The existence of developments and changes in this era of globalization in various aspects of life that have become so fast, have become national challenges and demand immediate and serious attention. This is very reasonable because the phenomena in the global era, especially those related to the world of work, are always marked by uncertainty, are transforming and frequent, and demand greater flexibility. This change demands not only a workforce that can work in its field (hard competencies) but is also very important to master the ability to face change and take advantage of the change itself (soft competence). Therefore, it becomes an educational challenge to integrate the two kinds of competency components in an integrated manner in preparing students to can work and develop in the future. One effort to expect global changes and developments is to develop an educational curriculum, especially in education that can provide skills and expertise to survive and compete in change, conflict, uncertainty, uncertainty, and difficulties in life. One of the strategic steps to expect these problems is by implementing a Competency Curriculum. According to Djemari Mardapi (2003), there are two considerations for the need to implement a competency-based curriculum, firstly the competition that occurs in the global era lies in the human resource capacity of educational institutions, and second, clear competency standards will facilitate educational institutions in developing their assessment system. Based on these two considerations, actually the application of the competency curriculum is not merely an effort to improve the previous curriculum, but is caused by the situation and the needs of the community that demand the availability of superior and competent human resources.