Kobie Aulia, - (2021) STUDI RELEVANSI KURIKULUM MATA PELAJARAN PRODUKTIF TEKNIK KONTROL SISTEM MEKATRONIKA KOMPETENSI KEAHLIAN TEKNIK MEKATRONIKA DI SMK SE-BANDUNG RAYA DENGAN KESESUAIAN STANDAR KOMPETENSI KERJA NASIONAL INDONESIA BIDANG TEKNIK MEKATRONIKA. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_TE_1604079_Title.pdf Download (776kB) |
|
Text
S_TE_1604079_Chapter 1.pdf Download (280kB) |
|
Text
S_TE_1604079_Chapter 2.pdf Restricted to Staf Perpustakaan Download (346kB) |
|
Text
S_TE_1604079_Chapter 3.pdf Download (576kB) |
|
Text
S_TE_1604079_Chapter 4.pdf Restricted to Staf Perpustakaan Download (749kB) |
|
Text
S_TE_1604079_Chapter 5.pdf Download (76kB) |
|
Text
S_TE_1604079_Appendix.pdf Restricted to Staf Perpustakaan Download (6MB) |
Abstract
Kurikulum yang digunakan SMK sudah seharusnya mengacu dengan apa yang ada didalam Standar Kompetensi Kerja Nasional Indonesia (SKKNI). Secara kompetensi kadang ada perbedaan antara apa yang ada dalam Kurikulum dengan yang ada dalam Standar tersebut. Penelitian ini pertama bertujuan untuk mengetahui kompetensi dasar yang diajarkan di SMK Se-Bandung Raya, kompetensi keahlian Mekatronika mata pelajaran Teknik Kontrol Sistem Mekatronika, kedua yaitu mengetahui kompetensi dasar mana yang sesuai dengan Standar Kompetensi Kerja Nasional Indonesia (SKKNI), dan yang ketiga mengetahui kesenjangan antara kompetensi dasar di sekolah dengan Standar Kompetensi Kerja Nasional Indonesia (SKKNI). Penelitian ini menggunakan metode Mix Method Kualitatif Desktiptif dengan menggunakan metode perhitungan persentase Recall. Hasil penelitian menunjukan bahwa Kompetensi Dasar Mata pelajaran Teknik Kontrol Sistem Mekatronika SMKN 1 Cimahi dan SMKN 2 Cimahi sudah 100% tersampaikan kepada siswa, akan tetapi SMK Karya Bhakti PUSDIKPAL Cimahi terutama pada aspek psikomotor yang diajarkan hanya 87%, 13% nya terdapat aspek psikomotor pada Kompetensi Dasar 4.41 sampai 4.46. Perhitungan tiga variable, rata – rata bagi Aspek Kognitif meliputi Variabel Elemen Kompetensi Unjuk Kerja (40,84% kategori lemah), Batasan Variabel (42,23% kategori cukup), Pengetehuan Keterampilan Penunjang (50% kategori cukup) , bagi Aspek Psikomotor meliputi Variabel Elemen Kompetensi Unjuk Kerja (40,84%, kategori lemah), Batasan Variabel (42,23% kategori cukup), Pengetahuan Keterampilan Penunjang (47,1%, kategori cukup). Dapat disimpulkan bahwa dari hasil gap yang ada inilah yang harus dipertimbangkan bagi pihak sekolah terutama pada aspek kompetensi yang tercantum di Standar Kompetensi Kerja Nasional Indonesia untuk dapat menjalankan kompetensi pada standar yang ada dengan baik, sehingga kompetensi siswa SMK dapat berkembang dan memiliki daya saing yang tinggi. The curriculum used by Vocational High School should refer to what is in the Indonesian National Work Competency Standards (SKKNI). In terms of competence, sometimes there are differences between what is in the curriculum and what is in the standard. This study first aims to determine the basic competencies taught at Vocational High School throughout Bandung Raya, the competence of Mechatronics expertise in the Mechatronics System Control Technique subject, the second is to find out which basic competencies are in accordance with the Indonesian National Work Competency Standards (SKKNI), and the third to know the gaps. between basic competencies in schools with the Indonesian National Work Competency Standards (SKKNI). This study used a descriptive qualitative mix method using the method of calculating the percentage of recall. The results showed that the basic competencies of the Mechatronics System Control Engineering Subject at SMKN 1 Cimahi and SMKN 2 Cimahi were 100% conveyed to students, but SMK Karya Bhakti PUSDIKPAL Cimahi, especially in the psychomotor aspects taught only 87%, 13% of which there are psychomotor aspects in Basic Competence 4.41 to 4.46. The calculation of three variables, the average for the Cognitive Aspects includes the Variable Element of Work Performance Competence (40.84% weak category), Variable Limits (42.23% sufficient category), Knowledge of Supporting Skills (50% sufficient category), for Psychomotor Aspects includes Variable Elements of Performance Competency (40.84%, weak category), Variable Limits (42.23% sufficient category), Knowledge of Supporting Skills (47.1%, sufficient category). It can be concluded that from the results of the existing gap, the school must consider the competence aspects listed in the Indonesian National Work Competency Standards to be able to carry out competencies in existing standards properly, so that the competence of SMK students can develop and have high competitiveness.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | relevansi, kompetensi dasar, Teknik Mekatronika SMK SE-Bandung Raya, SKKNI. |
| Subjects: | L Education > L Education (General) T Technology > TK Electrical engineering. Electronics Nuclear engineering |
| Divisions: | Fakultas Pendidikan Teknologi dan Kejuruan > Jurusan Pendidikan Teknik Elektro > Program Studi Pendidikan Teknik Elektro |
| Depositing User: | Kobie Aulia |
| Date Deposited: | 18 Jun 2021 06:27 |
| Last Modified: | 18 Jun 2021 06:27 |
| URI: | http://repository.upi.edu/id/eprint/61426 |
Actions (login required)
 |
View Item |