Beyond Classroom Time: Evaluating Mastery Based Learning and Competency Achievement in Secondary Schools
Downloads
Background. Competency-Based Education (CBE) emphasizes demonstrated mastery rather than learning duration as the basis for student progress. However, the continued dominance of seat-time-oriented practices raises questions about how effectively CBE principles are being implemented in secondary schools..
Purpose. This study aims to examine the relationship between mastery-based learning, classroom learning time orientation, competency achievement, and perceptions of learning effectiveness among secondary school students.
Method. A cross-sectional quantitative survey was conducted with 310 high school students in Palembang, Indonesia, selected through random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and regression analysis.
Novelty. This study offers a multidimensional assessment of CBE by positioning mastery-based learning and seat-time orientation as contrasting predictors of students’ competency achievement and perceived learning effectiveness.
Results. Mastery-based learning was positively associated with perceived learning effectiveness (r = .610, p < .001) and significantly predicted competency achievement (? = .454, p < .001). In contrast, seat-time orientation showed a significant negative association with competency achievement (? = -.157, p = .002).
Conclusion. The findings support a shift toward mastery-governed learning in which demonstrated competency becomes the primary basis for academic progression, while instructional time functions as a flexible resource for achieving mastery.
Abell, B., Naicker, S., Rodwell, D., Donovan, T., Tariq, A., Baysari, M., Blythe, R., Parsons, R., & McPhail, S. M. (2023). Identifying barriers and facilitators to successful implementation of computerized clinical decision support systems in hospitals: A NASSS framework-informed scoping review. Implementation Science, 18(1), 32. https://doi.org/10.1186/s13012-023-01287-y
Aguas, P. (2020). Key Stakeholders’ Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study. The Qualitative Report. https://doi.org/10.46743/2160-3715/2020.3924
Alonzo, A. C., & Elby, A. (2019). Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers. Cognition and Instruction, 37(1), 1-37. https://doi.org/10.1080/07370008.2018.1539735
Aschoff, A. S. (2026). Teaching Through Transition: High School Educators’ Lived Experiences With Competency-Based Education.
Barthakur, A., Jovanovi?, J., Baker, R., Kovanovi?, V., Deneen, C. C., & Dawson, S. (2026). Assessing Patterns of Students’ Attainment of Professional Standards in Higher Education. Journal of Learning Analytics, 13(1), 42-56. https://doi.org/10.18608/jla.2026.9035
Bingham, A., Adams, M., & Stewart, R. L. (2021). Competency-Based Education: Examining Educators’ Experiences. The Qualitative Report. https://doi.org/10.46743/2160-3715/2021.4383
Cassol, I., Ibañez, M., & Bustamante, J. P. (2025). Key features and guidelines for the application of microbial alpha diversity metrics. Scientific Reports, 15(1), 622. https://doi.org/10.1038/s41598-024-77864-y
Deng, L., Wu, Y., Chen, L., & Peng, Z. (2024). ‘Pursuing competencies’ or ‘pursuing scores’? High school teachers’ perceptions and practices of competency-based education reform in China. Teaching and Teacher Education, 141, 104510. https://doi.org/10.1016/j.tate.2024.104510
Erwin, Degeng, M. D. K., Degeng, I. N. S., & Praherdhiono, H. (2026). The effectiveness of collaborative blended learning on mastery of instructional media concepts. Multidisciplinary Reviews, 9(12), 2026497. https://doi.org/10.31893/multirev.2026497
Erwin, E., & Kuswandi, D. (2024). Tinjauan pustaka: Model pembelajaran blended learning di era Society 5.0. INOPENDAS: Jurnal Ilmiah Kependidikan, 7(1), 39-47.
Evans, C. M., Landl, E., & Thompson, J. (2020). Making sense of K?12 competency?based education: A systematic literature review of implementation and outcomes research from 2000 to 2019. The Journal of Competency-Based Education, 5(4), e01228. https://doi.org/10.1002/cbe2.1228
Gagnon, L. (2023). Mastery, Not Time: A Look at Competency-Based Education in Practice. Childhood Education, 99(5), 6-13. https://doi.org/10.1080/00094056.2023.2255095
Gugiu, C., & Gugiu, M. (2018). Determining the Minimum Reliability Standard Based on a Decision Criterion. The Journal of Experimental Education, 86(3), 458-472. https://doi.org/10.1080/00220973.2017.1315712
Hermansyah, S., Erwin, E., F, Z., & Zahir, R. (2025). The Development of Social Entrepreneurship in Remote Communities: A Case Study in Sidenreng Rappang. Pengabdian: Jurnal Abdimas, 3(1), 23-33. https://doi.org/10.70177/abdimas.v3i1.2228
Hinzmann, S., Bestgen, A.-K., Schorlemmer, J., Beierlein, C., Kolbe, J., & Voigt-Antons, J.-N. (2026). A Modular Questionnaire for Target-Group-Specific Evaluation of Event Formats: Developed in the Context of Virtual Worlds Knowledge Transfer. Virtual Worlds, 5(1), 10. https://doi.org/10.3390/virtualworlds5010010
Ho, L., & Dimmock, C. (2023). Changing teachers’ beliefs and practices towards learner-centred education: Experiences and lessons from Vietnam’s education system reforms. PRACTICE, 5(3), 200-219. https://doi.org/10.1080/25783858.2023.2177191
Huang, L., Zhang, X., Feng, J., Zhao, S., & Wang, J. (2026). A Three-Dimensional Integrated Teaching Model for Postgraduate Pathophysiology: Synergizing Value-Based and Competency-Based Education. In Review. https://doi.org/10.21203/rs.3.rs-8816883/v1
Khalishah, N., & Iklilah, N. (2021). Taksonomi Bloom (Revisi): Tujuan Pendidikan dan Implementasinya dalam Pembelajaran Matematika. 1, 248-266.
Lu, H.-L., & Lin, H.-F. (2025). A concept model of competency tasks in competency-based education. Technology, Pedagogy and Education, 34(4), 463-481. https://doi.org/10.1080/1475939X.2025.2461101
Mcguire, M. (2026). Reclaiming pedagogy in virtual learning environments: Educator and student perspectives. Teaching in Higher Education, 1-21. https://doi.org/10.1080/13562517.2026.2614964
Miglani, S., Verma, V., Agrawal, M., Singh, J., & Patel, J. (2026). Competency-based learning as a framework for holistic development of 21st century learners in school education. Discover Education, 5(1), 324. https://doi.org/10.1007/s44217-026-01268-5
Mudinillah, A., Kuswandi, D., Erwin, E., Sugiarni, S., Winarno, W., Annajmi, A., & Hermansah, S. (2024). Optimizing Project-Based Learning in Developing 21st Century Skills: A Future Education Perspective. Qubahan Academic Journal, 4(2), 86-101. https://doi.org/10.48161/qaj.v4n2a352
Ojo, G. M., Ojo, S. O., Ojo, O. I., & Jesuleye, R. T. (2025). Assessing the Outcomes of Competency-Based Education in Secondary Schools in Ibadan, Oyo State, Nigeria.
Prast, E., Stroet, K., Koornneef, A., & Wilderjans, T. (2023). What do students think about differentiation and within-class achievement grouping? Frontline Learning Research, 11(1), 57-93. https://doi.org/10.14786/flr.v11i1.1079
Purnomo, E. (2026). The Influence of Principal Leadership on Enhancing Student Discipline at State Senior High School 1 Sungai Lilin. Journal of Education and Applied Teaching (JEAT), 2(3), 1860-1869.
Qian, X., Qiu, J., Lai, J., & Liu, Y. (2025). Guarantee Rate Statistics and Product-Moment Correlation Analysis of the Optimal Deformation Allowance for Loess Tunnel in China. Applied Sciences, 15(5), 2451. https://doi.org/10.3390/app15052451
Rais, R., Traoré, M., & Diallo, A. (2026). Gamification and Student Engagement: A Comparative Study Between Intrinsic and Extrinsic Motivation. Journal Of Paddisengeng Technology. https://doi.org/https://doi.org/10.65224/jopate.v2i1.242
Shankar, R., Devi, F., Joshua, J. W., & Ng, T. M. (2026). Barriers and enablers to pharmacist involvement in social prescribing: A systematic review of qualitative studies. Research in Social and Administrative Pharmacy, 22(4), 549-560. https://doi.org/10.1016/j.sapharm.2026.01.005
Trabelsi, K., Saif, Z., Driller, M. W., Vitiello, M. V., & Jahrami, H. (2024). Evaluating the reliability of the athlete sleep behavior questionnaire (ASBQ): A meta-analysis of Cronbach’s alpha and intraclass correlation coefficient. BMC Sports Science, Medicine and Rehabilitation, 16(1), 1. https://doi.org/10.1186/s13102-023-00787-0
Walden, P. R. (2020). Competency-based education: Purposes and promises. 41(04), 289-297.
Wendler, M. (2026). Mastery Grading in Calculus II. College Teaching, 1-14. https://doi.org/10.1080/87567555.2026.2649837
Winget, M., & Persky, A. M. (2022). A Practical Review of Mastery Learning. American Journal of Pharmaceutical Education, 86(10), ajpe8906. https://doi.org/10.5688/ajpe8906
Yao, D., & Lin, J. (2025). Cognitive enhancement through competency-based programming education: A 12-year longitudinal study. Education and Information Technologies, 30(14), 20347-20383. https://doi.org/10.1007/s10639-025-13582-w
Copyright (c) 2026 Wijaya, Noerfannyda, Kelepi Nalatu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
