Dari Kurikulum hingga Kompetensi: Kerangka Ekosistem Cerdas dalam Pendidikan Teknik Elektro

Abstract

Abstract  —  The persistent gap between curriculum design and demonstrable competency remains a central problem in electrical engineering education, especially where laboratory access is constrained and assessment still privileges recall over authentic practice. This paper proposes a five-layer smart-ecosystem framework that traces an unbroken path from curriculum artifacts—program learning outcomes, course outcomes, lesson plans, and Indonesian National Work Competency Standards (SKKNI)—to individual competency evidence. The layers comprise (1) curriculum semantics and constructive alignment, (2) interactive instruction with an in-slide wiring laboratory, (3) blended authentic assessment, (4) domain-semantic circuit reasoning together with large-language-model diagnosis, and (5) stakeholder analytics that return skill-gap reports to learners, instructors, and industry. The Domain-Semantic Circuit Reasoning Engine (DSCRE) is already implemented as the diagnostic core of that wiring laboratory; a dedicated formal paper on the engine remains an unpublished manuscript. A working prototype of the framework was examined with nine vocational and higher-education practitioners across six cities and four institution types. Field evidence showed that only 14–33% of students actively wired during a typical laboratory session. The framework offers a transferable architecture for closing the curriculum–competency loop in electrical engineering education.