Proceeding
International Conference on Vocational Education and Training
(ICVET) 2012
Publishing Institute
Yogyakarta State University
Director of Publication
Bruri Triyono
Chief Editor
Kuswari Hernawati
Secretary
Titik Sudartinah
Editor
Eko Marpanaji
Retna Hidayah
Lay Out
Henry Lutfidwianto S
Bayu Aryo Yudanto
Administrator
Pramusinta Putri Dewanti
Address
Yogyakarta State University
ISSN: 977 23017 14009
© 2012 Yogyakarta State University
All rights reserved. No part of this publication may be reproduced without the prior written permission
of Yogyakarta State University
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Email : icvet@uny.ac.id; icvetuny@yahoo.co.id | Website : http://icvet.uny.ac.id/
All articles in the Proceeding of International Conference on Vocational Education and
Training (ICVET) 2012 are not the official opinions and standings of editors. Contents and
consequences resulted from the articles are sole responsibilities of individual writers.
i
TABLE OF CONTENTS
Title Page
i
Foreword
ii
Table of Contents
iii
INVITED SPEAKERS
Identifying the Customer in Vocational Education and Training ( Andrew Williamson) .....
1
Partnership Models Of Vet And Industry: Germany Experiences In First And Continuous
Education (Thomas Köhler) ...................................................................................................
6
Industrial Support in Vocational Education and Training Development to Achieve Quality
Assurance of Indonesian Professional Labor Force (M Thaufik Pinat) .................................
11
Designing New Concept of Internship In Vocational Education Curriculum: New
Approach to Increase Alumni Assimilation In Workplaces (Vilia Darma Paramita, Dyah
Darma Andayani) ...................................................................................................................
19
Development Funding Model in the Implementation of Education in Vocational High
Schools in the Field of the Construction Engineering Study Program (Machmud Sugandi)
23
Utilization on Quality Management standars of ISO 9001:2000 in Electrical Engineering
Education Department Engineering Faculty of Yogyakarta State University (Sukir) ...........
29
Principal Role in Strengthening The School Culture of Vocational High School (Nuryadin
ER) ..........................................................................................................................................
36
Redesign of Vocational Education in Indonesia as a Discourse in The Future
(Badraningsih Lastariwati) .....................................................................................................
42
Students’ Skills Competency Assessment Models on Vocational School (SMK) in Central
Java (Aris Budiyono, Sugiyono, Pardjono) ...........................................................................
48
Notes on the Process of Professionalizing Vocational and Career Counseling in Nigeria
(Moromoke Nimota Raji) .......................................................................................................
56
Spiritual Teaching Strategies to Reculture Student’s Character in Vocational Secondary
Schools (Istanto W Djatmiko) ................................................................................................
60
Ethnic Minority Pupils in Indonesia Schools: Some Trends in Over-Representation of
Minority Pupils in Special Educational Programmes at the Vocational (Soetyono Iskandar)
66
Graduates’ Perception On The Graduate Competences of the Diploma III Vocational
Education of Polytechnic (Ahmad Rifandi) ...........................................................................
77
Entrepreneurship Incubator Increase Independence Students (Suranto, Rahmawati) ............
85
Development of Integrated Task-Based English Language Learning Model (PBTT) for
Vocational Technical School (Y. Gatot Sutapa Yuliana) .......................................................
89
Problem Solving-Based Performance Assessment in the Learning of Consumer Education
as a Tool in Building Character of Critical-Thought Vocational Students (Sri Wening) ......
97
Implementation of E-Learning Model in Training on Learning Management System
(LMS) (Rahmawati, Bambang Sutopo, Mila Mumpuni) .......................................................
102
iii
Musical Interpretation in Music Learning in SMK Negeri 2 Kasihan Bantul Yogyakarta
(Ayu Niza M) .........................................................................................................................
107
Class-Base Integrated Soft Skills Learning Model (CISL) For Vocational High School
Students (Siti Hamidah) .........................................................................................................
110
Video Recording of Teaching Micro-teaching Element : An Experimental Study to
Improve The Teaching Skills of Vocational Teacher Candidates (Apri Nuryanto) ...............
115
The CNC Virtual as Teaching and Training Aid of CNC Programming in Vocational High
School (Bambang Setyo Hari P) ............................................................................................
121
The Effect of Blended Learning on the Motivation and Learning Achievement of the
Students of SMKN 1 Paringin (Izuddin Syarif) .....................................................................
126
Work Based Learning (WBL) at Vocational Education (V Lilik Hariyanto) .......................
136
The Competency Profile of Sewing Clothing in Vocational High School (Emy Budiastuti)
141
Assessment of Student Result Information System Design in Vocational High School
(Rahmatul Irfan) ....................................................................................................................
147
The Empowerment of Integrated Quality-Minded Vocational Schools (Marwanti) ..............
155
Based Learning Implementation Model in Vocational Education (Tri Budi Siswanto).........
159
Curriculum Development in Vocational High School (SMK) of The International Standard
School Pilot (RSBI) A Study at SMK RSBI Automotive Engineering (Agus Budiman) .....
168
Pengembangan Perangkat Pembelajaran Berbasis Kompetensi Bidang Kelistrikan di
Sekolah Menengah Kejuruan (Riana T Mangesa) ..................................................................
174
Project Based Learning Model for Building Construction Drawing Course of Vocational
School (Ikhwanuddin , Retna Hidayah, Sativa) .....................................................................
180
Reorientation Learning in Vocational High School (Dwi Rahdiyanta) .................................
186
Internet as a Learning Resource for Vocational School (Review of Planed Behavior
Theory) ( Ima Ismara) ............................................................................................................
192
Development for Vocational Teachers' Professionalism (Sunaryo Soenarto) .......................
199
Vocational Teacher Candidates: Problems and Solutions Needed (Dwi Widjanarko) ..........
205
Developing Soft Skills for the Work Readiness in Industry of Vocational High School
Students (Siti Mariah) ............................................................................................................
209
The Impact of Polytechnics Programs on the Malaysian Economics Development Based
on the Graduate’s job Performance (Harlina Nordin) ............................................................
218
Implementation of International Vocational Training Best Practices to Youth in Post
Conflict Environment (Shakespeare Vaidya) ........................................................................
225
School to Work Transition on the Job training Facilitated by OJT Monitoring (Kathryn
Halili) ......................................................................................................................................
232
Making Apprenticeship Program Meaningful to Polytechnic Education (Peni Handayani)
237
Challenges and issues in tourism and hospitality education: Case of Indonesia (Dewi Eka
M) ...........................................................................................................................................
243
Development “Mini Office” as A Learning Media in State College of Accountancy:
Mandatory or or Reccomendatory? (Mila Mumpuni) ...........................................................
247
Deutsche Unternehmen in Indonesian ( Ikhfan Haris) .........................................................
254
Strengthening the Collaboration Partnership for Vocational School Quality Improvement
(Zainal Arifin) ........................................................................................................................
259
iv
Optimizing the Role of Industry in the Development of Vocational Education and Training
in Indonesia (Hasanah) ..........................................................................................................
265
Revitalization of Industrial Cooperation Based-Learning Activities in An Effort to
Improve The Work Competence of Boga (Kokom Komariyah) ...........................................
270
Design Mobile Game Base Learning(mGBL) with Single Loop Learning Method (Eko
Subiantoro, Joko Pitono) ........................................................................................................
276
Development of Virtual Laboratory Through Hand Motion Detector in Order to Improve
Psychomotor Skills Student of Vocational High School (Hendra Jaya, Sapto Haryoko,
Mustamin, Indah Maulina ......................................................................................................
284
Developing a Module and Instruction for the Vocational Competence in CNC Machining
for Vocational High School (B Sentot W) ............................................................................
292
Society for IPTEKS Weave Fasten ATBM Sub in Village Juwiran Juwiring District
Klaten (Siti Nurlaela, Dardiri Hasyim, Bambang Mursito) ...................................................
298
v
CURRICULUM DEVELOPMENT IN VOCATIONAL HIGH SCHOOL
(SMK) OF THE INTERNATIONAL STANDARD SCHOOL PILOT
(RSBI): A study at SMK RSBI Automotive Engineering
Agus Budiman
Lecturer of Automotive Technical Education Faculty of Engineering Yogyakarta State University
agusbe_otouny@yahoo.co.id
Abstract
Vocational High School (SMK) of The International Standard School Pilot (RSBI) is a school that meets all
national education standards (SNP) that is enriched with a certain quality advantages derived from OECD
member countries or other developed countries. These standards include: (1) content standards, (2) competency
standards, (3) process standards, (4) standards of educators and educational staff, (5) facilities and infrastructure
standards, (6) management standards, (7) financial standards, and (8) assessment standards. According to
government regulation, SBI curriculum is based on content standards and standards of competency that is
enriched with the standards of OECD member countries or other developed countries. The curriculum contains
programs that are prepared in the form of competencies that will be implemented in the learning. Under the
influence of internal dan external factors, then the curriculum should be developed. The purpose of curriculum
development SMK RSBI is to achieve relevance and flexibility in the form of graduates are absorbed in the word
of work and can adapt to the conditions in the workplace. Curriculum development in SMK RSBI involved
various stakeholders including schools, governments, universities, and the work of the world. Based on the
parties involved, determining the curriculum content can be done with various approaches. These approaches are
philosophical, introspection, DACUM, task analysis, Delphi techniques, and other approaches. Based on
government regulation and varous approaches in determining the curriculum content, curriculum development in
SMK RSBI can be done with an approach that involved the world of work as a largest stakeholder. Curriculum
development in SMK RSBI was done by defining the philosophy, identifying competencies, designing and
implementing learning process, and assessment.
Keywords: curriculum development, vocational high school (SMK), international standard school pilot (RSBI),
national educational standard (SNP), curriculum content, OECD
1. Introduction
This article is a research proposal about
curriculum development in vocatio-nal high
school (SMK) to prepare conducting a research as
a part of final duties in doctorate program in
Graduate School of Yogyakarta State University.
The proposal will discuss a plan of curriculum
development in SMK RSBI Automotive
Engineering in Yogyakarta and Central Java.
Really, curriculum development is an usual
activity in every school, but it is a special activity
for SMK RSBI, because the SMK RSBI is
assumed an extra ordinary school. The curriculum
is a programmed learning experience to achieve
educational goals. On educational practices,
curriculum serve as guidelines in the
impelementation of learning. In the curriculum
contains standards of compe-tence and basic
competences that will be outlined plans the
learning process and also the implementation of
the learning process. The curriculum is based on a
particular philosophy, the philosophy of the state
and also in educational philosophy. The
curriculum of SMK RSBI in Indonesia is based
on the Indonesian state philosophy and
philosophy of vocational education in Indonesia
and in the world. Thus curriculum of SMK RSBI
in Indonesia prepared taking into account local
wisdom and influence of globali-zation.
On the one hand, local wisdom is everything
that exists in certain areas that are considered to
be strengths. The strength of tradition, ethics,
customs, value systems and the like that have
been recognized by the nation. Through this local
wisdom of all the traditions, customs which have
been considered a good potential can be
maintained. On the other hand, globalization is
the effect of global economic system, including
production process, technological development,
values in a certain country. Globalization usually
come from countries more developed than the
countries concerned.
In general, SMK Automotive Engineering
program is now divided into five spectrums,
namely: (1) light vehicle engineering, (2) heavy
equipment, (3) ototronics techniques, (4)
motorcycle engineering, and (5) the vehicle body
engineering.
Curriculum
of
Automotive
Engineering in SMK RSBI will be developed
with consider the five spectrums. The problem is,
168
how to develop the curriculum in the field of
Automotive Engineering in SMK RSBI? How do
we develop the curiculum of Automotive
Engineering in SMK RSBI based on local
wisdom and globalization?
2. Characteristics of SMK RSBI
The Pilot of International Standard School
(RSBI) schools program in Indonesia is based on
the fact that the ability of Indonesian in some
important aspects are relative lower than the
ability of other countries. Human Development
Index (HDI) also show that from 2005 to 2011 the
position of Indonesia at relatively low ranking
compared to other country. Even in 2011,
according to the version of the HDI, the position
of Indonesia is at position 124, which means that
position is drastically decreased. The Human
Development Index is a comparative measure of
life expectancy, literacy, education, and standards
of living for countries worldwide. It is a standard
means of measuring well-being, especially child
welfare. It is used to distinguish whether the
country is a developed, a developing or an underdeveloped country, and also to measure the
impact of economic policies on quality of life.
http://en.wikipedia.org/wiki/Human_Developmen
t_Index (download on March 25, 2012 at 09.39
pm).
To improve the quality of education in
Indonesia, in Law of Republic of Indonesia
Number 20 Year 2003 on National Education
System in Article 50 paragraph (3) stated that
each regen-cy/cities are held at least one
international school. Based on the Law, since
2006 the government of Indonesia has set a
program RSBI schools as preparation for SBI
schools, including SMK RSBI. There are sixty
SMK RSBI in 2006, and one year later (2007),
SMK RSBI number increased to 119 schools.
Number of SMK RSBI in 2009 increased
drastically to 320 schools comprising 230 SMK
RSBI with state funds, and 90 SMK RSBI with
Asian Development Bank (ADB) funds. In the
year 2012, the number of vocational schools
RSBI is 335 consisting of 246 SMK RSBI with
state funds, and 89 SMK RSBI with ADB funds.
The above description shows that the government
is very seious in improving the quality of
educational programs.
Regulation of Minister of National
Education No. 78 of 2009, the Govern-ment of
Indonesia declared SBI are schools that had met
national standard of education (SNP) that is
enriched with the quality advantage derived from
OECD member countries or other developed
countries. The regulation also is applied in SMK
SBI. In this formula, X is defined as quality
advantages on national standard of education
(SNP) derived from OECD member countries or
other developed countries. Eight of national
standards of education consist of : (1) content
stan-dards, (2) competency standards, (3) process
standards, (4) standards of educators and
educational staff, (5) facilities and infrastructure
standards,
(6) management standards, (7)
financial stan-dards, and (8) assessment
standards.
According to the Regulation of the Minister
of National Education No. 78 of 2009, some of
the purpose of SMK SBI is that graduates: (1)
has competence in accordance with established
standards of competency, (2) has a comparatively
high competitiveness and excellence featuring
locally at the international level, and (3) has the
ability to compete overseas work. Although it is a
national school, but graduates must have an
international competence. The international
competence is not only from schools in OECD
member countries or other developed countries,
but also it is from the international world of work
both abroad and at home. The world of work in
the OECD member countries or other developed
countries is of the industries and other bussiness
areas. Competence and products of industrial and
bussiness areas usually have an international
standard in the industry represented by the ISO.
However, most of national or international
industrial and bussiness areas in Indonesia
already has an international industry standard
demon-strated by the ISO by as well.
Relating to issues concerning the
competency of graduates, Trilling and Fadel
(2009: p. 7) wrote that a few years ago, four
hundred hiring executives of major corporations
were asked a very simple but significant question:
“Are students graduating from school really ready
to work?” The executives’ collective answer? Not
really. The study clearly showed that students
graduating from secondary school, technical
college, and universities are solely lacking in
some basic skills and a large number of applied
skills: (1) Oral and written communi-cations, (2)
Critical thinking and problem solving, (3)
Professionalism and work ethic, (4) Teamwork
and collabo-ration, (5) Working in diverse team,
(6) Applying technology, and (7) Leadership and
project management. The description of Trilling
and Fadel above ilustrated that the skills of 21st
century are the competen-cies needed by
graduates of SMK SBI.
3. Curriculum of SMK RSBI
Understanding of the curriculum has been
declared by experts with a variety of reasons.
Nevertheless, it was agreed that curriculum is a
guideline in providing education. Finch and
Crunkilton (1999: 11) wrote that curriculum may
be defined as the sum of the learning activities
and experiences that a student has under the
169
auspices or direction of the school. Beane et.al.
(1986: 29) stated that definitions of curriculum
fall into one of four categories: (1) curriculum as
a product, (2) curriculum a program, (3)
curriculum as intended learnings, and (4)
curriculum as the experiences of the learners.
Ornstein and Hunkins (2009: 10-11) specify five
basic definitions of curriculum. First, curriculum
can be defined as a plan for achieving goals.
Second, curriculum can be defined broadly, as
dealing with learner’s experi-ences. According to
a third definition, less popular than the first two,
curriculum is a system for dealing with people.
Fourth, curriculum can be defined as a field study
with its own foundations, knowledge domains,
research, theory, principles, and specialist. Zais
(1976: 6-10) proposed six concepts of the
curriculum, namely: (1) curriculum as the
program of studies, (2) curriculum as course
content, (3) curri-culum as planned learning
experiences, (4) curriculum as experiences “had”
under the auspices of the school, (5) curriculum
as a structured series of intended learning
outcomes, and (6) curriculum as a (written) plan
for action.
The above description shows that the
curriculum tends to be interpreted as a program of
planned learning experience, as a system of
program, as a product used as a guide. In the
Regulation of Minister of National Education No.
78 of 2009 on the Second Part of Article 4 of
paragraph (1) stated that SBI curiculum was
arranged by content standard and graduates
competency standard enriched with a standard
from OECD member countries or other developed
country. In implementing the program of
education, SMK RSBI Automotive Engineering
in Indonesia use Education Unit Level
Curriculum (KTSP). The curriculum can be
organized and developed by the education unit
(school).
Based on preleminary observation made in
several SMK RSBI Automotive Engineering in
Yogyakarta and Central Java in 2010 showed that
the curriculum implemented is KTSP and
curriculum spectrum 2008. Based on the
information presented the school, the curriculum
was designed jointly by the school, the world of
work, educational experts, and local government.
Reviewed from the structure of existing
programs, curriculum of SMK consist of seven
programs or activities, namely: (1) normative
program, (2) adaptive program, (3) productive
program, (4) local content, (5) personal
development (extra curricular), (6) visits to
industry, and (7) industry practice. Normative
program is a competency development program
related to personality development as a citizen of
Indonesia. Adaptive program is the development
of competencies related to the fundamental of
engineering or basic science of automotive
engineering. Productive program is the
development of competencies related to key areas
of Automotive Engineering, namely basic
vocational subjects and practical vocational
subjects. Suchs programs consist of a variety of
subjects, activity in the non-subjects, the activity
in the school, and outside school. Thus
competence in the curriculum can be attributed to
the above programs. These competences are in
the form of normative competence, adaptive
competence, and productive competence.
Finch and Crunkilton (1999: 14-18) stated
that the basic characteristics of the vocational and
technical curriculum include: (1) orientation, (2)
justification, (3) focus, (4) in-school succes
standards, (5) out-of-success standards, (6)
school-community relationships, (7) federal
(central
government)
involvement,
(8)
responsiveness, (9) logistics, and (10) expense.
Finch and Crunkilton also stated that there is a
rationale for curriculum development in
vocational and technical education, namely: (1)
data based, (2) dynamic, (3) explisit outcomes,
(4) fully articulated, (5) realistic, (6) studentoriented, (7) evaluation-conscious, (8) futureoriented, and (9) world class-focused. Based on
description of Regula-tion of Minister of National
Education, Trilling and Fadel report and
statement of Finch and Crunkilton above, then the
curriculum of SMK RSBI Automotive
Engineering should be developed. How is the way
to develop the curriculum of SMK RSBI
Automotive Engineering?
4. Curriculum Development in SMK RSBI
Marsh and Willis (in Ornstein and Hunkins, 2009:
211) stated that curriculum development refers to
a collection of procedures that results in
curriculum changes. Curriculum development
consist of various process (technical, humanistics,
and artistic) that allow schools and schoolpeople
to realize certain educational goals. There are
something related to curriculum development.
One of procedures in the curriculum development
is to determine the curriculum. This procedure is
carried out after planning the curriculum, and
conducted before the implementation of the
curriculum. Finch and Crunkilton (1999: 129)
stated that determining curriculum content for
vocational and technical education is very
rewarding and yet extremely frustating. The
rewarding aspect is the final product: content that
may be actually used in the instructional
environment to aid vocational students in
achieving their fullest potential. The frustating
aspect of determining curriculum content consist
of identifying that which is truly relevant to both
instructional and occupational settings. Finch and
Crunkilton (1999: 129-135) proposed six factors
170
assosiated with determining curriculum content,
included: (1) time and dollars (moneys) available,
(2) internal and external pressure, (3) federal
state, and local content require-ment, (4) skills
needed by employers, (5) academic and
vocational education content concerns, and (6)
level at which content will be provided.
There are six strategies or approaches of
curriculum content determination, namely: (1)
Philosophical Basis, (2) Introspection, (3)
DACUM, (4) Task Analysis, (5) The “All
Aspects” of Industry Approach, (6) The Critical
Incident Technique, and (7) The Delphi
Technique. DACUM approach is considered as a
the most appropriate approach in determining the
content of the curriculum. DACUM is acronym
for Developing A CurriculuM. DACUM is an
approach where skilled expert-workers from
industry or bussiness world are asked to reflect on
the content of the cirriculum, without the
involvement from of school personnel. This
approach is based on the assumption that
determination of the content of technology
education and vocational curriculum should have
a high relevance to employment needs, while
teachers and instructors involved in teaching
everyday just cannot give a positive contribution.
Based on description above, the research
methodology of curriculum development in
vocational high school (SMK) of International
Standard School Pilot (RSBI) in Automotive
Engineering is proposed as follows:
operational field testing, (9) final product
revision,
and
(10)
dissemination
and
implementation.
4.3 Model of Curriculum Development
Model used in the curriculum development
in SMK RSBI Automotive Engineering is
DACUM strategy. Curriculum development with
the use DACUM strategy will enhance the
participation of industry and bussiness world in
the planning students compe-tences in SMK
RSBI, so that graduates have the competencies
recognized nationally and internationally.
4.4 Procedure of Development
According to the approach suggested by
Borg and Gall above, the curriculum development
procedure is describe as follows: (See Fig.1)
DACUM strategy will be implemented by
inviting some skilled worker from automotive
service industry to conduct an inventory of work
standards of the industry. The DACUM is done
by a workshop activity through the Focused
Group Discussion (FGD) guided by a panelist.
This workshop can be attended by some shool
teachers as observers. Results of inventory of the
industrial jobs is the content of the curriculum
that will be compiled in SMK RSBI Automotive
Engineering. Trial results of this curriculum
content are expected to be taken in to
consideration to make a prototype of curriculum
of SMK RSBI Automotive Engineering.
4.1 Research Objectives
The planned objective of this research is: (1)
to describe the curriculum that is being used in
SMK RSBI Automotive Engineering, (2) to
assess the suitability of curriculum of the SMK
RSBI Automotive Engineering used so that the
competence of the graduates are recognized
nationally and internatinally, (3) to understand
the development of curriculum that has been done
in SMK RSBI Automotive Enginee-ring, (4) to
carry out curriculum development should be done
in SMK RSBI Automotive Engineering, in oder
to meet the needs of the workforce in industry and
bussiness world recognized nationally and
internationally, and (5) to quantify the impact of
curriculum development for students’ SMK RSBI
competences.
4.2
Planned Research Method
Methods of research will be conducted by
Research and Development (R & D) approach
according to Borg and Gall (1989: 784-785) with
ten major steps as follows: (1) research and
information collecting, (2) planning, (3) develop
preliminary form of product, (4) prelimi-nary
field testing, (5) main product revision, (6) main
field testing, (7) operational product revision, (8)
171
I. Preliminary Study Stage
Field
Preliminary
Study
Research and
Information
Collecting
Planning
II. Development Stage
DACUM Strategies
Preliminary Field
Testing
Preliminary form of
product
Main product revision
Operational Product
Revision
Main field testing
Operational field
testing
Final Product
Revision
III.Evaluation Stage
Dissemination and
Implementation
Prototype
Figure 1. Procedure of Curriculum Development
4.5 Subject of the Research
This research will be conducted in SMK RSBI
Automotive Engineering with state funds and in
SMK RSBI Automotive Engineering with ADB
funds in Yogyakarta and Central Java Province
(See Table 1)
Table 1. Table 1. SMK RSBI Automotive
Engineering in Yogyakarta and Central
Java as subject of the research
172
SMK
Public
SMK
Private
Total
SMK RSBI with
state funds
YogyaCenkarta
tral
Java
2
5
SMK RSBI with
ADB funds
YogyaCenkarta
tral
Java
1
1
1
2
-
-
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 quasiexperiment.
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
Development/APEID (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.
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