Volume 06 Issue 11 November 2023
Indra Prasetia
Postgraduate, Universitas Muhammadiyah Sumatera Utara, Jln. Denai No 217 Medan, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v6-i11-65Google Scholar Download Pdf
ABSTRACT
This study aims to analyze the implementation of the management of vocational high school student work practice programs in the industrial world, the suitability of the program for program achievement and increasing the competence of Vocational High School (SMK) students. This research uses a mixed method approach of concurrent embedded type, where qualitative methods as primary methods and quantitative as secondary methods are carried out in one stage of research. The research data were sourced from teachers participating in the Professional Education for Teachers in Position (PPG) of the Institute for Education and Educational Personnel (LPTK) Universitas Muhammadiyah Sumatera Utara, Indonesia. The research findings show that industrial work practice management is carried out by schools through planning stages including needs analysis, mapping, socialization, selection of practice sites and supervising teachers, and debriefing. Practical implementation is carried out by handing over, monitoring, assessing, withdrawing students and reporting performance. Program evaluation is carried out through report assessment and competency tests. By carrying out good management by schools, student field practice programs in the industrial world are able to develop student competence and performance. The level of management achievement for the program planning aspect reached an average of 81% and with an average gap of 19%. The implementation of industrial work practice management reached an average of 83% with an average gap of 17%. The achievement of the evaluation of industrial work practice management in SMK reached an average of 97% with an average gap of 3%.
KEYWORDS:Management, industrial work practice, graduate competence
REFERENCES1) Aini, Q., & Adiyono. 2023. Implementation of an Independent Curriculum in Supporting Students' Freedom to Create and Learn. Journal of Scientific, Research, Education, and Technology, Vol. 2 No. 3, Pp 999-108. https://doi.org/10.58526/jsret.v2i3.187
2) Ainia, D.K. 2020. Freedom Learning in the View of Ki Hadjar Dewantara and Its Relevance to the Development of Character Education. Indonesian Journal of Philosophy, 3(3), 95–101.
3) Bediako, S. 2019. Models and Concepts of Curriculum Implementation, Some Definitions and Influence of Implementation. Conference: curriculum change and evaluation, May 2019. Doi 10.13140/RG.2.2.17850.24009
4) Creswell, J.W. 2013 Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, SAGE Publications, Inc., London.
5) Fatah, A., Purwanto., Agrevinna, M., Arimbi, R., & Azzahra 2022. Identifikasi Tantangan Sekolah dan Guru Dalam Program Sekolah Menengah kejuruan Pusat Keunggulan. Jurmal Sosial dan Humaniora, Volume 3, Number 2, Pp 273-277. https://doi.org/10.47841/jsoshum.v3i2.182
6) Indahri Y., Andina E., & Kartika, S.D . 2019. Sekolah Menengah Kejuruan dan Tantangan Revitalisasi. Jakarta : Pusat Penelitian Badan Keahlian DPR RI & Intrans Pubhlising.
7) Lestari. W., Sari, M.M., Istyadji, M., & Fahmi. 2023. Analysis of Implementation of the Independent Curriculum in Science Learning at SMP Negeri 1 Tanah Grogot Kalimantan Timur, Indonesia. Journal of Advances in Education and Philosophy, 7(6), Pp 199-207. DOI: 10.36348/jaep.2023.v07i06.001
8) Maulida, U. 2022. Development of Independent Curriculum-Based Teaching Modules. Tarbawi: Journal of Islamic thought and Education, 5(2), 130-138.
9) Ndari, W., Suyatno., Sukirman., & Mahmudah, F.N. 2023. Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Educationand Pedagogy, 4(3), Pp 111-116. DOI:10.24018/ejedu.2023.4.3.648
10) Prasetyowati, D., Kartinah., Sugiyanti, & Harun, L. 2023. Implementasi Kurikulum Merdeka di SMK Negeri 1 Purbalingga. Jurnal Abdimas Patikala, Vol 3 No 1, Pp 808-813. https://doi.org/10.51574/patikala.v3i1.868
11) Restu, R., Sriadhi, S., Gultom., S., & Ampera, D. 2022. Implementation Of The Merdeka Belajar-Kampus Merdeka Curriculum Based On The RI 4.0 Platform At Universitas Negeri Medan. Journal of Positive School Psychology, Vol. 6, No. 6, 10161-10176
12) Riniyani., Pratiwi, S.N., Isman, M. 2023. Implementasi Manajemen Kurikulum Merdeka Belajar dalam Meningkatkan Kompetensi Siswa SMK Budi Utomo Binjai. Jurnal Manajemen Pendidikan dasar, Menengah dan Tinggi, 4 (2), 205-217. https://doi.org/10.30596/jmp-dmt.v4i2.14953
13) Roehrig, G. H., Kruse, R.A., & Kern, A. 2007. Teacher and School Characteristics and Theirinfluence on Curriculum Implementation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(7), 883-907. https://doi.org/10.1002/tea.20180
14) Sakarinto, W. 2021. Kebijakan Revitalisasi SMK Melalui SMK Pusat Keunggulan Tahun 2021. Jakarta : Ditjen Pendidikan Vokasi.
15) Sari, F.K., Sukarno., Murwaningsih, T. 2023. The New Paradigm of Merdeka Curriculum: Implementation of Pancasila Education Subject in Elementary School. International Journal of Elementary Education, 7(1), 2023 Pp. 79-88. https://doi.org/10.23887/ijee.v7i1.54092
16) Satriyanto, K. 2023. Analysis of the Implementation of the Independent Curriculum at Vocational High Schools (SMK) Centers of Excellence. Journal of Social Research, 2(1) Pp. 3786-3792. https://doi.org/10.55324/josr.v2i10.1468
17) Sudiyono., Fajarina, C., Parwanto., & Perdana, N.S. 2019.Teaching Factory : Upaya Peningkatan Mutu Lulusan dan Strategi Pendanaan di SMK. Jakarta : Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan.
18) Suherman, A.I., Suharyanto., Sauri, S. 2022. Manajemen Program Penyelarasan Kurikulum SMK 2013 dengan Industri, Dunia Usaha dan Dunia Kerja (IDUKA) dalam Meningkatkan Keterserapan Tenaga Kerja Lulusan SMK Kota Bandung. Jurnal Ilmiah Ilmu Pendidikan, 5(2), 460-465
19) Pak, K., Polikoff., M.S., Desimone, L.M., & Garcia, E.S. 2020. The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. Sage Journal: AERA Open, Volume 6, Issue 2, April 2020, https://doi.org/10.1177/2332858420932828.
20) Harris D. M. (2012). Varying teacher expectations and standards: Curriculum differentiation in the age of standards-based reform. Education and Urban Society, 44(2), 128–150.
21) Penuel W. R., Fishman B. J., Yamaguchi R., Gallagher L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.
22) Edgerton A. K., Desimone L. M. 2018. Teacher implementation of college- and career-readiness standards: Links among policy, instruction, challenges, and resources. AERA Open Vol. 4, No. 4, pp. 1–22 https://doi.org/10.1177/2332858418806863
23) Rogan, J.M., & Grayson, D.J. 2010. Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, Vol 25, Issue 10, 1171-1204. https://doi.org/10.1080/09500690210145819
24) Ellahi, R.M., Khan, M.U.A., Shah, A. 2019 Redesigning Curriculum in Line with Industry 4.0 Procedia Computer Science 151 (2019) 699–708.
25) Soenarto. S., Sugito., Suyanta., Siswanto., & Marwati. 2020. Vocational and Senior High School Professional Teachers in Industry 4.0. Cakrawala Pendidikan, 39(3), 656-665. https://doi.org/10.21831/cp.v39i3.32926