Penelitian ini bertujuan untuk mengetahui (1) tingkat keefektifan pengelolaan administrasi pada unit produksi/jasa (UP/J), (2) keefektifan pelaksanaan pembelajaran pada UP/J, (3) pencapaian tujuan pada UP/J, (4) tindak lanjut pendampingan pada unit produksi/jasa SMKN kelompok bisnis dan manajemen di Banjarmasin, dan (5) faktor pendukung/ penghambat Pelaksanaan Unit Produksi sebagai sarana pembelajaran. Penelitian ini merupakan penelitian deskriptif. Pelaksanaan penelitian di SMKN 1 dan SMKN 3 kelompok bisnis dan manajemen di Banjarmasin pada bulan Nopember 2011 sampai dengan bulan Mei 2012. Subjek penelitian adalah guru, siswa dan karyawan yang terlibat dalam pengelolaan dan pelaksanaan Unit Produksi sebanyak 90 responden. Pengumpulan data menggunakan angket dan wawancara. Analisis data dilakukan dengan teknik deskriptif kuantitatif. Hasil penelitian adalah sebagai berikut (1) Pengelolaan administrasi meliputi perencanaan, pelaksanaan, pelaporan dan pengendalian dengan rerata sebesar 3,33 yang tergolong pada kategari efektif. (2) Pelaksanaan pembelajaran UP/J meliputi persiapan pembelajaran, pelaksanaan pembelajaran, kualifikasi guru pembimbing dan ketersediaan sarana dan prasarana dengan rerata sebesar 3,18 yang tergolong pada kategari efektif. (3) Pencapaian tujuan menunjukkan rerata sebesar 3,09 yang tergolong pada kategari efektif. (4) Tindak lanjut program unit produksi/jasa meliputi pencatatan administrasi pendampingan siswa, motivasi dan monitoring dan evaluasi keberhasilan siswa dengan rerata sebesar 3,07 yang tergolong pada kategari efektif. (5) faktor-faktor pendukung pelaksanaan UP/J sebagai sarana pembelajaran yaitu pengelola yang cukup baik, fasilitas memadai, ketersediaan dana, partisipasi langsung dari warga sekolah, dan adanya kerjasama yang baik antara sekolah dengan dunia usaha/industri, sedangkan faktor penghambat pelaksanaan UP/J sebagai sarana pembelajaran yaitu persepsi orang tua yang tidak mendukung anaknya dalam pemasaran produk, keterbatasan waktu yang dimiliki oleh guru dalam pendampingan kegiatan program UP/J di sekolah, kurangnya koordinasi antara guru dengan karyawan, kurangnya komunikasi sesama guru, harga barang dagangan dari produsen yang cukup tinggi, dan kurangnya motivasi siswa dalam mengikuti kegiatan program UP/J di sekolah. THE IMPLEMENTATION OF THE PRODUCTION/SERVICE UNIT IN PUBLIC VOCATIONAL HIGH SCHOOLS OF THE BUSINESS AND MANAGEMENT CLUSTERAbstractThis study aimed to investigate (1) the effectiveness of the administrative management in the PSU, (2) the effectiveness of the learning implementation in the PSU, (3) the attainment of objectives (outputs) in the PSU, (4) the follow-up of the guidance in the PSU in public vocational high schools (VHS/SMKN) of the Business and Management Cluster in Banjarmasin, and (5) the facilitating/ inhibiting factors in the implementation of the PSU as a learning facility. This was a descriptive study. It was conducted in SMKN 1 and SMKN 3 of the Business and Management Cluster in Banjarmasin from November 2011 to May 2012. The research subjects, consisting of 90 respondents, comprised teachers, students, and administrative personnel involved in the management and implementation of the Production Unit. The data were collected through a questionnaire and interviews, and analyzed using the quantitative descriptive technique. The results of the study are as follows. (1) The administrative management consists of planning, actuating, reporting, and controlling, with a mean of 3.33, which is in the effective category. (2) The learning implementation of the PSU consists of learning preparation, learning implementation, qualifications of supervising teachers, and the availability of infrastructure facilities with a mean of 3.18, which is in the effective category. (3) The attainment of objectives (outputs) gets a mean of 3.09, which is in the effective category. (4) The follow-up of the program of the PSU consists of the recording of student guidance administration, motivation, and monitoring and evaluation of students’ success with a mean of 3.07, which is in the effective category. (5) The facilitating factors in the implementation of the PSU as a learning facility include relatively good management, adequate facilities, direct participation of school members, and cooperation between schools and business/industrial sectors; meanwhile, the inhibiting factors in the implementation of the PSU as a learning facility include parents’ perception that does not support their children in the product marketing, the limited time that teachers have to guide the activities of the PSU program at school, lack of coordination between teachers and administrative personnel, lack of communication among teachers, high prices of merchandise from producers, and lack of students’ motivation to join the activities of the PSU program at school.
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