KARYA DOSEN Fakultas Ilmu Keolahragaan UM, 2010

Ukuran Huruf:  Kecil  Sedang  Besar

Identifikasi Kompetensi Mata Pelajaran Produktif yang Diajarkan di SMK Program Keahlian Teknik Mekanik Otomotif Kota Mojokerto Menurut Kurikulum Toyota

Supa'i Supa'i

Abstrak


ABSTRAK

Supa'i. 2009. Identifikasi Kompetensi Mata Pelajaran Produktif yang Diajarkan di SMK Program Keahlian Teknik Mekanik Otomotif Kota Mojokerto Menurut Kurikulum Toyota. Tesis, Program Studi Pendidikan Kejuruan, Program Pascasarjana Universitas Negeri Malang. Pembimbing: (1) Dr. Waras Khamdi, M.Pd., (2) Dr. Syarif Suhartadi, M.Pd.

 

Kata-kata Kunci: kompetensi mata pelajaran produktif, program keahlian teknik mekanik otomotif, kurikulum toyota

 

            Kurikulum merupakan faktor yang sangat penting untuk meningkatkan kompetensi lulusan agar mereka dapat mengisi peluang kerja yang ada di dunia usaha/dunia industri. Kurikulum yang diharapkan harus memiliki kesesuaian atau relevansi dengan kebutuhan yang dipersyaratkan oleh DU/DI. Oleh karena itu, keterlibatan DU/DI dalam penyusunan kurikulum dan keikutsertaan untuk mem-bantu proses belajar mengajar di SMK perlu ditingkatkan dalam suatu bentuk kemitraan antara SMK dengan DU/DI.

            Tujuan penelitian ini adalah untuk mengetahui kesesuaian standar kom-petensi dan kompetensi dasar mata pelajaran produktif yang diajarkan di SMK Program Keahlian Teknik Mekanik Otomotif Kota Mojokerto menurut kurikulum Toyota. Mata pelajaran produktif tersebut meliputi: (1) Gambar Teknik, (2) Pe-ngetahuan Dasar Teknik Mesin (PDTM), (3) Automotive General Knowledge & Frequency Service Job, (4) Chasis, Drive Train & Frequency Service Job, (5) Engine & Frequency Service Job, dan (6) Electrical & Frequency Service Job.

            Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan analisis dokumen. Populasi penelitian adalah seluruh guru mata pelajaran produk-tif SMK Program Keahlian Teknik Mekanik Otomotif bidang keahlian General Repair di Kota Mojokerto. Teknik analisis data tiap-tiap butir instrumen menggu-nakan rumus persentase.

            Hasil penelitian menunjukkan bahwa: (1) kesesuaian standar kompetensi dan kompetensi dasar mata pelajaran Gambar teknik yang diajarkan di  SMK Kota Mojokerto sebagian besar sudah sesuai dengan kurikulum Toyota (58,25% dan 69,86%), (2) kesesuaian standar kompetensi dan kompetensi dasar mata pelajaran PDTM yang diajarkan di SMK Kota Mojokerto sebagian besar sudah sesuai dengan kurikulum Toyota (61,07% dan 67,86%), (3) kesesuaian standar kompe-tensi dan kompetensi dasar kelompok mata pelajaran Automotive General Know-ledge & Frequency Service Job yang diajarkan di SMK Kota Mojokerto hanya sebagian kecil yang sesuai dengan kurikulum Toyota (38,10% dan 44,36%), (4) kesesuaian standar kompetensi dan kompetensi dasar mata pelajaran Chasis, Drive Train & Frequency Service Job yang diajarkan di SMK Kota Mojokerto hanya sebagian kecil yang sesuai dengan kurikulum Toyota (39,48% dan 45,14%), (5) kesesuaian standar kompetensi dan kompetensi dasar kelompok mata pelajaran Engine & Frequency Service Job yang diajarkan di SMK Kota Mojo-kerto hanya sebagian kecil yang sesuai dengan kurikulum Toyota (44,23% dan 46,50%), dan (6) kesesuaian standar kompetensi dan kompetensi dasar kelompok mata pelajaran Electrical & Frequency Service Job yang diajarkan di SMK hanya sebagian kecil yang sesuai dengan kurikulum Toyota (48,19% dan 48,15%)

            Berdasarkan hasil penelitian ini, disarankan kepada sekolah untuk men-jalin kerjasama (kemitraan) dengan DU/DI. Kerjasama ini bertujuan untuk meng-identifikasi dan menganalisis standar kompetensi dan kompetensi dasar mata pelajaran yang seharusnya diberikan kepada peserta didik dengan mengacu kepada kebutuhan kompetensi dunia kerja, khususnya mata pelajaran: (1) Automotive General Knowledge & Frequency Service Job, (2) Chasis, Drive Train & Frequency Service Job, (3) Engine & Frequence Service Job, dan (4) Electrical & Frequency Service Job.

ABSTRACT

 

Supa'i. 2009. Identification Competence of Productive Subjects which Taught at the Vocational School the program of Mechanics Automotive in Mojokerto based on the Toyota's curriculum. Tesis. Postgraduate Program, State University of Malang. Advisors: (1) Dr. Waras Khamdi, M.Pd., (2) Dr. Syarif Suhartadi, M.Pd.

 

Keywords: productive competence subject, mechanics automotive program, toyota's curriculum

 

 

Curriculum is very important factor for increasing the level of competency graduate to fill the job opportunities in the world of business/industrial (world of work). Curriculum have to suitability or relevance to fulfill the needs which are required by world of business/industrial. Therefore, the involvement of them to assist in curriculum and participation in teaching-learning process at vocational school needs to be improved in the form of a partnership.

This research aims to find out relevance of the standard competence and basic competence of productive subjects which taught at vocational schools the program of Mechanics Automotive in Mojokerto based on the Toyota's curri-culum. The productive subjects are: (1) Technical Drawing, (2) Basic Knowledge of Machine Technics, (3) Automotive General Knowledge & Frequency Service Job, (4) Chasis, Drive Train & Frequency Service Job, (5) Engine & Frequency Service Job, and (6) Electrical & Frequency Service Job.

This research is a descriptive using document analysis approach. The Population is all of the productive subject teachers at the vocational school the program of Mechanics Automotive in Mojokerto. Data analysis technique is using the percentage formula.

Results of the research shows that: (1) the relevance of the standard competence and basic competence of Technical Drawing subject which were taught at vocational schools in Mojokerto mostly has been relevan to the Toyota's curriculum (58,25% and 69,98%), (2) the relevance of the standard competence and basic competence of Basic Knowledge of Machine Technics subject which were taught at vocational schools in Mojokerto mostly has been relevan to the Toyota's curriculum (61,07% and 67,86%), (3) the relevance of the standard competence and basic competence of Automotive General Knowledge & Frequency Service Job subject which were taught at vocational schools in Mojokerto only a few has been in line with the Toyota's curriculum (38,10% and 44,36%), (4) the relevance of the standard competence and basic competence of Chasis, Drive Train & Frequency Service Job subject which were taught at vocational schools in Mojokerto only a few has been in line with the Toyota's curriculum (39,48% and 45,14%), (5) the relevance of the standard competence and basic competence of Engine & Frequency Service Job subject which were taught at vocational schools in Mojokerto only a few has been in line with the Toyota's curriculum (44,23% and 46,50%), and (6) the relevance of the standard competence and basic competence of Engine & Frequency Service Job subject which were taught at vocational schools in Mojokerto only a few has been in line with the Toyota's curriculum (48,19% and 48,15%).  

Based on this research results, suggested to vocational school to establish cooperation (partnership) with world of business/industrial. The purpose of  cooperate is identify and analyze the standard competency and basic competency of subject that should given to student refer to competence of the work of world, particularly the subjects of: (1) Automotive General Knowledge & Frequency Service Job, (2) Chasis, Drive Train & Frequency Service Job, (3) Engine & Frequency Service Job, and (4) Electrical & Frequency Service Job.


 


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