Evaluation Competency-based Curriculum Policy to Improve Readiness Assignment Career Evaluation of CIPP Model for Navigation Non-Commissioned Officers of the Indonesian Navy

Dodi Agus P; V. Rudy Handoko; Endang Indartuti

doi:10.55927/fjas.v4i10.413

Authors

Dodi Agus P Universitas 17 Agustus 1945 Surabaya
V. Rudy Handoko Universitas 17 Agustus 1945 Surabaya
Endang Indartuti Universitas 17 Agustus 1945 Surabaya

DOI:

https://doi.org/10.55927/fjas.v4i10.413

Keywords:

Curriculum Policy Evaluation, Competency-Based Education, CIPP Evaluation Model

Abstract

This study evaluates the curriculum policy supporting competency-based education in the Diksargolan (Advanced Basic Education) Program for Vocational Non-Commissioned Officers in Navigation of the Indonesian Navy at SENAVBAH Surabaya. Using a qualitative evaluative-descriptive approach and the CIPP model (Context, Input, Process, Product), the study assesses the curriculum’s relevance to task demands and career readiness in the digital era. Findings show that the curriculum aligns with Personnel Qualification Standards (SKP) and Job Analysis (Anjab) and balances theory and practice through the Competency-Based Education (CBE) approach. However, challenges include limited reinforcement of knowledge and skills, instructor-student ratio imbalance, and weak evaluation systems. Internal, external, and evaluative factors such as leadership, policy, technology, and stakeholder involvement significantly affect curriculum effectiveness. The study recommends adaptive curriculum renewal, strengthened competency development, and improved evaluation systems to produce professional and competent naval personnel.

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