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978-602-97249-0-5
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the specialty program to meet the competency standards of work place Regulation of National Education Minister No. 22; 2006. Viewed from the characteristics and
structure of the vocational school curriculum, the soft skill can be integrated in the curriculum development in the groups of adaptive and productive subjects.
D. Integration of Soft Skills in the Vocational High School Curriculum
Integration of soft skills in the vocational school curriculum, especially in the groups of adaptive and productive subjects, is part of curriculum development. The
current curriculum implemented in the VHS is Kurikulum Tingkat Satuan Pendidikan KTSP that is an advancement of the previous curriculum of 2004. The KTSP
development of the vocational school is done by the school and school committee based upon the graduate competency standards and content standards and guidelines of
curriculum development made by Bureau of National Education Standardization Badan Standarisasi Nasional PendidikanBSNP. The curriculum is developed in accordance
with the following principles: 1 centered on the potential, improvement, needs, and interests of the learners and their environment, 2 varied and integrated, 3 res ponsive
to the advancement of science, technology and arts, 4 relevant to the life needs, 5 comprehensive and sustainable, 6 long-life education, and 7 balance between
national and local interests Regulation of National Education Minister No. 22; 2007.
The KTSP curriculum already developed in the VHS is a competency-based curriculum CBC. In this concept CBC, a subject may contain various subject matters
that are closely related one to another and needed to be integrated for learning effectiveness. It means that one subject matter may be understood in a certain context.
For example, in learning the Stone and Concrete specialty competency, the honesty subject matter may be combined with the practical matter of stone installation. From the
learning process perspective, KBK adopts Student Centered Learning SCL model that is a learning process actively involving the students in constructing science along with
the teachers or instructors as facilitators. The emphasis of such learning process is not only on the theoretical aspects but also on the work under process. Considering the
existing KTSP and the learning process of SCL at the Vocational High School, the integration of soft skill competencies into the curriculum is then implemented by
inserting into each subject matter the adaptive and productive subjects.
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
83
The steps in integrating the soft skill competencies in the vocational school curriculum are described as follows:
Figure 1. Steps of Integration of Soft Skills into Vocational Curriculum
Integration of the soft skills in the vocational education curriculum especially in the field of Civil Engineering is grouped into four steps of activities including 1
identifying the soft skills competencies, in detail the activities in this steps are; a need assessment or market signal of the soft skill competencies in the construction industries,
b analyzing of the soft skill conditions in the existing curriculum KTSP, c defining and synchronizing the graduate competencies predetermined and adapted to the needs of
work force, 2 written curriculum, integrating the soft skills into the written as well as “hidden” curriculum 3 deriving the soft skills from the curriculum and inserting the
soft skills attributes into the lesson plans to be carried out in the teaching-learning process, and 4 curriculum evaluation, evaluating the curriculum implementation
gradually using a certain measure, particularly to asses students’ achievement of the integrated soft skill.
Identifying the Soft Skills
Written Curriculum
Curriculum Evaluation
Output Profile Competencies output
Adaptive courses Productive courses
Lesson Plan
Implementing Curriculum Evaluation
Need Assessment in
Construction Industry
Analyzing of Existing
Curriculum KTSP
Inserting the soft skill into lesson
plan
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
84
E. Conclusion
