Compatibility of Student Performance Criteria (KAAB) on Architect’s Competency (IAI)

DOI

10.2991/aer.k.200214.009How to use a DOI?

Keywords

education, competency, architect

Abstract

There are 179 architectural tertiary education institutions in Indonesia, and 17 universities have entered into an agreement with the Indonesian Architects Association professional association to organize architectural professional education programs [1]. Of the 17 tertiary institutions, only five universities actually carry out professional education programs for architects and they have various models. The first model, the implementation of the professional program became a unit with the architecture master’s program in design and the second model, the professional program was carried out separately after the architectural degree program. Some universities have implemented student performance criteria from the Korean Architect Accreditation Board (KAAB) to measure the competence of their graduates. On the other hand, the Indonesian Architects Association has obtained a mandate based on the 2017 Architect Law, which stipulates that a prospective architect to become an Architect must attend an internship program held by the Indonesian Architects Association. Apprenticeship terms for prospective architects have passed a five-year architectural tertiary education (IAI National Work Meeting, 2019). The internship program is intended so that prospective architects will be able to achieve the competence of architects by working with architect mentors for a duration of 4,000 hours or 2 years. The question is whether the two architectural program implementation models will be able to achieve the same architectural competence while both have different curricula? And whether student performance criteria applied in architectural higher education will be compatible with the architectural competency standards of the Indonesian Architects Association in disruption era? This study aims to confirm that the application of student performance criteria can be used as an indicator of achieving architect competency from the Indonesian Architects Association. The methodology used to find out how much compatibility the application of student performance criteria from the Korean Architect Accreditation Board (KAAB) can be used as an indicator of achievement is to juxtapose it with 13 architect competencies of the Indonesian Architects Association (IAI). In the formulation of architectural competencies (IAI) can be categorized into three groups: (1) skills as an architect; (2) the role of architects and related disciplines; (3) architectural knowledge. While the student performance criteria (KAAB) divided them into four groups: (1) critical thinking; (2) design; (3) techniques and technology; (4) professional practice. The expected results are the application of student performance criteria from the Korean Architect Accreditation Board (KAAB) in architectural higher education to be able to harmonize the achievement of architect competencies even though the applied educational model has differences in the curriculum. Including differences in tertiary education levels, namely the level of the master’s degree in architecture majoring in design which includes architectural professional education and the level of professional architecture programs carried out separately from the architecture degree program.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ahmad Saifudin Mutaqi
AU  - Suparwoko
PY  - 2020
DA  - 2020/02/18
TI  - Compatibility of Student Performance Criteria (KAAB) on Architect’s Competency (IAI)
BT  - Proceedings of the EduARCHsia & Senvar 2019 International Conference (EduARCHsia 2019)
PB  - Atlantis Press
SP  - 61
EP  - 69
SN  - 2352-5401
UR  - https://doi.org/10.2991/aer.k.200214.009
DO  - 10.2991/aer.k.200214.009
ID  - Mutaqi2020
ER  -