conception earlier and they also acknowledged that both conceptions refer to the same view on learning.
d. Learning Model
As cited in cybernetics and systems international journal p. 118, Vanderleeuw explains that a model is a simplification of reality which takes the
theoretical abstractions and puts it into a form that we can manipulate. Meanwhile, Reeb Leavengood states that models are the representation of real
systems 1998, p.5. They also mention the criteria of good models. A model considered good if it is easy to understand, as simple as possible, relevant to the
problem, and easy to modify and update. A simple model is better than a complex one as long as it works as well. A model only needs to perform its intended
function to be valid. It is important to use the most relevant materials when constructing a model. Besides, a good model usually starts out simple and
becomes more complex as the modeler attempts to expand it enough to give meaningful answer. In conclusion, learning model is a representation of the
system which is relatively permanent change in behavior based on an individual‟s interactional experience with its environment.
3. Competence-Based Learning
A competency is a combination of skills, abilities, and knowledge needed to accomplish a specific task NPEC Report, 2001. It can be said that
competence-based learning is an educational movement that advocated defining educational goals in terms of precise measurable description of the knowledge,
skills, and behaviors students should possess at the end of a course of study PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Guskey, 2005. Richard Rodgers 2001 hold that the competence-based learning focuses on the outcomes of learning. It addresses on what the learners are
expected to do rather than on what they are expected to learn about. Competence- based learning advocates defining education goals in terms of precise measurable
descriptions of knowledge, skills, and behavior that students should possess at the end of a course of study. Schneck 1978 views the competence-based learning as
an outcome based instruction that is adaptive to the needs of students, teachers, and the community. Competencies describe the students
‟ ability to apply basic and other skills to situations that are commonly encountered in everyday life.
Mrowicki 1986 holds that competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a
real world task or activity. In other words, competence-based learning is defined as an approach to teaching that is accepted collectively and based on the
association and interrelations between different subjects each contributing specially by providing scientific of technical knowledge and developing generic
and specific competences Sanchez Ruiz, 2008: p.34. Moreover, Sanchez Ruiz 2008: p.31 also state that in this approach, students are the true drivers of
their own learning, and therefore need certain amount of self-motivation and supervision, as well as the development of cognitive strategies and cognitive goals
that will help them learn and reflect on their learning. Competence-based learning refers to an instructional system where students are given credit for performing to
a prespecified level of competency under prespecified conditions Ainsworth, 1977. Based on those statements, it can be said that the main player to drive
learning activity in competence-based is students. This kind of approach demands PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students to improve their cognitive strategies and cognitive goals in terms of precise measurable descriptions of knowledge, skills, attitudes, and behaviours as
their responsibility. Besides, the positive consequence of implementing competence-based learning is that it serves as an agent of change and it improves
learning Docking, 1994. The characteristics of competency-based learning are described by Schneck 1978, “Competence-based learning has much in common
with such approaches to learning as performance-based and is adaptive to the changing needs of students, teachers, and community.”
4. Competence-Based Syllabus
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