•  
  •  
 

Jurnal Pendidikan Vokasi

Keywords

perolehan kompetensi, prakerin, busana butik

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mengetahui perolehan kompetensi siswa di setiap DUDI, khususnya busana butik yang memiliki pola pembimbingan berbeda. Penelitian ini menggunakan jenis penelitian studi kasus pendekatan kualitatif. Teknik penentuan Informan menggunakan snowball sampling yaitu instruktur industri, pembimbing, dan siswa SMK N 1 Pengasih yang sedang prakerin. Pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Teknik analisis data mengacu pada analisis model interaktif Miles & Huberman, meliputi pengumpulan data, data condensation, penyajian data, dan deskripsi serta verifikasi kesimpulan. Hasil penelitian adalah (1) praktik yang dijalani siswa sudah relevan dengan kurikulum yang tercantum di sekolah; (2) perolehan kompetensi pada aspek kognitif siswa memperoleh pengetahuan tentang prosedur pembuatan busana butik, pada aspek afektif terbentuk sikap budaya kerja, dan pada aspek psikomotor mampu menyelesaikan pekerjaan busana butik; (3) cara siswa memperoleh kompetensi dengan melakukan: (a) komunikasi; (b) teknik belajar (c) metode kerja praktis; (d) pekerjaan secara mandiri; (e) tindakan dengan tanggung jawab; (f) etos kerja; (g) pengorganisasian dan implementasi kerja dengan baik; (h) bekerja sesuai kepercayaan instruktur industri; (i) pengembangan diri; dan (j) penerapan kompetensi dari sekolah; (4) pencapaian kompetensi siswa yang prakerin di Goet Poespo dan Puspa Rini berada pada level Pemula (novices) sedangkan di L'Mar butik pada level spesialist.

A STUDY ON COMPETENCE EXPERTISE ACHIEVEMENT OF BOUTIQUE CLOTHING FOR VOCATIONAL STUDENTS: A CASE STUDYOF INDUSTRY WORK PRACTICE IN PARTNER INDUSTRY

Abstract

This research aimed to determine the competence of the students in each "DUDI", especially in fashion boutiques that had different patterns of coaching. The research used a qualitative case study approach. A snowball sampling technique was used to select informants which consisted of the industrial mentors, the school mentor, and students. who were on industry work practice. The data were collected through interviews, and documentation. The data analysis technique refered to the analysis of Miles & Huberman interactive model, including data collection, data condensation, data display, and drawing and verifying conclusions. The result were (1) the practice done by the students was relevant with the curriculum written in the school; (2) in the competence achievement of cognitive aspect the student got the knowledge of boutique dressmaking procedures, in affective aspect, there was a development of work culture attitudes and in the psychomotor aspects, they were able to finish boutique clothes work; (3) the ways of achieving the competence were through: (a) communication, (b) learning techniques, (c)methods, (d) working independently, (e) acting with responsibility, (f) adhering to work ethics, (g) good organization and implementation, (h) working in line with the trust given by the industry instructor, (i)self-development, (j) applying the school competencies; (4) the competence achievement of the students who did industry work practice in Goet Poespo and Puspa Rini was at the novice level, while the ones in L'Mar boutique were at the specialist level.

Page Range

66-78

Issue

1

Volume

6

Digital Object Identifier (DOI)

10.21831/jpv.v6i1.8116

Source

https://journal.uny.ac.id/index.php/jpv/article/view/8116

References

Azwar, S. (2007). Sikap manusia: Teori dan pengukurannya (Edisi 2). Jakarta: Rineka Cipta

Broady, E. & Dwyer, (2008). Bringing the learner back into the process: identifying learner strategies for grammatical development in independent language learning. In Singleton, D. (eds.), Language learning strategies in independent settings: Second language acquisition (pp. 141-158). UK: British Library.

Catts, R., Falk, I., & Wallace, R. (2011). Introduction: Innovations in theory and practice. In Ralph Catts, Ian Falk & Ruth Wallace, Vocational learning innovative theory and practice. New York: Springer. p.1 – 8.

Chun Wei Choo. (2006). The knowing organization: How organizations use information to construct meaning, create knowledge, and make decisions, second edition. New York: Oxford University Press.

Cunningham, I., Dawes, G., & Bennett, B. (2004). The handbook of work based learning. Burlington: Gower Publishing Limited.

Dikpora. (2014, Februari 28). Seminar program sinergitas pendidikan terhadap pembangunan kegiatan Penelitian dan pembangunan Pendidikan. Dinas Dikpora DIY. http://dikpora.jogjaprov. go.id/dinas_v4/?view=v_berita&id_sub=2995. Di akses pada tanggal 16 November 2014 pkl 14.00 WIB

Harjono, I .(2012). Implementasi Praktik Industri (Prakerin) pada Kompetensi Keahlian Teknik Instalasi Tenaga Listrik SMK Negeri 4 di Kota Tangerang. Tesis. Universitas Indonesia

Jacobs, R. L. (2003). Structured on-the-job training: unleashing employee expertise in the workplace. San Fransisco: Berrett-Koehler Publisher, Inc.

Jerusalem. A (2012). Membuka Usaha Butik. Klaten: PT Intan Sejati

Jonassen, David H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Maclean, R., Wilson, D., & Chinien, E. (2009). International handbook of education for the changing world of

work, bridging academic and vocational learning. Germany: Springer.

Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd edition). Arizona: SAGE Publications, Inc.

Miswardi, Y., & Pardjono, P. (2013). Proses dan Hasil Belajar pada Prakerind Bidang Keahlian Kendaraan Ringan: Studi Kasus pada Industri Pasangan SMK N 3 Yogyakarta. Jurnal Pendidikan Vokasi, 3(2). Retrieved from http://journal.uny.ac.id/index.php/jpv/article/view/1606

Mudjiman, H. (2007). Belajar Mandiri. Surakarta:UNS Press.

Rubiatun, N. (2013). Pengelolaan Praktik Kerja Industri Program Keahlian Pekerjaan Sosial (Studi Kasus di SMK Negeri 8 Semarang Tahun 2013). Tesis. Ikip PGRI Semarang

Setiadi, E. (februari 2014). Sinergitas Pendidikan. Makalah disajikan dalam seminar Program Sinergitas Pendidikan terhadap pembangunan kegiatan penelitian dan pembangunan pendidikan untuk jenjang SMK, di Hotel RosIn Yogyakarta

Sudira, P. (2011). Praksis ideologi tri hita karana dalam kebudayaan kompetensi pada SMK Di Bali. Disertasi. Universitas Negeri Yogyakarta. Diakses tanggal 12 Juli 2014. Tersedia: http://staff.uny.ac.id/sites/default/files/131655274/DISERTASI-DR-PUTU- PUTU SUDIRA-UNY-2011.pdf

Suparman, A.(1997). Program pengembangan keterampilan dasar teknik instruksional (pekerti) untuk dosen muda. Jakarta. Universitas Terbuka

Sutrisno, E. (2009). Manajemen Sumber Daya Manusia. Jakarta: Kencana Prenada Media Group

Singh, M. (2009). Social and cultural aspects of informal sector learning: meeting the goals of EFA. In R. Maclean, D. Wilson, & C. Chinien (Eds.), International handbook of education for the changing world of work, bridging academic and vocational learning (pp. 349-358). Bonn: Springer.

UNESCO-UNEVOC. (2001). Technical and vocational education and training (TVET). Diambil pada tanggal 27 Juni 2015, dari http://www.unevoc.unesco. org/go.php?q=TVETipedia+Glossary+A-Z&term=Technical+and+vocational+education+and+training

Djojonegoro, W. (1998). Pengembangan sumber daya manusia melalui sekolah me- nengah kejuruan (SMK). Jakarta: PT Balai Pustaka.

Wonacott, M.E. (2003). A compilation history nad evaluation of vocational and carrer-technical education. Washington DC: Office of Education And Research Development.

Download

Share

COinS