RELEVANSI KURIKULUM TEKNOLOGI INFORMATIKA DAN KOMPUTER DI LPTK DENGAN SMK. STUDI GROUNDED THEORY PADA PRODI PTIK JURUSAN PENDIDIKAN ELEKTRO DENGAN BIDANG STUDI KEAHLIAN TIK SEKOLAH MENENGAH KEJURUAN

Arnidah, - (2014) RELEVANSI KURIKULUM TEKNOLOGI INFORMATIKA DAN KOMPUTER DI LPTK DENGAN SMK. STUDI GROUNDED THEORY PADA PRODI PTIK JURUSAN PENDIDIKAN ELEKTRO DENGAN BIDANG STUDI KEAHLIAN TIK SEKOLAH MENENGAH KEJURUAN. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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Abstract

Latar belakang masalah penelitian adalah rendahnya keterserapan lulusan Prodi PTIK di SMK yang ditengarai disebabkan oleh: 1) rendahnya peran LPTK dalam menyiapkan calon guru pada kompetensi keahlian yang masih baru dibuka di SMK, 2) tidak efektifnya student teacher bagi mahasiswa LPTK, 3) kurang terjalinnya Partnership yang saling menguntungkan antara LPTK dengan SMK, dan 4) banyaknya guru SMK yang mismatch. Tujuan umum penelitian ini adalah: menghasilkan grounded theory relevansi kurikulum antara Prodi PTIK Jurusan Pendidikan Elektro FT UNM dengan Kurikulum Bidang Studi Keahlian TIK SMKN di Kota Makassar. Adapun tujuan khususnya adalah 1) menggambarkan sejauhmana relevansi internal kurikulum Prodi PTIK, 2) mengidentifikasi sejauhmana relevansi eksternal kurikulum, berupa kompetensi calon guru mahasiswa Prodi PTIK dengan kompetensi guru yang dibutuhkan oleh Bidang Studi Keahlian TIK di SMKN, 3) Menghasilkan grounded theory relevansi kurikulum Prodi PTIK dengan Kurikulum Bidang Studi Keahlian TIK SMK. Penelitian ini merupakan jenis penelitian kualitatif, metode grounded theory tipe systematic design. Analisis data berupa axial coding. Lokasi penelitian adalah Prodi PTIK UNM dan SMKN 2, 4, 5, dan 7 di Kota Makassar. Subjek penelitian dari LPTK yaitu mahasiswa, ketua Prodi PTIK, pembimbing PPL, dan pembimbing Praktek Industri (PI), sedangkan dari SMK yaitu siswa, ketua kompetensi keahlian, dan pembimbing Praktek Kerja Industri (Prakerin). Hasil penelitian ini adalah: 1) Tidak relevannya komponen kurikulum Prodi PTIK yang bersifat internal, meliputi: a) lingkup makro: scope mata kuliah TIK yang terlalu luas dan sequence materinya tidak diorganisasikan secara sistematik, b) lingkup mikro: kompetensi mahasiswa lebih bersifat content knowledge, 2) Tidak relevannya komponen kurikulum Prodi PTIK yang bersifat eksternal karena beberapa kompetensi mahasiswa Prodi PTIK sebagai calon guru tidak sesuai dengan kebutuhan SMK, 3) Grounded theory relevansi kurikulum yang dihasilkan adalah: “Semakin tinggi tingkat relevasi internal kurikulum LPTK, semakin tinggi pula tingkat relevansi eksternalnya, berupa tingkat kepuasan SMK sebagai pemakai lulusan (customer satisfaction)”. Adapun ciri teori relevansi kurikulum: a) penetapan tujuan (profil lulusan dan kompetensi) mengutamakan pencapaian kompetensi yang spesifik, b) penetapan konten (bahan kajian) mempertimbangkan pedagogical content knowledge, c) pelaksanaan mengutamakan program kemitraan yang saling menguntungkan antara LPTK dengan pengguna lulusan, d) evaluasi melibatkan pihak sekolah dan pihak industri sebagai tim verifikasi eksternal dalam uji kompetensi. Kesimpulan penelitian: 1) Kurikulum Prodi PTIK yang bersifat internal tidak relevan, baik lingkup makro maupun ligkup mikro, 2) Kurikulum Prodi PTIK yang bersifat eksternal tidak relevan, 3) grounded theory relevansi kurikulum Prodi PTIK dengan Bidang Studi Keahlian TIK di SMK adalah “Semakin tinggi tingkat relevasi internal kurikulum LPTK, semakin tinggi pula tingkat relevansi eksternalnya, berupa tingkat kepuasan SMK sebagai pemakai lulusan (customer satisfaction)”. The background problem of this study is the low absorption of PTIK Study Program graduate at vocational schools which are caused by: 1) the low involvement of LPTK in preparing teachers-to-be in Skill Competence; a subject which is new at vocational schools, 2) the ineffectiveness of student-teacher for LPTK students, 3) the mutually beneficial partnership between LPTK and vocational schools is not in a strong bond state, 4) the large number of vocational school teachers who are not a match to the requirement needed. The general aim of this study is: to yield a Grounded Theory of curriculum relevance between PTIK Study Program of Electrical Engineering FT UNM with TIK Skill Competence subject at vocational schools in Makassar. The specific aim of this study is: 1) to describe the extent of PTIK Study Program internal curriculum relevance, 2) to identify the extent of external curriculum relevance between teachers-to-be competence of PTIK Study Program students and the teacher competence required by TIK Skill subject at vocational schools, 3) to yield the Grounded Theory relevance between PTIK Study Program curriculum and TIK Skill subject curriculum at vocational schools. This study is a qualitative study, using Grounded Theory method and systematic design type. The data analysis applies axial coding. The location of the study is PTIK Study Program of UNM and SMKN 2, 4, 5, and 7 in Makassar. The subjects of the studies from LPTK are: PTIK students, PTIK Study Program Head, PPL supervisors, and Industrial Work Practice Supervisors (PI). The subjects of study from vocational schools are: students, Chief of Skill Competence, and Industrial Work Practice supervisors (Prakerin). The findings of the study are: 1) the internal component of PTIK Study Program curriculum is deemed ill-suited, this covers: a) macro scope: the scope of TIK subject is too broad and the material sequence is not systematically organized, b) micro scope: the competence of college students tend to be content knowledge in nature, 2) the external component of PTIK Study Program curriculum is deemed ill-suited, as some competencies of PTIK Study Program students do not meet the requirement of vocational schools, 3) Grounded Theory of curriculum relevance yielded is: “The higher the level of LPTK internal curriculum relevance, the higher the level of the external curriculum relevance, in the form of vocational school satisfaction level as the graduate user.” The characteristics of curriculum relevance theory are: a) goal setting (graduate profile and competencies) puts the achievement of specific competencies as priority; b) content setting (material study) considers pedagogical content knowledge, c) the implementation prioritize mutually beneficial partnership between LPTK and graduate user, d) the evaluation involves the school and the industry sides as the external verification team in competence test. The conclusions of study are: 1) the internal curriculum of PTIK Study Program, in the micro and macro scope are deemed ill-suited, 2) the external curriculum of PTIK Study Program is deemed ill-suited, 3) the Grounded Theory of curriculum relevance between PTIK Study Program and TIK Skill subject at vocational schools is: “The higher the level of LPTK internal curriculum relevance, the higher the level of the external curriculum relevance, in the form of vocational school satisfaction level as the graduate user.”

Item Type: Skripsi,Tesis,Disertasi (eprint_fieldopt_thesis_type_phd)
Additional Information: No panggil: D PK ARN r-2014
Uncontrolled Keywords: Grounded Theory, Relevansi Kurikulum, Kompetensi Calon Guru
Subjects: L Education > L Education (General)
Divisions: Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3
Depositing User: Mr. Hada Hidayat
Date Deposited: 12 Mar 2015 02:37
Last Modified: 12 Mar 2015 02:37
URI: http://repository.upi.edu/id/eprint/12758

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