1. ”model sekolah”
2.”model sistem
ganda”
3. ”model magang”
4. ”model
school-based-
enterprise
.
1. ”model sekolah”
2.”model sistem
ganda”
3. ”model magang”
4. ”model
school-based-
enterprise
.
How VET should be responsive to the trend and challenges of
globalization, localization, and individualization?
How curriculum, instruction, and learning
was developed to respond to these challenges?
• BAGAIMANA BENTUK ISI
KURIKULUM PENDIDIKAN VOKASI ke DEPAN?
• APAKAH PERUBAHAN
KURIKULUM DAPAT MERUBAH DAMPAK HASIL BELAJAR
MAHASISWA?
Individual characteris
tics
Student Learning
Experienc e
Curriculum characteris
tics
Classroom Workshop
Environment Teacher
Performanc e
School Organizatio
nal Environme
nt Teacher
Competenc e
External Teacher
Education Training
School- based
Teacher Education
Pre- existing
teacher characteris
tics
STUDENT LEARNING
OUTCOMES
Teacher Certificatio
n
Learning Resources
equipment
I C T
1. Apakah tujuan pendidikan yang ingin dicapai sekolah ?
2. Pengalaman belajar apakah yang harus disediakan untuk dapat mencapai tujuan
pendidikan tersebut ?
3. Bagaimanakah pengalaman-pengalaman belajar tersebut dapat diorganisasikan dengan
efektif ?
4. Bagaimanakah untuk mengetahui tujuan pendidikan tersebut telah tercapai?
Tyler
PEMBELAJARAN
• mencakup semua pengalaman peserta didik di sekolah, sedangkan pembelajaran menyangkut
strategi penyampaian berbagai pengalaman belajar yang melibatkan doseninstruktur dan
mahasiswapeserta didik.
• dalam pembelajaran terjadi proses belajar learning dan mengajar teaching PBM.
• Menurut Oliva 1992 kurikulum dapat dinyatakan sebagai apa
what dan pembelajaran sebagai bagaimana
how. • Kurikulum terkait dengan rencana atau program
sehingga disebut programatik, sedangkan pembelajaran berhubungan dengan implementasi
atau metodologik.
develop students with multiple development in technological,
economic, social, political, cultural, and learning aspect
based on characteristics of technological, economic, social,
political, cultural, and learning aspect
maximizing development oportunities for student’
individualized, localized, and globalized learning
hybrid, integrative, common core of workforce education for all, and
interactive with the support of ICT, networking, local and global exposure,
and field experience and virtual reality,
meet the diverse needs of students and
the society in the future development.
relevan to the globalization of technology, economy, social
development, political development, culture, and learning
includes local resources, material, and concerns to ensure
the local relevance and community involvement for
maximizing opportunities for student’ localized learning.
New Paradigm of Teaching New Paradigm of Learning
Teacher is the Facilitator or
Mentor to support Students’ Learning
Individualized Teaching Style
Arousing Curiosity
Facilitating Process
Sharing Joy
As Lifelong Learning
Multiple Sources of Teaching
Networked Teaching
World-Class Teaching
Unlimited Opportunities
Local and International Outlook
As World-Class and Networked
Teacher Student is the Centre of
Education Individualized Programs
Self-Learning Self-Actualizing Process
Focus on How to Learn Self Rewarding
Multiple Sources of Learning Networked Learning
Lifelong and Everywhere Unlimited Opportunities
World-Class Learning Local and International Outlook
Teacher’s Roles
Teaching Learning Process
Student’s Roles Likely Student
Quality as Outcomes
1. Appreciator 2. Partner