Analysis of Implementation of SKKNI Sub Funding and Services for Graduate of Vocation in Banking Sector

The Indonesian National Work Competency Standards (SKKNI) is one of the efforts to produce graduates ready for work according to industry needs. This includes the SKKNI for the sub-field of Funding and Services, covering four levels of qualifications for a prospective banker that include Teller, Customer Service, Funding Sales Representative, and Funding Product Development Manager. This study aims to determine the implementation of the SKKNI for Sub Financing and Services for Diploma III graduates at the current SMK level. This research is a qualitative descriptive study using observation and interview methods for data collection. The population in this study were all commercial banks and Islamic banks in Yogyakarta. From the questionnaires distributed to users, fourteen banks were consisting of 9 (nine) conventional banks and 5 (five) Islamic banks filled out the questionnaire. It is revealed that there are problems in the implementation of SKKNI since the qualification for the level of position arranged in SKKNI cannot be applied fully because of the gap between the provisions in SKKNI and the rules that apply to the current banking which become the obstacles for vocational schools in preparing the graduates meeting the industry demand. At-Taqaddum Vol. 13 No. 1 (2021) Pg. 57-72 58 | P a g e Figure 1. Number of Bank Offices in Indonesia Source : (Otoritas Jasa Keuangan, 2021) The reduced need for labor in the banking sector is a challenge for higher education institutions, especially those generating graduates for a career in the industrial field. On the other hand, the ASEAN Economic Community (MEA) implementation by the end of 2015 makes the exchange of expert and skilled workers more widely open, as there is an increasing competition in entering the workforce (Triyonggo et al., 2015). Consequently, the business competition in the banking sector is no longer local, but it becomes global. On this account, employees in the banking world, or bankers, must have specific competence and quality to win a position in the banking sector. This indeed becomes a challenge for universities, especially vocational education institutions, which must produce skillful alumni ready for work and qualified to win the tight competition in the work field (Fariyani et al., 2020; Mubarok, 2018). To form skillful graduates and competent candidates, the government applies the Indonesian National Work Competency Standards (SKKNI) to education and industry (Gintings, 2019). SKKNI is a formulation of workability covering aspects of knowledge, skills, and expertise. It works attitude relevant to the implementation of duties and terms of office specified following the provisions of legislation (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2012). One of the SKKNI implementation objectives is to reduce the competence gap between college graduates and the needs of the industrial sector in Indonesia (Kementrian Perindustrian Republik Indonesia, n.d.). There are currently 22 SKKNI in finance and banking in the banking industry that have been applied to the industry (Badan 2016 2017 2018 2019 2020 Jumlah Kantor 38.795 38.468 37.623 36.646 35.769 34.000 34.500 35.000 35.500 36.000 36.500 37.000 37.500 38.000 38.500 39.000 39.500 At-Taqaddum Vol. 13 No. 1 (2021) Pg. 57-72 59 | P a g e Nasional Sertifikasi Profesi, 2020). Based on the Decree of the Minister of Manpower and Transmigration of the Republic of Indonesia Number 326 of 2013, SKKNI for the category of financial services, Basic Principle Insurance of Non-Insurance Financial Services and Pension Funds, Conventional Banking and Sharia Banking, Financing and Services Subgroups (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2013). Based on the SKKNI sub-funding and service, there are four job qualifications: Teller, Customer Service, Funding Sales Representative, and Product Development Manager. With the Indonesian National Qualifications Framework (KKNI) consisting of level 3 (operators), for Tellers and CS, level 4 (operators) for Funding Sales Representatives, and level 5 (technicians/analysts) for Product Development Managers (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2013). These four qualifications are part of the banker's profession, which includes bank services related to financing and services. KKNI is a framework of Indonesia's human resource qualification that matches, equalizes, and integrates the education sector with the training sector and work experience in a job-adaptive recognition scheme adapted to structures in various job sectors (Tim KKNI, 2015). For example, the KKNI gap in SKKNI Sub Funding and Services shows that Teller and CS qualification competence is controlled by three equivalent graduates of Vocational High School (SMK). Sales Funding competence is controlled by Diploma II graduates, and Diploma III graduates control product Development Manager competence. For vocational higher education, the demand to produce graduates ready for work becomes a must fulfill given the fact that the learning process in vocational education is more specific than the academic education that produces more general competence (Sholihah, 2019). Vocational education was initially designed to build unique skills for educational participants (Tim KKNI, 2015). Therefore, the vocational college should provide its graduates with some skills required by the industry to ease them in the workplace. According to the industrial qualifications and technological developments, preparing vocational high school graduates is one of the goals for vocational education (Daryono et al., 2020). For industry, competence can improve the quality of standard management. Companies that do not have qualified/competent employees will be left behind by other companies (Unggul et al., 2020). Given one of the objectives of SKKNI implementation to avoid the gap between the graduates generated by higher education and the competencies required by the industry, there should be an inline implementation of SKKNI by both parties, both educational and industrial institutions (Maryanti et al., 2020; Wijaya et al., 2021). Several studies have been carrying out relating to the importance of implementing SKKNI. Lumempow, Dundu, & Arsjad (2018) stated that the SKKNI helps all parties increase competitiveness in the global world and At-Taqaddum Vol. 13 No. 1 (2021) Pg. 57-72 60 | P a g e become a filter for foreign workers who will work in Indonesia. In addition, SKKNI can be a reference for companies in selecting and assessing practitioners who will or have been active in the world of work. (Feronika & Harahap, 2016). This study aims to analyze the application of SKKNI sub-funding and services in the banking sector. Several similar studies have been conducted in different fields. Purnamasari, Munjin, & Atikah (2020) researches Implementation of Structural Competency Standards in Public Sector. Zalzulifa, Nasaruddin, & Ananto (2020) review Indonesian National Work Competency Standards from the professional Standardization National Agency in Creative Media Standard Polytechnics Jakarta. This research is interesting because there are no other studies that analyze the application of the SKKNI in finance and banking in Indonesia. This research's result will be input for the government, industry, and higher education to realize the link and match graduates needed by the industry.


Introduction
In recent years, the need for labor in the banking sector has shown a downward trend in line with the development of digital banking in the banking sector. The number of employees in 2019 was recorded at 232,164 people, down 2.25 percent on an annual basis from 237,497 in 2018 (Richard, 2020). The jobs that will be affected the fastest are generally affected front-office positions which will eventually replace by technology (Rahma, 2021). Data from the Financial Services Authority also shows that the number of bank branch offices has decreased in the last five years, as shown in Table 1 below.

A B S T R A C T
The Indonesian National Work Competency Standards (SKKNI) is one of the efforts to produce graduates ready for work according to industry needs. This includes the SKKNI for the sub-field of Funding and Services, covering four levels of qualifications for a prospective banker that include Teller, Customer Service, Funding Sales Representative, and Funding Product Development Manager. This study aims to determine the implementation of the SKKNI for Sub Financing and Services for Diploma III graduates at the current SMK level. This research is a qualitative descriptive study using observation and interview methods for data collection. The population in this study were all commercial banks and Islamic banks in Yogyakarta. From the questionnaires distributed to users, fourteen banks were consisting of 9 (nine) conventional banks and 5 (five) Islamic banks filled out the questionnaire. It is revealed that there are problems in the implementation of SKKNI since the qualification for the level of position arranged in SKKNI cannot be applied fully because of the gap between the provisions in SKKNI and the rules that apply to the current banking which become the obstacles for vocational schools in preparing the graduates meeting the industry demand.

Number of Bank Offices in Indonesia
Source : (Otoritas Jasa Keuangan, 2021) The reduced need for labor in the banking sector is a challenge for higher education institutions, especially those generating graduates for a career in the industrial field. On the other hand, the ASEAN Economic Community (MEA) implementation by the end of 2015 makes the exchange of expert and skilled workers more widely open, as there is an increasing competition in entering the workforce (Triyonggo et al., 2015). Consequently, the business competition in the banking sector is no longer local, but it becomes global. On this account, employees in the banking world, or bankers, must have specific competence and quality to win a position in the banking sector. This indeed becomes a challenge for universities, especially vocational education institutions, which must produce skillful alumni ready for work and qualified to win the tight competition in the work field (Fariyani et al., 2020;Mubarok, 2018).
To form skillful graduates and competent candidates, the government applies the Indonesian National Work Competency Standards (SKKNI) to education and industry (Gintings, 2019). SKKNI is a formulation of workability covering aspects of knowledge, skills, and expertise. It works attitude relevant to the implementation of duties and terms of office specified following the provisions of legislation (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2012). One of the SKKNI implementation objectives is to reduce the competence gap between college graduates and the needs of the industrial sector in Indonesia (Kementrian Perindustrian Republik Indonesia, n.d.).
There are currently 22 SKKNI in finance and banking in the banking industry that have been applied to the industry (Badan  Kerja dan Transmigrasi Republik  Indonesia,  2013). These four qualifications are part of the banker's profession, which includes bank services related to financing and services.
KKNI is a framework of Indonesia's human resource qualification that matches, equalizes, and integrates the education sector with the training sector and work experience in a job-adaptive recognition scheme adapted to structures in various job sectors (Tim KKNI, 2015). For example, the KKNI gap in SKKNI Sub Funding and Services shows that Teller and CS qualification competence is controlled by three equivalent graduates of Vocational High School (SMK). Sales Funding competence is controlled by Diploma II graduates, and Diploma III graduates control product Development Manager competence.
For vocational higher education, the demand to produce graduates ready for work becomes a must fulfill given the fact that the learning process in vocational education is more specific than the academic education that produces more general competence (Sholihah, 2019). Vocational education was initially designed to build unique skills for educational participants (Tim KKNI, 2015). Therefore, the vocational college should provide its graduates with some skills required by the industry to ease them in the workplace. According to the industrial qualifications and technological developments, preparing vocational high school graduates is one of the goals for vocational education (Daryono et al., 2020). For industry, competence can improve the quality of standard management. Companies that do not have qualified/competent employees will be left behind by other companies (Unggul et al., 2020).
Given one of the objectives of SKKNI implementation to avoid the gap between the graduates generated by higher education and the competencies required by the industry, there should be an inline implementation of SKKNI by both parties, both educational and industrial institutions (Maryanti et al., 2020;Wijaya et al., 2021).
Several studies have been carrying out relating to the importance of implementing SKKNI. Lumempow, Dundu, & Arsjad (2018) stated that the SKKNI helps all parties increase competitiveness in the global world and become a filter for foreign workers who will work in Indonesia. In addition, SKKNI can be a reference for companies in selecting and assessing practitioners who will or have been active in the world of work. (Feronika & Harahap, 2016).
This study aims to analyze the application of SKKNI sub-funding and services in the banking sector. Several similar studies have been conducted in different fields. Purnamasari, Munjin, & Atikah (2020) researches Implementation of Structural Competency Standards in Public Sector. Zalzulifa, Nasaruddin, & Ananto (2020) review Indonesian National Work Competency Standards from the professional Standardization National Agency in Creative Media Standard Polytechnics Jakarta.
This research is interesting because there are no other studies that analyze the application of the SKKNI in finance and banking in Indonesia. This research's result will be input for the government, industry, and higher education to realize the link and match graduates needed by the industry.

Literature Review
SKKNI is a workable formula covering knowledge, skills, expertise, and work attitudes based on statutory regulations. (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2012). In Indonesia, the concept of SKKNI grew from a skills passport that was first proposed by the Ministry of Education and Culture (Sayuti, 2015).
The preparation of the work competence standard of Sub Funding and Services becomes the reference in formulating the competent candidate education program in Funding and Services. Therefore, the existence of SKKNI becomes one of the added values for high education graduates, primarily vocational graduates. The Funding & Services group is part of the bankers' profession, including bank services related to funding and services. The Funding & Services group is defined as collecting funds from the public in the form of savings. In this case, the bank is a place to save money or invest for the community and provide banking services to other banks (customers). In SKKNI Funding and Services, there are four qualified positions at the level of Teller, Customer Service, Funding Sales Representative, and Product Development Manager (Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2013).
A competency is a general description of the underlying knowledge, skills, and attributes people need to deliver worthy job performance (Stevens, 2013). According to SKKNI, competence is defined as; "The ability required to perform or carry out work based on knowledge, skills and work attitude. Thus, it is possible to formulate competence as an observable person's ability which includes the knowledge, skills, and work attitude in completing a job or task following established performance standards. "While the standard of competence is defined as the standard formulation of the ability that must be owned by someone to perform a task or work based on knowledge, skills and work attitude following the required performance.
Competence is also defined as the underlying characteristic of a person and is related to the effectiveness of individual performance in his work (Mitrani, A., Dalziel, M., & Fitt, 1992). Meanwhile, according to (Spencer & Spencer, 1993), competencies are divided into 2 (two) categories of "threshold competencies" or major competencies that must exist, and "differentiating competencies," i.e., things that distinguish whether someone has a high or low performance.

Research Method
This research is qualitative descriptive research using observation and interview methods for data collection. The populations of this study are all commercial banks and Islamic banks in Yogyakarta. From the distribution of questionnaires to users, fourteen banks consist of 9 (nine) conventional banks and 5 (five) sharia banks, which fill out the questionnaires. The object of this research is SKKNI Sub Funding and Services applied to the finance industry (banking) for both sharia and conventional banks. The purpose of this study is to determine whether the banking industry has implemented the SKKNI for Sub Financing and Services in the employee recruitment process to determine whether there is a gap between the competence of banking vocational graduates and the competence of human resources required by the banking industry. The data used are primary data (through interviews) and secondary data (through literature studies). Data analysis is carried out in stages starting from identifying the basic rules for the qualification level of the SKKNI, conformity assessment, and recommendations for improvement.

Result and Discussion
The bank has three main tasks in its operational activities: collecting funds, channeling funds and providing services to customers. The implementation of SKKNI Sub Funding and Services is in the realm of fundraising and services. Banks conduct the fundraising through products such as current accounts, saving accounts, and deposits as a fundraiser. While as service providers, banks provide services through a variety of existing products, including transfer, safe deposit box, payroll, payment point, ATM, and other services. Sub-Group has characteristics that demonstrate the complexity of job performance, difficulty level, level of risk, and responsibility (Ramadhani & Rahayu, 2020). The position of the competency unit of the Financing and Bank Services Sub-Group is determined based on the characteristics of each competency unit with a description of the IQF level. The competency unit of each level of position on SKKNI Funding Services can be seen in Table 2 below. Based on the interview and the distribution of questionnaires in 14 banks, it is revealed that no bank that implements SKKNI Funding and Services is absolutely in the selection process to recruit its employees. All banks have not implemented the SKKNI wholly. The most prevalent contradiction is in the qualification level of the Teller and Customer Service positions. Both positions should be filled by graduates of level III qualification that comes from Diploma I. However, many banks still require the position's qualification to be filled by graduates from level V (five) or Development Manager 3. Preparing the bank's DPK work plan 4. Developing product program equivalent with Diploma III. This is certainly a dilemma for vocational education institutions. On the one hand, by following the curriculum which refers to SKKNI Funding and Services, they will not be able to generate the graduates with the competence required by the banking industry, which is currently mostly requiring HR with the competence of Teller Customer Service for diploma level. But, on the other hand, by following SKKNI and establishing graduates' competence as sales funding, the graduates will have lesser opportunity to enter the "front-liner competency market." In contrast, the frontline positions are most sought after by the banking industry every time. For example, the competency qualifications of graduates in the current banking sector for the current Teller and CS position can be seen in Table 3. In the position of Teller, of the 14 banks, 6 (six) banks require the minimum academic standard of a senior high school graduate (SMA/SMK). In comparison, the remaining 9 (nine) banks require a minimum graduation standard of Diploma III level. Whereas in a Customer Service position, from the existing data, 4 (four) banks require minimum SMA/SMK, and 11 (eleven) banks require the minimum Diploma III qualification. No bank requires SKKNI level according to the level of IV qualification equivalent to Diploma I. Bank Mandiri, Bank BCA, and Bank Syariah Mandiri use the internship program for employees with high school education levels, while Bank Muamalat does not use an apprenticeship. On apprenticeship status, the company will evaluate the employee's performance before he or she is recommended for the next level.
In addition to these three banks, the entire selection process for Teller and CS positions requires a minimum level of education at Diploma III level. This is a huge opportunity for vocational education and banking institutions to generate and produce graduates who have competencies as Teller and CS.
As for the qualification of the position of Funding Sales Representative and Funding Product Development Manager, according to KKNI it should be filled by graduates from vocational school with Diploma 2 graduate level for Funding Sales Representative and Diploma 3 graduate for level of Funding Product Development Manager.
Regarding the minimum educational qualifications for marketing positions, there are difficulties in interpreting the positions, given the different names of positions in each bank for different marketing positions. This contrasts with the position of front liners in which all banks use the same title of Teller and Customer Service. This necessarily needs to be a particular concern in the implementation of KKNI, since the naming difference will lead to different interpretations to link existing SKKNI with positions in the bank.
The researcher looked at the existing competency units, competency elements, and required Performance Criteria (KUK) to overcome this problem. Based on surveys, observations, and interviews conducted with the fifteen banks for the position of Funding Sales Representative, the average minimum education qualification is from Strata 1. This is shown from the KUK, which contains the job description or authority of the position with strata one qualification or Officer Development Program (ODP).
In Bank Mandiri, a person is said to be qualified for funding marketing when he has accomplished the strata one education background. At Bank BCA, marketing is referred to as Senior Marketing Development Staff, which requires someone to have prior marketing experience to fill this position. In Bank BTN the position of Sales Funding is possible for anyone with the level of Diploma III. Still, for the funding product development manager position, the KUK is addressed for the undergraduate level or S1.
The unimplemented SKKNI for the qualification of funding positions is also a constraint for universities to form graduates ready for work. This is like what happened to Teller and CS qualifications. The establishment of SKKNI of the Funding and Services Sub-Group is nationally acknowledged. It becomes a reference for the development of human resources in the banking sector, especially concerning the provision of education and training and competency test in the framework of certification of competence of Fundraisers and Service Provider of Bank Institutions.
Ideally, the vocational education institution of the Diploma level must establish the minimum graduate competency required by SKKNI. The minimum competence should be established to enable the graduates to have expertise following the banking industry's needs. However, the existing gap between competency units and KUK in SKKNI Funding and Services and the current demand of the banking industry put the vocational institutions in trouble. The main problem facing vocational education is that it must conform to SKKNI Funding and Services requirements. However, the competence is no longer in line with the current demand of the banking industry. The industry requires the diploma level to fulfill the position of Teller, CS, and marketing with certain KUK, while the KUK contained in SKKNI for the qualification level five is too high. Each competency element of each unit of competence is presented in table 4 below.  The gap between the qualifications required by the current industry and that stipulated in SKKNI indicates the different understandings of the user (banking) in implementing the SKKNI. One of them is due to the lack of involvement of educational institutions in the preparation of SKKNI. It is apparent from the existing SKKNI that the parties involved in SKKNI preparation are all from the banking industry, such as the Banking Competency Standards Committee, the Formulating Team, and the Verification Team (including the Banking Profession Certification Institution) (Jalinusa et al., 2020). No wonder that there is a difference of understanding in interpreting the level of KKNI in the preparation.

Conclusion
One of the main objectives of SKKNI is to reduce the gap between graduate's competence produced by higher education institutions and graduate's competence needed by the industry. SKKNI Funding and Services is one of the types of SKKNI implemented in the banking sector mainly for four positions: Teller, CS, Funding Sales Representative, and Funding Product Development Manager. The implementation of SKKNI aims to facilitate the industry to easily find the human resources needed because the human resources generated by higher education institutions are in line with industrial demands. Apart from this objective, still, there is a gap in the implementation of SKKNI Funding and Services since the banking industry has not fully implemented the SKKNI in the recruitment process of employees. In most banks, the third level of KKNI qualification that should be for SMU/SMK graduates (i.e., in Teller and CS positions) is still reserved for Diploma III graduates with 5 (five) levels of qualifications. As for the qualification of the position of Funding Sales Representative and Funding Product Development Manager, SKKNI and KKNI are at the level of Diploma graduate level. However, its implementation is intended for graduates of strata one who have KKNI qualification of level 7.

Recommendation
Given the essential existence of SKKNI to build graduate competence, every party involved in the field should implement SKKNI with no exception. Implementation of SKKNI is essential to produce competent human resources. On this ground, it is necessary to evaluate SKKNI Funding and Services that have been published before. In addition, the Regulation of the Minister of Manpower No. 2 of 2016 on the Indonesian National Competency Standardization System stipulates that to maintain the validity and reliability of the SKKNI that has been previously determined, SKKNI can be reviewed within five years. By referring to these provisions, SKKNI Funding and Services issued in 2013 can be reviewed in 2023. For the next process, the educational institutions should be involved in preparing SKKNI so that there will be an integrated process in building up competent human resources by all parties.