The Indonesia National Qualification Framework

Based-curriculum and the Graduate Competence Standard: A Case

Study in Travel and Tourism Business Study Program

Gede Ginaya

, I. Ketut Budarma

, I. Ketut Suarta

, Ni Made Rai Sukmawati

, I. Dewa Gede Ari

Pema

and N

oman Mastiani Nadra

Politeknik Negeri Bali,

Jl. Kampus Bukit Jimbaran, Kuta S

elatan, Badung, Bali

, Indonesia

Keywords: Curriculum, KKNI, Graduate Competencies, Travel and Tourism Business, Vocational Education

Abstract: The Travel and Tourism Study Program of Tourism Department of Bali State Polytechnic has implemented

KKNI- based curriculum since the academic year of 2016/2017, one academic year up to when this study is

performed. KKNI-based curriculum system demands that each of the graduates obtain qualifications in

accordance with their educational level criteria based on KKNI. This study is aimed at investigating the

effectiveness of the implementation of KKNI based-curriculum in the Travel and Tourism Study Program of

Tourism Department of Bali State Polytechnic. This study applies descriptive qualitative research method.

The data were collected through literature study of the KKNI-based curriculum document (the Regulation of

The Ministry Research, Technology, and Higher Education Number 44, Year 2015 on Higher Education

International Standard), as well as in-depth interview with the stakeholders, teachers, students, graduates,

curriculum developer, and curriculum experts. The study found, so far, the implementation of KKNI in

Travel and Tourism Study Program of Tourism Department of Bali State Polytechnic has been effective. It

has been able to facilitate the students to obtain the required competencies; firstly, in accordance with

KKNI, and secondly in accordance their prospective workplace (travel and tourism) requirement.

1 INTRODUCTION

In line with the needs and demands of society

that is exposed with the development of science and

technology, the curriculum should be regularly

reviewed in order to attain development and

innovation against these demands (Anderson, 2001,

Jiang et al, 2018). The policy of developing

curriculum is not separated from the huge attention

towards the quality assurance of an education in

order to welcome the global era which is in

accordance to the information and communication

technology (ICT) (Garrison, 2017). The advance of

ICT has raised such terms as a digital era, 21

century or technological disruption 4.O. According

to Ali and Abdallaabdalganaem (2014) integration

of technology in education has increasingly become

an important concern in education not only in

developed countries, but in developing countries as

well. Integrating technology to classroom instruction

is inline with the research done by Ginaya et al

(2018) entitles the effects of blended learning to

students’ speaking ability: a study of utilizing

technology to strengthen conventional face-to-face

instruction.

Delors (1966) in Marhaeni (2017) reported their

results of the investigation to the United Nations

through the article entitles “Learning the Treasure

Within”. This report then published in a book which

becomes a reference for developing education in a

country. Learning the Treasure within emphasizes

that learning is a treasure in oneself, which means

that something that exists in every human fellow

being along with his/her life (Marhaeni, 2017).

Marhaeni further states that the learning concept also

requires something to be embedded to everyone that

for the human progress, then long life education

should be an ownership, which is alive and unite in

the attitude, aptitude, knowledge, and skills.

Therefore, it has been set up four pillars of education

which becomes the foundation for the development

of education at all levels. The four pillars of the

Ginaya, G., Budarma, I., Suarta, I., Rai Sukmawati, N., Ari Pemayun, I. and Nadra, N.

The Indonesia National Qualiﬁcation Framework Based-curriculum and the Graduate Competence Standard: A Case Study in Travel and Tourism Business Study Program.

DOI: 10.5220/0009938820232031

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2023-2031

ISBN: 978-989-758-458-9

2023

education are learning to know, learning to do,

learning to be, and learning to live together.

The 21st-century era nowadays is known as the

age of knowledge as the main foundation for various

aspects of life. The learning paradigm of the 21st-

century emphasizes that education is in the

knowledge age by accelerating the enriching

knowledge enhancement (Gates, Myhrvorld, and

Rinearson, 1966 in Marhaeni 2017). This paradigm

emphasizes students’ ability to communicate and

collaborate (Frietas and Yapp, 2005 in Marhaeni,

2017). As it is stated further by Marhaeni that such

kind of ability can be achieved through the

implementation of the appropriate teaching-learning

method from the side of mastery materials and skills.

In this 21st century, the education is getting more

and more important in order to assure the learner

participants possess a learning skill and to innovate,

the competency in using technology and information

media and are able to work and survive by utilizing

the competencies (life skills) (Marhaeni, 2017). She

further states that the 21 century’s competencies are

including (1) life and career skills, (2) learning and

innovation skills, and (3) information media and

technology skills. The three skills are summarized

into a scheme which is called the 21st-century

knowledge-skills rainbow (Trilling and Fadel, 2009

in Marhaeni, in 2017).

The American Association of Colleges for

Teacher Education AACTE) advisory group and the

strategic council of the Partnership for 21st Century

Skills (Greenhill, 2010) have approved the following

core principles, representing a shared vision for

integrating 21st-century skills into educator

preparation. In order to meet the challenges and

demands of the profession, AACTE is leading

reform efforts some of them can be stated the two

utmost crucial that: Engage prospective teachers in

creating instruction aligned with their state’s

curriculum standards, effectively interpreting

assessment results, responding to students’ learning

needs, and cultivating a passion for learning that will

support students for a lifetime, and meet the

demands of the global economy by exemplifying,

and embedding in instruction, the mastery of 21st

century skills such as critical thinking, problem-

solving, communication, collaboration and creativity

and innovation. This includes the application of

technology to support more robust instructional

methods and understanding the relationship between

content, pedagogy, and technology through the

dissemination of Technological Pedagogical Content

Knowledge (TPCK) theory and research (American

Association of Colleges of Teacher Education 2008,

US Department of Education 2010).

P21's or Framework for 21st Century Learning

(“Framework for 21st Century” n.d., para 3) was

developed with input from teachers, education

experts, and business leaders to define and illustrate

the skills and knowledge students need to succeed in

work, life and citizenship, as well as the support

systems necessary for 21st century learning

outcomes

(

Figure 1). It has been used by thousands of

educators and hundreds of schools in the U.S. and

abroad to put 21st-century skills at the center of

learning. The P21 Framework represents both 21st-

century student outcomes (as represented by the

arches of the rainbow) and support systems (as

represented by the pools at the bottom).

Figure 1: P21 Framework for 21

Century Learning

Source: www.p21.org

In line with the paradigm of the 21st-century

education above, in Indonesia, it has been set up the

Indonesia National qualification framework (KKNI)

through Perpres RI no. 8 the year 2012. KKNI is

the competency-qualification level which can be

pairing, equalizing, integrating among a field of

education and field of job training as well as work

experience on behalf of giving recognition of work

competence according to the structure of work in

various sectors (Direktorat Akademik, 2000). KKNI

demanding a certain work of certain competencies

for a career path or specific work. From the above

provisions, then the establishment of work world

competence is the core of any process that is

experienced by the learning participants in all levels

of education that followed. In other words, the

formation of competence must be through education.

Marhaeni (2017) explained that in reference with the

competency concept, then the four pillars of

education are the core of the competencies where for

the sake of fulfilling the demands of job vacancies,

learning to do in the form of able to do in every

personnel is the top of the peak as it is a result of the

ICRI 2018 - International Conference Recent Innovation

2024

formation of the four pillars. Consequently, the

competencies that is established through the process

of education will be showed from the capability of

the personnel to solve problems faced holistically.

A necessity when the curriculum continues to

present with patterns of change as a result of the

development of the industry as the user of the

graduates. For example, the role of teachers is very

crucial as curriculum enactors, creators, and

activists (Jiang, Zhang,

May,

2016

;

Le Fevre,

Timperley,

& Ell,

2015

Furthermore on the crucial role of teachers in

curriculum development, teachers are not only

enacting curriculum change in relation to

cla

ssroom

teaching practices, they are also actively

engaged

in creating and managing cur r i cu lu m

change

(Priestley, Edwards, Priestley,

& Miller, 2 0 1 2

;

Wallace

Priestley,

2017).

Research

has shown

that

teachers

’

beliefs and

understandings

of an

intended

curriculum and

the

contextual realities,

approaches

to curriculum, learning and training

experience, as well as the

availability

professional support and

guidance

are among the

factors

frequently

mentioned as

impacting the

implementation

curriculum innovation

(Hardman &

A-Rahman,

2014

;

Priestley, Biesta,

Robinson,

2013

;

Zhang &

Ben Said,

2014

;

Zheng

Borg,

2014). This

suggests that in order for a

curriculum initiative to be well

implemented

and

developed i n practice, teachers

’

perceptions,

b a s e d in turn on their experiences

deserve due

attention.

Response to curriculum changes can be seen from

the many rules that are considered as an umbrella of

the application of new curriculum (O’ Neill, 2014),

for example, the issue of the Constitutional Decree

No. 14 2005 on Teachers and Lecturers, policy on

implementation of curriculum 2013, the issue of the

Constitutional Decree no. 12 of 2012 on Higher

Education, Presidential Regulation no. 8 2012 on

the Indonesian National Qualification Framework

(read: KKNI), Minister of Education and Culture

Regulation no. 49 of 2014 on National Standards of

Higher Education. Implications. The policy

indirectly affects the curriculum change pattern of

each course and even the adjustment of the content

that will be presented to the students.

KKNI itself is the minimum frame of reference

that becomes the size, the recognition of the

education gap. KKNI is also referred to as a

competency qualification skill framework that can

link, match, and integrate the field of education,

vocational training and work experience in the

framework of providing job competence recognition

in accordance with the structure of work in various

sectors. KKNI is a manifestation of the quality and

identity of the Indonesian Nation in connection with

the national education and training system owned by

Indonesia. (Presidential Regulation No. 8 of 2012).

In the perspective of KKNI, each study program is

required to clarify the expected "graduate profile"

through tracer study, feasibility study, and needs

analysis in the community. The graduate profile as it

is also stated by O’Neil (2015) reflects the minimum

ability that the student must master after graduation

which refers to the four aspects of needs (1) attitude,

(2) the field of workability, (3) knowledge, and (4)

managerial and responsibility. The four priorities

must then be translated into a learning outcome in

each course in the study program. So that later, all

instructional plans or semester instructional plan

(RPS) should be based on learning outcomes (LO) in

accordance with the needs of the graduate profile.

Nowadays, Curriculum Design and Development

have become more consciously and elaborately

embedded in the way the educational stakeholders

run the learning and teaching in conservatoires

(Heywood, 2005, O’Brien 2009, and O’Neil 2015).

Because of this focus, the policy of developing

curriculum is deliberately concerned with links

between curriculum design and development and

three of the key elements that have been much talked

about in Indonesian Higher Education in recent

years – Graduate Profiles, Learning-Competency

Outcomes, and Quality Assurance. All three of these

have been given additional impetus in the sense that

the curriculum design must truly refer to

stakeholders need as it is stated in the Ministry

regulation of Permendikbud No. 67 year 2013. By

considering this national policy of curriculum

development, the curriculum development teams in

the Faculty or Department of the higher education

institution have such a motivation of encouragement

working on implementing changes in their

respective institutions that relate to the KKNI-based

curriculum which can be applied for classroom

teaching-learning process.

As a matter of fact, curriculum becomes an

aspect that influences the success of national

education and a component that has a strategic role

in the education system. Consequently, the study of

curriculum management is now getting a lot of

attention from scientists and experts who pursue

curriculum, education administration, and

educational technology. As a result, the curriculum

occupies the most important part of an educational

institution. This fact is fairly reasonable since the

world is experiencing the era of globalization and

many changes in various aspects of life can affect

The Indonesia National Qualiﬁcation Framework Based-curriculum and the Graduate Competence Standard: A Case Study in Travel and

Tourism Business Study Program

2025

the field of education. Developments related to

science and technology nowadays are challenges to

be considered in the curriculum. Therefore, the

central government and local governments, in this

case, KEMENRISTEK DIKTI / Ministry of National

Research and Technology should be able to quickly

response these challenges to be realized in

educational programs in its working area. Many

aspects of renewal in curriculum-bearing education,

such as learning acceleration programs, local content

curricula, decentralization, remedial and enrichment

implementation, school-based management (SBM),

educational unit curriculum (KTSP), Curriculum

2013 and more recently KKNI-based curriculum

(KEMDIKBUD-Republik Indonesia, 2013).

The background of KKNI Based on the

Indonesian qualification framework in the President

Regulation or Presidential Regulation or Perpres no

8 Tahun 2012 is underlined by two main issues of

external and internal reasons. For the external one, it

is based on the fact that there are challenges and

global competition as well as ratification Indonesian

various convention. While, the internal reason

concerns with quality assurance gap the graduate

relevance, diversity of qualification and education.

Based on the background then it arises KKNI in

terms of the statement and quality level (1 – 9) of

Indonesian human resources (SDM). The output of

the qualification level is the assessment of equality

and recognition of qualifications of Indonesian and

foreign SDM. The concept of KKNI itself is the

achievement of qualification level in various ways,

such as formal education, strengthening

professionalism and job carrier as well as self-

employed working.

Figure 2 below illustrates KKNI, showing the

connections among formal education, workplace

career development, experience or independent

learning, and professional development.

Figure 2: KKNI qualification level and its

achievement

Source: Dirjen Dikti, 2011

The equality of Learning Outcome (LO) which is

resulted through the learning process in the

qualification level of KKNI consists of 9

qualification level, starting from level 1 as the

lowest and 9 the highest. The qualification level can

be classified into 3 as it is shown in Table 1.

Table 1: KKNI Qualification Levels

Level Predicate

1 - 3 Operator

4 - 6 Technician and analysis

7 - 9 Expert

2 METHODS

Based on the description of the curriculum in the

above study background then the research method

applied in this study is a descriptive qualitative

research. The data used are secondary data and

primary data. Secondary data is data obtained from

the curriculum library, such as the Presidential

Regulation or Perpres Number 8 Year 2012 and the

Ministry of Technology, Research, and Higher

Education Regulation Number 44 Year 2015 about

KKNI, Borang Accreditation and Self Evaluation,

and the Curriculum of Travel and Tourism Study

Program (Tim Kurikulum Diploma 3 Program Study

Usaha Perjalanan Wisata, 2016a&b). While the

primary data is data obtained directly based on the

results from in-depth interviews with some

stakeholders of the policymakers in institution level

and Department, curriculum experts, and the

practitioners from the industry as the users of the

graduates through workshops of curriculum

development.

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Furthermore, data were analyzed by a

qualitative-descriptive method based on an inductive

methodological paradigm that is, a paradigm that

departs from specific to the general principles

(Glaser, 2014). By applying a descriptive analysis

method, the data that have been collected in the form

of description about KKNI is described in detail so

that finally will be drawn a conclusion about the

implementation of KKNI in Travel and Tourism

Business Study Program. The results are presented

by formal and informal methods. Sudaryanto as

cited by Ginaya et al (2018), the method of informal

presentation is to present the results of the analysis

with a description or regular words, while the

method of formal presentation is the formulation

with signs and symbols. According to Muhammad

(2011), the symbols or signs are used to present or

formulate the results of the analysis so that the

meanings of rules and concepts, inter-rule and

concept relations, and the rules and concepts of

peculiarities can be identified and understood.

3 RESULTS AND DISCUSSION

3.1 Travel and Tourism Study

Program Curriculum Insight

Good curriculum design can help an institution to

get the most from the resources it has available; it

can also lead to a curriculum which is easier to

modify and update subsequently, helping the

ongoing process of curriculum development (O’neil,

2015). He further states that in general terms, an

effectively designed curriculum will tend to have the

following features:

• Well-balanced: the various components are each

given their different weight, as appropriate, but no

element is given more than its fair share.

• Full, but not overloaded: deliverable within the

resources available-an over-full curriculum will,

in any case, lead to students choosing which

elements they will attend and which they will miss

since they can’t attend everything. The waste in

such a situation is obvious.

• Flexible: adaptable to the different needs of

different students; responsive to changing

priorities and alert to likely future requirements of

the profession.

• Progressive: encouraging students to grow and

develop as they pass through the programme,

often by starting with a structured and largely

compulsory pattern of studies and moving to one

in which choice plays a greater part.

 Student-centred: recognizing that, for each

student, the curriculum is more than simply the

pattern of lessons and classes that the institution

offers – it is the sum total of everything the

student is learning and absorbing during his or her

time at the Conservatoire.

 Focussed on learning: selecting teaching

methods and methods of assessment on the basis

of how well they encourage learning and then

demonstrate that it has been achieved.

With regards to the KKNI which its background

is based on the Indonesian qualification framework

(PP no 8 Tahun 2012), it arises KKNI in terms of

the statement and quality level (1 – 9) of Indonesian

human resources (SDM). The output of the

qualification level is the assessment of equality and

recognition of qualifications of Indonesian and

foreign SDM. Therefore, KKNI is one’s benchmark

ability no matter whether he or she young or old,

short or tall, light or weight but this person is

capable in which field and how capable he or she is.

Such the measure ability than be described as

learning outcomes. Figure 3 below shows the KKNI

benchmark ability which is divided into 4 spheres,

namely mastering knowledge, attitude values,

working ability, job description, and responsibilities.

Figure 3: Benchmark Ability in KKNI

Based on those curriculum insights, the

evaluation and composing the document of the

Travel and Tourism Study Program were done

through several stages of activities which stated by

doing SWOT analysis and tracer study under the

umbrella of vision and mission the study program as

well as the excellence and the strategical potential of

State Polytechnic of Bali in the field of tourism. The

curriculum evaluation and development have been

focused on the change of educational paradigm, as it

is supported by Le Fevre, Timperley, and Ell (2015),

to the model of student center learning or SCL

which emphasizes on the graduates’ profile as well

The Indonesia National Qualiﬁcation Framework Based-curriculum and the Graduate Competence Standard: A Case Study in Travel and

Tourism Business Study Program

2027

as harmonizing learning objectives with the KKNI

description and attempting to obtain equality to the

learning objectives of the ASEAN Tourism

curriculum. The teachers’ role as it is suggested by

Jiang, Zhang, May and Qin (2018) and learning

materials which are highlighted by Richards and

Rodgers (2014), Polio (2014), Castilo (2017), are also being

prioritized on the excellence of local content by

broadening the instrumental study to support the

strengthening of human capital capability and

national science and technology in the tourism

sector.

As one of the higher-vocational education, the

curriculum, in State Polytechnic of Bali, is

developed its curriculum is on the basis of National

Standard of Higher Education (SNPT) as it is

referred to the regulation of the Ministry of Research

or Technology or Permenristekdikti No. 44 year

2015. In carrying out the specified academic

program for the Travel and Tourism Study Program

(UPW), it has been done an adjustment towards the

curriculum which gave the overwhelmed students’

learning by fulfilling the minimum standard as it is

applied in the SNPT and through the Learning

Objective (LO) which is in accordance to SKKNI.

The curriculum of travel and tourism program study

has been decided with the load of 47 subject courses

which consisted of 21 categorized into subject

course theory and 26 practices (Tim Kurikulum

Diploma 3 Program Study Usaha Perjalanan Wisata,

2016a&b). The ratio for theory and practice in the

semester study system (credit or SKS) namely 42% -

58% with a total credit of 114 and the total hour-

meeting per week is 180. In reference to vision of

the study program that is to be the vocational study

program of travel and tourism business which is

professional internationally competitiveness year

2025, it has the mission such as carrying out

vocational education in travel and tourism business

operation, producing the output of graduates in the

travel and tourism business operation who are

competent, independent, innovative, adaptive, and

be able to compete locally, nationally, and globally

as well as reliable and equipped with code of

conduct in professional etiquette and has the spirit of

entrepreneurship.

In order to respond to the development of the

higher education institution, as well as the demands

of stakeholders, the Travel and Tourism Business

Study Program (UPW), State Polytechnic of Bali

(PNB) integrated in Tourism Department of the Bali

State Polytechnic (PNB) with other two study

program, Hotel and Tourism Business Management

has attentively responded to these demands. One

way to respond to the aforementioned demand is

through curriculum content rearrangement, in

accordance with the development of market needs

and the regulations set by the government. Related

to that, as a step forward to determine the policy

decision of the curriculum, the Travel and Tourism

Business Study Program has conducted a workshop

on curriculum development based on National

Qualification Framework of Indonesia (KKNI) in

accordance with Dirjen DIKTI (Cont Dec No.12 /

2012 on KKNI) as well as an activity as to follow up

the previous workshop activity results by conducting

curriculum validation along with the other the three

study programs under Tourism Department. The

curriculum validation is also attended by some

stakeholders of the related industry as users of the

graduates, such as ASITA (Association of

Indonesian Tours and Travel Agencies) representing

travel agency services, PHRI (Perhimpunan Hotel

dan Restoran Indonesia – Indonesian Hotel and

Restaurant Association) representing hospitality

services, Bali Provincial Tourism Office

representing the government, and representatives

from two tourism related companies: Melali MICE

(Meeting Incentive Conference and Exhibition), and

Conrad Hotel Bali.

3.2 Profile, Learning Objective, and

Output

Further analysis of the evaluation and composing

of the curriculum is to determine the graduate profile

related to the job target or the graduates’ profession.

The graduate profile is considered of job

competence required by the market in the level of

local, national, and regional. In reference to the

graduate profile of the travel and tourism study

program, KKNI, SNPT it is formulated the learning

objective of the study program, the course subject,

and the targeted holistic capabilities. Therefore, the

graduate profile of the travel and tourism study

program includes the profession of travel supervisor,

product designer, tour leader, tour guide, sale and

marketing supervisor, ticketing supervisor,

reservation supervisor, travel consultant, mice and

event organizer, flight division supervisor.

Those graduate profile is regarded as the tourism

associate expert in the field of travel and tourism

business operation in the company of tour operation,

travel agent, destination management company for

organizing mice including cruise ship, airlines,

ground handling on the basis of ASEAN standard

and the general principles which is relevant to the

travel business through using international language

communication. In order to support this professional

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occupation, it is then determined by the subject

courses based on the formulated field and study

materials. The whole subject courses were then

composed and integrated in order to determine the

subject courses’ network and the structure of the

curriculum which is then composed RPS or the

semester learning plan, SAP or lesson plan, and

learning contract.

The implementation of the KKNI curriculum is

expected to make the graduates to be qualified with

their profession in the travel and tourism business

industry. Some graduates have shown their

capability to successful professionals in the business

industry including to be entrepreneurs who establish

and manage a company or travel agent. In addition,

the average waiting time of the first job in the study

program is 1 month 15 days. In this academic year

of the 6

semester when the students are holding on

job training some of them have been employed in

companies, such as travel agent, ground handling,

and MICE. This means the waiting time for the

graduate to get the first job is shorter, which can be a

pride for both the graduates and the study program.

4 CONCLUSION

To ensure its quality of education and

competitiveness, the curriculum of higher education

institution in the Tourism sector must be able to

reach at least the standard of education in ASEAN or

even international. The development of the higher

education curriculum, such as Diploma 3 program is

based on three pillars, namely political security,

socio-cultural, and economic pillar. By taking

account of the three pillars, it is expected that the

application of the curriculum in Diploma 3 will be

able to result in workforces who are competitive in

the level of ASEAN or even international.

In addition, the Travel and Tourism Study

Program (UPW) have been assessed by the Board of

National Accreditation of Higher Education

(BNPT). The accreditation results in the study

Program gaining “A”, which is the highest score that

a study program can obtain.

As a result of the knowledge and skills imparted

and trained during their studies in Travel and

Tourism Study Program, so far, graduates from the

Travel and Tourism Study Program are well

absorbed into the Travel and Tourism Industry. Not

only that, there are also many of the graduates who

started their own business, some of them can even

be considered as gaining success in their business.

By considering the knowledge and skills structured

in the curriculum of the Travel and Tourism Study

Program, this study suggests that the program be

upgraded to Diploma 4 program. Additionally, by

upgrading the program to Diploma 4, graduates will

have more confidence going into the Travel and

Tourism industry, competing with other Diploma

and Undergraduate degree graduates. Not to mention

that Diploma 4-degree program may be able to

attract more prospective students into joining the

study program in the first place. Prospective students

may envision themselves to be able to have more

comprehensive skills and confidence going into the

industry with Diploma 4 degree that they are going

to obtain if they join and complete Diploma 4 Travel

and Tourism Study.

To maintain and enhance its competitiveness, the

Travel and Tourism Business Study Program

(UPW), State Polytechnic of Bali (PNB) along with

the other two study programs in the same

department (Diploma 3 Hospitality and Diploma 4

Tourism Business Management), had performed

curriculum content rearrangement, which consist of

pre-activities studies (SWOT analysis and tracer

study), which was then followed by workshop on

curriculum development and curriculum validation.

The Travel and Tourism Business Study Program

has conducted a workshop on curriculum

development based on National Qualification

Framework of Indonesia (KKNI) in accordance with

Dirjen DIKTI (Cont Dec No.12 / 2012 on KKNI).

While, the curriculum validation is also attended by

some stakeholders from related industry as users of

the graduates, such as ASITA representing travel

agency services sector, PHRI representing

accommodation hospitality sector, Bali Provincial

Tourism Office representing the government, and

representatives from Melali MICE (Meeting

Incentive Conference and Exhibition), and Conrad

Hotel Bali.

ACKNOWLEDGEMENTS

The authors are very grateful to some parties

who have given contributions and encouragements

in completing this article. Particular appreciations

are owed to the following:

1. Mr. I Ketut Suarta, the Head of Tourism

Department and Mrs. AAAN Harmini, the head

of Tourism Business Management Study

Program, State Polytechnic of Bali who gave

an access to the authors to conduct a research

in the study program.

The Indonesia National Qualiﬁcation Framework Based-curriculum and the Graduate Competence Standard: A Case Study in Travel and

Tourism Business Study Program

2029

2. Mr. I Putu Merta Astawa the Deputy 1 Director

of State Polytechnic of Bali who gives insights

on the policy of the implementation of KKNI in

Tourism Department, Bali State Polytechnic.

3. Prof. Dr. AA Istri Ngurah Marhaeni, MA as an

expert who gave enlightenment on

developing a rubric for maximizing

assessment of the students’ performance.

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