Abstract
Sebagai upaya meningkatkan kualitas layanan pendidikan dan pembelajaran, kurikulum perguruan tinggi terus diinovasikan untuk mencapai tujuan SDGs. Outcome-based Education (OBE) dan model Project-Based Learning (PjBL) merupakan strategi pembelajaran inovatif untuk meningkatkan pendidikan dan pembelajaran di perguruan tinggi. Artikel ini mendeskripsikan tentang desain pengembangan mata kuliah Pengelolaan Taman Penitipan Anak (TPA) yang berbasis pada OBE dengan PjBL pada Program Studi S1 PG-PAUD. Rancangan pengembangan mata kuliah yang dijabarkan melalui Rencana Pembelajaran Semester (RPS) dapat ditetapkan dan dikembangkan oleh dosen secara mandiri atau bersama dalam kelompok keahlian suatu bidang ilmu pengetahuan dan/atau teknologi dalam PS. Rancangan ini merumuskan capaian pembelajaran lulusan (CPL), capaian pembelajaran mata kuliah (CPMK), sub-CPMK, dan analisis mata kuliah. Metode pembelajaran menggunakan model PjBL yang dirumuskan dalam enam tahapan, yaitu: (1) pendahuluan, (2) pertanyaan pendorong, (3) penyelidikan berkelanjutan, (4) refleksi pengalaman, (5) analisis dan revisi proyek, dan (6) penyajian proyek. Model tersebut menjadi sebuah inovasi kurikulum yang dapat meningkatkan profesionalisme lulusan S1-PGPAUD dalam mengelola TPA. Kata Kunci: Outcome-based Education; Project-Based Learning; Taman Penitipan Anak; S1 PG-PAUD Abstract To improve the quality of education and learning services in universities, improvement of the curriculum is done continuously to achieve the goals of the SDGs. Outcome-Based Education (OBE) and project-based learning (PjBL) models are innovative instructional strategies to advance education and learning in higher education. This article describes the development design of Daycare Management courses based on OBE and PjBL Models in a bachelor's degree of Early Childhood Education Department. The course development plan can be determined and developed by the lecturers independently or together in a team of experts in the same fields of science and technology in the study program. The model includes determining graduate learning outcome (GLO), course learning outcome (CLO), subject learning outcome (sub-CLO), and course analysis. The learning method uses the PjBL model is formulated in six stages, namely: (1) introduction, (2) prompting questions, (3) ongoing investigation, (4) reflection on experience, (5) project analysis and revision, and (6) project presentation. This model becomes a curriculum innovation that can improve the professionalism of undergraduate students in managing daycare.
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