scholarly journals Relevance of Vocational High School Curriculum with Civil Engineering Vocational Education

2021 ◽  
Author(s):  
Retno Mayasari ◽  
Sri Handayani ◽  
Harijadi Gunawan BW ◽  
Azzah Balqis Sabbah ◽  
Andri Setiyawan
Keyword(s):  
High School ◽  
Vocational Education ◽  
Civil Engineering ◽  
School Curriculum ◽  
Vocational High School ◽  
High School Curriculum

scholarly journals THE IMPLEMENTATION TEACHING FACTORY AND IMPLICATIONS ON THE PREPARATION OF CANDIDATES FOR VOCATIONAL HIGH SCHOOL TEACHERS

2019 ◽  
Vol 7 (3) ◽  
pp. 323-330
Author(s):  
Supari Muslim
Keyword(s):  
High School ◽  
Vocational Education ◽  
Production Process ◽  
High School Teachers ◽  
Basic Principle ◽  
School Curriculum ◽  
Senior High School ◽  
Vocational High School ◽  
School Teachers ◽  
Working World

Purpose of Study: Along with the development of science and technology, significant Become preparing qualified gradu- ates in the working world, Including for the graduates of vocational senior high school. In accordance with the Law of the Republic of Indonesia No.20 / 2003 on National Education System, the purpose of vocational education is to prepare stu- dents to be ready to work in Certain fields. Meanwhile, According to Regulation 32/2013 National Standard of Education, the vocational education intended to increase of the intelligence, knowledge, personality, moral, as well as the skills to live independently and to have further education in parallel with previous education. Based on the direction of vocational education policy as described, Several questions were drawn as follows: 1. What is meant by teaching factory ?; 2. What is the teaching-learning purpose of teaching factory ?; 3.What benefits will be gained by implementing a teaching factory ?; 4.What do the strengths and weaknesses of the teaching factory?; and 5.What are the implications of the Institute of Education and the Workforce, especially in the preparing of vocational senior high school teachers? Methodology: From the study to the related literature and relevant researches, it can be concluded that: 1The basic principle of teaching factory is the experience integration of working in the school curriculum, where all the equipment, materials and education subjects were designed in order to carry out the production process. This process Aimed to produce the goods/services, and reliable and competent graduates. 2 Though there were thirteen performance indicators, many Efforts were needed in order to fully implement the teaching factory in Senior Vocational High School environment, According to concepts, objectives and benefits, Including pre14 paring qualified senior vocational high school teachers; 3. In the evaluation of teaching factory activity in Surakarta, Fajaryati in 2012 found that in terms of learning activities, the implementation of teaching factory was well-run, whereas the aspect of the production process, did not run as expected; and 4. Reorientation and revitalization of the Education and Workforce Education curriculum roommates were in line with the demands of users graduates, especially in the faculty of engineering were required. Results: Benefits of teaching factory, in principle, is aware of the students, that in the mastery of skills, not enough to just practice soft skills in learning, work in teams, and training interpersonal communication skills, but also have to realize the knowledge directly and exercise work to enter the working world significantly. Implications/Applications: The basic principle learning factory is the integration experience of working in the school curriculum, where all the equipment, materials and education actors, designed to make the production process in order to produce goods/services, as well as Vocational High School graduates who are competent/reliable.

scholarly journals PKM Upaya Peningkatan Pemahaman Guru-Guru Akuntansi Sekolah Menengah Kejuruan Terhadap Materi Akuntansi Desa

2019 ◽  
Vol 7 (2) ◽  
pp. 1529
Author(s):  
Vita Fitria Sari ◽  
Dewi Febriyani ◽  
Mayar Afriyenti
Keyword(s):  
High School ◽  
Capacity Building ◽  
School Curriculum ◽  
Teacher Professionalism ◽  
Vocational Teachers ◽  
Vocational High School ◽  
High School Curriculum ◽  
Teacher Understanding ◽  
Government Accounting ◽  
School Year

Since the issuance of the 2013 revised curriculum in 2018 it has become a challenge for education including teachers. Teacher professionalism becomes a question in relation to the implementation of the 2013 revised 2018 curriculum. For Vocational High School teachers, for the content of vocational specialization in business and management, especially in accounting and financial institutions, there has been a change in the expertise competency section, one of the most stealing changes attention is the emergence of subjects "accounting practicum institutions / government agencies" which will be taught in class XI and XII. Government accounting is a field of accounting that has never been included in the Vocational High School curriculum, therefore accounting teachers at the Vocational High School are totally blind or unfamiliar with this field. Even though it is still in the same family with government accounting, village accounting has a different dimension to government accounting material, therefore efforts are needed to increase teacher understanding of village accounting materials. The subject "village accounting practicum" will be taught in the 2019/2020 school year for class XII. This study aims to look at teacher readiness and identify efforts that can be used in improving teacher understanding of village accounting. The results of this study indicate that the readiness of teachers in teaching subjects "village accounting practicum" is still limited even though these subjects will be taught in the 2019/2020 school year. Therefore capacity building and workshop can be used as an effort to increase the understanding of accounting teachers in village accounting materialsKeywords: capacity building, professionalism, village accounting, vocational teachers, workshop

scholarly journals Relevance of Vocational High School Curriculum with the Industrial Needs of Making Batik Competences

2019 ◽  
Vol 15 (2) ◽  
pp. 76
Author(s):  
Isma Widiaty
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
School Curriculum ◽  
Vocational High School ◽  
West Java ◽  
High School Curriculum ◽  
National Performance ◽  
Vocational High Schools ◽  
Industrial Needs

This study aimed to identify the relevance of vocational high school curriculum with the industrial needs particularly related to batik making competences. The data collection was carried out through a survey to 35 batik industries within Priangan area, West Java province, Indonesia. The instrument employed was a questionnaire consisting of batik making competence units based on Standar Kompetensi Kerja Nasional Indonesia (SKKNI), Indonesia National Performance Competence Standards. The respondents of the study were owners of the batik industries requested to measure competence standards on SKKNI in relation to the competences needed within batik industry. The results of the study showed that in general, the competences on the SKKNI taught in vocational high schools were relevant to the competences needed in the industry. There were a few competences classified irrelevant which were Canting and stamping tools. The findings indicated that the competences taught in the schools are in accordance with the standards set in the SKKNI. It is expected that teachers are able to strengthen the competences taught in schools and regularly coordinate with the industry to keep the curriculum updated.

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