The purpose of this study was to analyze the maker competencies reflected in the invention and problem solving units of the practical arts textbook developed based on the 2015 revised practical arts curriculum, to investigate the possibility of cultivating maker competencies through invention education of practical arts, and to identify maker competencies in the invention and problem solving units. To achieve this purpose, 6 maker competency groups and 23 core competencies reflected in the invention education units of the 6th grade practical arts textbook were analyzed according to the achievement standards related to invention and problem solving in the 2015 revised practical arts curriculum. The results of this study are summarized as follows. First, problem finding, integrated thinking, and making practice competency groups were most reflected with reflection rates of 100%, 75.0%, and 69.0% in the practical textbook invention education units based on the 2015 revised practical arts curriculum, respectively. And the making mind competency group was reflected the most at a rate of 29.2%. Collaboration and human-centered competency groups were identified as the least reflected competency groups at 8.3% and 4.2%, respectively. Second, compared to the [5,6 grade group - practical arts - 5th area - 3th achievement standard] unit, which is a theoretical study to understand the meaning and importance of invention and invention techniques, [5,6 grade group - practical arts - 5th area - 4th achievement standard] is a practical learning unit based on technological problem-solving procedures. It was found that the integrated thinking competency group was reflected more. In addition, the [5,6 grade group - practical arts - 5th area - 4th achievement standard] unit mostly reflected all making practice competency groups except for understanding competency in electricity and programming. In particular, the problem finding competency group was found to be reflected in all units of the achievement standard. Third, it was found that integrated thinking, making mind, problem discovery, and making practice competency groups could be developed relatively more through learning in the invention education unit of the practical arts textbook based on the 2015 revised practical arts curriculum. On the other hand, if the maker competency group and core competencies that had a very low reflection rate or were not reflected at all are added and supplemented with the cultivation plan proposed in this study, it is believed that more maker competencies can be developed through invention education in practical arts. The results of this study are expected to contribute to cultivating students' maker competencies by promoting effective reflection of maker competencies in the design and development stages of invention education units based on the 2022 revised practical arts curriculum.