aluation of Learning in CompetencyBased Curriculum (CBC) on Architecture Education in Indonesia

Abstract

The evaluation of architectural learning in Indonesia as part of the Competency-Based Curriculum (CBC) is an activity that is integrated and inseparable in a learning process. The purpose of this article is to find out the principles and competencies of an architectural learning process and then try to study and analyze the format of a competency-based learning evaluation starting from the concepts, aspects and evaluation tools used. By using qualitative methods with a literature document triangulation approach, observation and in-depth interviews with key informants, it turns out that evaluation is not only product[1]oriented but also process-oriented, as an effort to monitor student development, both ability development and development. Mentally and psychologically. Both sides of evaluation are equally important so that the achievement of competency standards is carried out as a whole, which measures knowledge (cognitive) and effective attitudes and psychomotor skills. Furthermore, evaluation in competency-based learning is closely related to teaching staff's ability to evaluate both formative and summative functions. Formative evaluation is an evaluation designed and carried out to assess itself in carrying out the learning process as feedback to improve its performance. In comparison, summative evaluation is designed and carried out to gather information about students' success in achieving the expected competencies according to the learning objectives.