teachers feel today these two things

become weaknesses and needs to be improved.

Formulation of objectives. This stage is to

formulate goals and competencies to be achieved in

the primary endpoint of maintenance refer to CBT

sociology teacher who then adapted to the needs of

the teacher of sociology. For that formulated

objectives to be achieved through the CBT program

in sociology teachers PPPTK PKn and IPS are as

follows: 1) General Purposes, the general objective of

the training is to improve the competence of teachers

in connection with the acquisition of knowledge,

skills, and professional attitudes of teachers in the

exercise of its functions and duties.2) Special

Purposes, The specific objective of this training is the

sociology teachers should be able to: mastering the

material to be taught sociology at the high school

level, mastering the skills of learning materials

suitable Sociology at the high school level curriculum

demands in 2013 with emphasis on the

implementation of the sociology of contextual

learning, constructivism, attract and develop the

sociological imagination of students.

Selection and organization of content. At this

stage review of those materials will be given to

teachers CBT program sociology with reference to

the competence to be achieved through this program.

Simply put it this level should be able to answer the

question "Given the material (in training) so that any

desired competencies CBT program for sociology

teachers can be achieved?" To organize that, it must

be able to answer the question "how to order the

presentation of the material (in training) and what

proportion?” After carefully considering Curriculum

Subjects Sociology in Curriculum 2013 and input

from various parties, especially the results of the

needs and expectations of the teacher of sociology,

namely 1) the desire professional competence and

pedagogical materials in integrated and 2) allocation

of the balance between professional and pedagogic

competence, the CBT program in sociology teacher

training will be presented the following points:

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Table 4: The structure of CBT curriculum.

Training Subjects

Time Allocation (JP)

Profesional

Pedagogy

Curriculum 2013

Analysis of graduate

competence standard

(Core competence /

Basic Competence)

Models of Learning

Learning media

Learning Assessment

Lesson Plan

Theories of Sociology

functions of Sociology

Individuals, Groups, and

Social Relations

Social problems

Social Research

Methods

Social groups

Equality in diversity

Social problem

Conflict, Violence,

Peace

Social Change and

Globalization

Social inequality

Community

empowerment

Strengthening teaching

skills

Note: JP = Jam Pelajaran

Based on the table 4, it can be seen that 59% of

the time allocated to improve pedagogical

competence that leads to skill or teaching skills of

teachers. It is expected that the ability to teach

teachers how to teach subjects increased in sociology.

The main hope is to teach the sociology of contextual,

constructive, fun and imagination developing

sociology student in high school level. This is

consistent with the concept that CBT is an attempt to

improve the competence of a person through a

program that integrates the needs of the training

program itself. CBT focuses on the achievement of

competence shown by the participants at the end of

the program. Products produced CBT focused on

things that have specific skills and the improvement

of performance in accordance with the systems and

work processes are standardized.

In general stages of this program is that

participants will get a refreshment of their

pedagogical skills through training for Curriculum

2013, Analysis of graduate competence standard

(Core competence / Basic Competence), Models of

Learning, Media Education, Learning and

Assessment of Learning Implementation Plan (RPP).

Refreshment will be further developed during the

following professional training. After studying the

subject matter of sociology, trainees will be provided

with learning experiences to develop learning

strategies and tools related to learning the material

taught to students in the classroom. Thus trainees not

only learn the material but also learn about how to

teach it. The process of competence development

through various training eye will lead to the training

eye Enhancement of Teaching Ability.

Selection and Organization of learning

experiences. This stage examines the learning

experience suffered by the participants during the

program CBT sociology teacher. Taking into account

the main objectives and competencies to be

developed, then the learning experience felt by the

participants during the program CBT teacher of

sociology is 1) refreshment, as well as exchange ideas

and experiences on how to teach the materials, are

available on the curriculum of sociology at the high

school level over the years, 2) explore the concept of

good pedagogical competence development and

learning materials sociology in high school, and 3) to

explore the concept of learning-matter of sociology at

the high school level by implementing the sociology

of contextual learning, constructivism, attract and

develop sociological imagination of students.

Determination of what to evaluate and of the

ways and means of doing it. This stage is a

comprehensive study on the evaluation that is able to

measure the achievement of objectives and

competencies achieved during the program

participants CBT subjects sociology teacher. The

focus is on developing CBT program of teacher

competence, for the evaluation should be done in a

comprehensive knowledge, attitudes, and skills

regarding pedagogical materials and subjects to be

taught sociology at the high school level. Therefore,

in this CBT program will be evaluated tangible

outcomes: 1) Pre-Test and Post-Test, This test is

mainly to measure the ability and capacity of the

participants. Initial tests are used to determine the

ability of the public held by participants prior to

getting training materials. While the ultimate test is

the test that will determine the performance of the

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finalists training, this test measures the absorptive

capacity of the participants to the material that has

been given. 2) Teaching Ability Test, This test is

performed during training called Stabilization

Teaching Ability. Each participant will be viewed

comprehension retractable implementation of

contextual learning concept sociology, taught

constructively, fun and develop a sociological

imagination of students. A comprehensive

assessment will be carried out starting from the

studies until the implementation of the learning itself.

In accordance with the concept of Competence Based

Training (CBT) is training that is designed to allow a

learner to demonstrate their ability to do something,

and then this assessment will be the focus of the

assessment of each participant. CBT is an attempt to

improve the competence of a person through a

program that integrates the needs of the training

program itself for the CBT focuses on the

achievement of competence shown by the

participants at the end of the program. Products

produced by CBT focused on things that have specific

skills and the improvement of performance in

accordance with the systems and work processes are

standardized. The aspects assessed were as follows:

Table 5: Aspects of teaching ability assessment tests.

Aspects being assessed:

The ability to open a lesson

Preparing Students to learn

doing Apersepsi

Presenting Objectives / Indicators

Mastering Learning Materials:

Mastering the learning material

Delivering material clearly

Associate creatives with other knowledge or with the

reality of life

Approach / Learning Strategies:

Coherently implement appropriate learning

objectives/indicators

Implementing learning methods / contextual

approaches, constructive, fun and develop their

imagination on sociology students

Strategies/approaches used to encourage students to be

more active, creative and innovative

Implementing appropriate time allocation

Utilization of Learning Resources / Learning Media:

Media used accordingly and generate compelling

message

Using media and learning resources effectively and

efficiently

Involving students in the use of medium / high learning

resources

The style and use of language:

Using language spoken properly and accurately

Using written language for good and effective

Shows appropriate style

Assessment Process and Outcome Study:

Monitor the progress of learning during the learning

process

Making a final assessment of the student

closing the learning:

Doing reflection and conclusion by involving students

Provide follow up with referrals, activities or chores.

Individual Assignment. This assessment scores

obtained from the tasks assigned by the facilitator,

both individually and groups. Indicators of each point

are determined by the respective training facilitators,

training because in each training has its own

characteristics. But in general indicator of assignment

of individual/group has guidelines in accordance with

evaluation standards. 4) Discipline. Rating discipline

gave by those responsible for academic or homeroom.

Rate this discipline assigned individually to the

participants. This judgment was given by

observations during training activities conducted. The

maximum score that can be obtained is obtained a

score of 100. Score is based on the average on

discipline, attendance, and the collection of

assessments. 5) Participation, Ratings are given by

those responsible for the activity of academic /

teacher and facilitator. This assessment is given

individually to each participant. This assessment

consists of an assessment scores active participant in

the process of training and activity assessment scores

of participants in response to a particular problem

related to the quality of the material delivered

opinions. The scores of the participants are the

average of the two scores. The maximum score that

can be obtained by the participants is 100. Indicators

assessing the quality of the material in the classroom

and opinions. To participants who have completed the

whole program properly, given STLPP (Surat Tanda

Lulus Pendidikan and Pelatihan).

3.2 Discussion

The CBT curriculum has been developed for the

sociology department at PPPPTK PKN and IPS. This

is done to strengthen the sociology teacher's

competence in high school. In accordance with the

CBT concept, the CBT curriculum strengthens

teacher competence in how to teach sociology

materials at high school level.

The concept of strengthening pedagogical skills is

an attempt to balance the study and the deepening of

material conducted by sociology teachers through

various trainings other than CBT. For newly

employed sociology teachers or for teachers who are

not background from sociology or sociology

education, the CBT curriculum will balance their

Development of Competence Based Training (CBT) Curriculum of Sociology Teachers

553

theoretical abilities (proficiency skills) with the

ability to teach sociology (pedagogical skills). This

becomes important because for them the CBT

curriculum becomes a means of socializing with how

to teach sociology well in high school level. In his

research, Pescosolido and Milkie (1995) argues that

the lack of formal socialization into the teacher role,

especially balanced with the comprehensive training

offered in the research methods, contributes to the

devaluation of teaching among sociologists. [8]

The ability to teach sociology becomes important

for sociology teachers today and in the future.

Sociology should not be taught subject-oriented.

Because sociology materials are not only taught as

theories and concepts, but they could also be used for

analyzing various life problems that exist around us.

Furthermore, they could activate students to have

roles in solving social problems based on their

proportions, positions, and skills as senior high school

students. he purpose of learning Sociology is for

gaining sociological imaginations. By having

sociological imaginations, someone who learns about

Sociology could understand every social symptom in

their society (Strand: 1999, Rienerth:1998, Denison

and Rinehart:2000). [9-11] By understanding social

symptoms in our society, a person could have

individual and social awareness, could have social

sensitivity and care for social problems and be

responsible on solving those problems as well as have

awareness and even strived for creating social

empowerment actions. To realize such learning

requires strengthening the sociology teacher's ability

to teach sociology (pedagogical ability). The CBT

curriculum that has been developed already

accommodates it, so it is worth implementing.

4 CONCLUSIONS

Based on the problems as the starting point of this

study, then after going through various stages of the

study, concluded that research and development in

the form of curriculum development have been

completed and resulted in a product in the form of

CBT Curriculum for Sociology Teachers at PPPPTK

PKN and IPS. The product has the following

characteristics: 1) The curriculum was developed

based on the evaluation results of CBT in the previous

year and survey studies on CBT program at CBT

program alumni. 2) The curriculum was developed

with a focus on the development of pedagogic skills

and professional proportionally and implemented in

an integrated manner. 3) The curriculum was

developed with a focus on the development of

teaching skills (how to teach) which is reflected in the

structure, process, and evaluation. 4) The curriculum

was developed with the procedures define, design,

develop and disseminate. 5) The curriculum is made

by the steps of diagnosis of needs, formulation of

objectives, selection of content, and organization of

content, selection of learning experiences, an

organization of learning experiences and the

determination of what to evaluate and of the ways

and means of doing it. The implication of this

research are: 1) PPPPTK PKN and IPS institutions

need to change the CBT curriculum to strengthen the

competence of education and training graduates, and

focus on strengthening pedagogical competence. The

teacher of sociology needs to change the orientation

of self-development, not only oriented to the ability

of mastering the material (professional competence),

but balanced with the ability to teach sociology

material (pedagogical competence).

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