173
SMK RSBI with state funds
SMK RSBI with ADB funds
Yogya- karta
Cen- tral
Java Yogya-
karta Cen-
tral Java
SMK Public
2 5
1 1
SMK Private
1 2
- -
Total 3
7 1
1 4.6 Collecting data and Instrument of the
research
Data of the research will be collected by observation, documentation, question-naire, and
interview. Instrumen of this research are observation sheets, documents, questionnaire sheet,
and interview guide. Data of the impact of
curriculum development for students’ SMK RSBI competences were collected by test in quasi-
experiment.
4.7 Technique of data analysis
Data of curriculum feasibility were analyzed by qualitative descriptive and quantitative
technique by percentage calculation. Data of the impact of curriculum development for students’
SMK RSBI competences were analyzed by statistical t-test.
5. Conclusion
This article is a research proposal that will be conducted to develop a curriculum of Automotive
Engineering in SMK RSBI. The curriculum development is the based on the assumption that
graduates of SMK RSBI must have the competencies nationally and internationally
recognized by the world of work. The research is conducted by Research and Development R D
approach according to Borg and Gall with ten major steps. To develop the curriculum of
Automotive Engineering in SMK RSBI can be done by DACUM strategy. DACUM strategy is a
part of overall curriculum development in SMK RSBI, namely: defining the philosophy, identifying
competencies,
designing and
implementing learning process, and assessment. DACUM is one
of the most appropriate way in determining the content of the curriculum for SMK RSBI, because
the content is developed by some incumbent skilled workers in motor vehicle service industry.
Curriculum development by DACUM strategy is conducted by workshop activity of some incumbent
skilled workers in a Focused Group Discussion FGD. The result of workshop is a list of work
required in the industry. The result will be tested on a limited and extensive field tryout in several SMK
RSBI in Yogyakarta and Central Java. The expected result of the research is a curriculum
prototype that can be used in SMK RSBI Automotive Engineering for preparing graduates to
achieve competencies recognized nationally and internationally. This result of curriculum from
DACUM is expected to be appropriate with priorities in curriculum planning in technical and
vocational education according to Asia and the Pasific Programme of Educational Innovation for
DevelopmentAPEID 1992: 13-17 namely: 1 multi-skilling, 2 flexibility, 3 retrainability, 4
entrepreneurship, 5 credit transfer, and 6 continuing education. In order to accommodate the
above priorities and considerations, curricula of courses arebformulated around the following main
components: 1 broadacdemic base, 2 basic training, 3 specialized training, and 4 industrial
upskilling.
REFERENCES
APEID. New Directions in Technical and Vocational Education. Bangkok: Unesco Principal, Regional Office for Asia and
The Pasific, 1992. Beane, James A., Toepfer, Conrad F. Jr., Alessi, Samuel J. Jr.
Curriculum Planning and Development. Boston: Allyn and Bacon, Inc., 1986.
Borg,Walter R., and Gall, Meredith D. Educational Research: An Introduc-tion. London: Longman, 1989.
Finch, Curtis R. And Crunkilton, John R. Curriculum Development in Vocational and Technical Education:
Planning, Content and Implemen-tation. Boston: Allyn and Bacon, 1999.
Ornstein, Allan C., and Hunkins, Francis P. Curriculum: Foundation, Principles, and Issues. Boston: Pearson, 2009.
Peraturan Menteri Pendidikan Nasional Republik Indonesia, Nomor 78 Tahun 2008, Tentang Penyelenggaraan Sekolah
Bertaraf Internasional, Pada Jenjang Pendidikan Dasar dan Menengah. Jakarta: Biro Hukum dan Organisasi, 2009
Trilling, Bernie and Fadel, Charles. 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-
Bass A Wiley Imprint, 2009 Zais, Robert S. Curriculum: Principles and Foundations. New
York: Harper Row, Publisher, 1976.
174
DEVELOPMENT OF
LEARNING COMPETENCY
BASED ELECTRICITY
IN THE VOCATIONAL HIGH SCHOOL
Riana T. Mangesa
rianamangesayahoo.com
Abstract
The purpose of this study are: to produce a competency-based learning software engineering of electrical power installations that meet the category used in a valid and effective learning in the Vocational School.
This study uses the development of research methods. Conceptually and procedures, research and development carried out referring to the model of Plomp 1997 and SCID models 2008 are summarized into four stages,
namely: the initial assessment, design, realization and testing. Pre-development stage of the analysis begins with the competence of the workforce needs of electricity, competency and learning needs of schools.
Identification of the work through the technical competence DACUM Developing A Curriculum by the experts of the specific electrical work. FGD is then performed with the involvement of educational
practitioners to formulate competency profile, as something to be made SKKD development in instructional design and learning components of the device. The resulting product is validated by experts and teachers. The
first assessment done through test validation by matter experts, expert research and evaluation, vocational technology education experts. Further assessment by teachers in the implementation of two trials conducted in
5 SMK, SMK 3 in Makassar and SMKN 1 Pallangga, Vocational Technology in Gowa. Learning the instrument validity test, performed by computational program package Microsoft Excel and statistical package
SPSS for Windows 15.0.
The results are: 1 the electrical field of competency-based learning is embodied in the implementation manual pembelaran and learning modules, 2 devices that meet the criteria for effective learning and practical
competency-based learning is used in the electrical field in the CMS, because the process active learning, learning objectives achieved so that individual students get an average value exceeds the value of working
capital.
Keywords:
Development of learning, competence field of electricity
1. Introduction
Realization of improving the quality of vocational education continues coveted by
communities, especially communities directly involved in the working world. It is expected that
learners do
have vocational
education qualifications as a workers who have specific skills
relevant to their expertise, have adaptability, and can adapt to technologi developments. One-a-year
national education development strategy 2005- 2009, which set out the policy of the government,
regarding the development of secondary vocational school SMK for the fulfillment of middle-level
manpower, the comparison of the proportion of vocational plans: high school with a composition
of 70: 30 a good number of schools and number of learners.
In accordance with the purpose of vocational above, the
“PKL” who performed the students in the world of work, making the students have work
experience, then it is assumed that the vocational school graduates will gain experience in the world
of work.Kemdiknas follow-up plan, 2008 is the ratio of students to vocational, the proportion of
vocational composition: secondary school level in 2004 to 67: 33 in 2014. This policy is intended to
be more output-oriented education in the workforce and meet the needs of business and
industry.Incompatibility should be recognized that the issue has become a major issue in the debate
between education and the workforce, both at national and regional levels. Considered to be
prospective vocational school anymore, because although the world of work-oriented but not
necessarily be guaranteed upon graduation, immediately getting a job, http:depnakertrans-
depdiknas-kembangkankurikulum
berbasis- kompetensi, diakses 10122009.
Muhaimin, 2009 states that employment opportunities are available but can not be filled by
graduates of educational and job seekers. This is due to the lack of job competence and expertise
needed labor market. This problem is supported by several findings, the results of the study Samsudi
2008, that ideally the national vocational graduates who can immediately enter the
workforce of about 80-85, but the fact that the new merged 61. In 2006 graduated from
