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checking process Check will be used as the basis to make modifications. The results of the
modifications will be used as the basis of the management process implementation Act. The
process is repeated, so that there is always a development process based evaluation and
assessment results.
[4] explains that to achieve the educational quality, approach is needed, such as, the
importance of mindset changing emphasize and empowerment of the stakeholders and institutions
in educational field components, application of technology supporting the educational management
system, and other strategic choices, so that, all of them can give supports in order to create good
governance especially in educational field.
4. The Empowerment of Vocational High School Based on Total Quality Concept
Every organization that wants to defend their existence by having those above characteristics is
required to do some basic management change transformations. The history of Japan related to the
growth of its industry after its lose in World War II, has proved that management system known as
Total Quality Management Manajemen Mutu Terpadu MMT has encouraged Japan from the
shattered country as the result of the war to be a country that is able to compete with other leading
countries. Here is an effort of empowering the vocational high school based on total quality
concept in order to improve the school to be qualified school that produce qualified and
competitive employees in the global era.
[1], there are key components in the implementation of TQM in education as follows.
1. Getting the supports from all of the components in the school in a supervision
chain. 2. The quality should be determined by the
customers of the school. 3. The attention should be empasized on every
process by continuously giving the idea of the improvement of school quality.
4. The school achievement should be achieved by understanding the vision, not by forcing the
school regulations. 5. The school should produce students who have
knowledge, skills, wise attitudes, having character and having emotional maturity.
5. Conclusion
1 TQM is a movement based on human works in an organization or institution by always trying
to achieve the best systematically, consistently, and continuously.
2 The implementation of TQM is the key point for every SMK to overcome the tighter
competition. The key components of the implementation of TQM at school are: getting
supports from all of the school components, the quality should be determined by customers, the
improvement of the school quality should be emphasized in every process continuously
based on the vision understanding, and the school should produce students who have
knowledge, skills, wise attitudes, having character and having emotional maturity.
6. Suggestions
1 Schools should start to implement Total Quality Management to improve the quality of
education in Indonesia. 2 In the implementation of TQM at schools, it
should be implemented truly, so that the expected results can be achieved.
3 In the implementation of TQM at schools, some principals, requirements and four TQM
philosophies should be considered, so that the implementation will be successful.
REFERENCES
[1] David Wijaya. 2008. Implementasi manajemen mutu terpadu dalam penyelenggaraan pendidikan di Sekolah.
Jurnal Pendidikan Penabur No 10Tahun ke-7Juni 2008. [2] Gibson, J.L., Ivancevich, J.M., Donnelly, Jr., J.H. and
Konopaske.R. 2006. R.Organization: Behavior, structure and processes. New York: McGraw-Hill.
[3] Moorhead, G. and Griffin, R.W. 1995. Organizational behavior. Boston, MA: Houghton Mifflin Co.
[4] Ravik Karsidi. 2009. Penerapan manajemen mutu terpadu dalam pendidikan dapat mendukung terwujudnya
good governance.
Retrieved at
http:ravik.staff.uns.ac.id20091022penerapan- manajemen-mutu-terpadu on June 6, 2012.
[5] Sallis, Edward. 1993, Total quality management in education. London: Kogan Page Educational Series.
[6] Sallis, Edward. 2011. Manajemen mutu terpadu pendidikan Terjemah Ahmad Ali Riyadi Fahrurrozi.
London:Kogan Buku asli diterbitkan tahun 1993. [7] Sugeng Prabowo. 2010. Manajemen mutu terpadu.
Retrieved at http:www.uin-malang.:manajemen-mutu- terpadu:artikel-dosen on June 7, 2012.
[8] Wood, J., Wallace, J., and Zeffane, R.M. 2001. Organizational behaviour: A Global Perspective. Bisbane,
Aust.: John Wily Sons.
159
WORK-BASED LEARNING IMPLEMENTATION MODEL IN VOCATIONAL EDUCATION
Budi Tri Siswanto
Automotive Engineering Department, Faculty of Engineering, Yogyakarta State University budi_tsuny.ac.id
Abstract
Vocational Education andTrainingVET in Indonesia shows significant progress in this recent 10 years. Better imaging of VET is influenced by some factors, such as policy shift of improving proportion of SMK students,
intense imaging of SMK, improvement of vocational education on university level, establishment of National Competence Framework KKNI as well as national economic growth. By having this development, all stake holders
of Technology and Vocational Education should always conserve this spirit
. Reformulation of VET paradigm should
be continually conducted in case of democratic society building, social capital development, and national competitiveness aspect. Those will related to policy development, curriculum restructuring, learning model
improvement, program evaluation and proffesional development for teacher education as well as LPTK and DUDI partnership.
The strategy of learning development on VET implementation should always be conducted so that the graduates competence fulfilling market demand. The learning process on VET should apply Work Based Learning WBL
approach and DUDI cooperation. In line with technology development, dynamic of working setting, working context challenge and higher working competence, VET is demanded to be able to anticipate and face this global challenge
by utilizing capability and capacity of industrial partnership.
WBL is a learning approach that utilizes the work place and its experience to contribute to social context, academic, and learner carrier development as well as the supplement of learning activity. The experience of learning in the
working area is applied, smoothed, and expanded either on class or work place. By implementing WBL, learners develop attitude, knowledge, skills, insight, behavior, habits, and associations from the experiences of both places
and enabling learning process with real working context. Empirical study development of Ro-Ter model RollingdanTerpaduRolling and integrated in vocational learning of Automotive Diploma III can be developed on
VET implementation especially Automotive Engineering Education in LPTK.
Keywords: work-based learning, implementation model, Automotive Vocational Education
1. Introduction
Innovation on how education should be conducted has to be continuously carried out by the
vocational education practitioners in order to achive the competitive advantage to answer the challenge of
high-quality education. Challenge in a working environment is changing rapidly due to the advance
technology and the competition among the educational institutions themselves. This challenge
demands that the vocational education institutions to adapt and utilize their capability in dealing with that
challenge. In focusing as an agent of change, these vocational education institutions can utilize the
sources they have and also utilize the partnership networking with the third party as accumulation of
source in conducting the education. Innovation can be described as a process where management,
proffesional staff and any other community in that institution are flexible Dyer Singh, 1998. This
condition is in line with the process of education held by the vocational educational practitioners where
contextual base, which try to bridge the school education with the industrial field. Contextual
teaching anda learning CTL in vocational education
is an approach that “connecting the content students are learning with the context in which the will be
used. Connecting content with context is important ing bringing meaning to be learning process Bern
Erickson, 1998.
Developing theimplementation of vocational education should always be conducted by its
organizer in order to improve the graduates’ quality in order to fulfill world market challenge. Its
challenge and the working competencesare always improved in the line of technology development. In
