•  
  •  
 

Keywords

evaluasi, sarana, prasarana, bengkel praktik, teknik pemesinan

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) kondisi sarana dan prasarana bengkel praktik SMK teknik pemesinan di Kota Semarang berdasarkan persepsi guru pengampu dan tool men, (2) tingkat kesesuaiannya terhadap standar minimal Permendiknas Nomor 40 Tahun 2008, dan (3) tingkat kecukupannya terhadap kebutuhan kurikulum. Penelitian ini merupakan penelitian evaluasi dengan model evaluasi diskrepansi. Pendekatan yang digunakan yaitu deskriptif kuantitatif dengan analisis persentase. Teknik pengumpulan data menggunakan analisis dokumen, wawancara, dan observasi. Teknik analisis yang digunakan adalah statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) Kondisi sarana dan prasarana bengkel praktik SMK Teknik Pemesinan di Kota Semarang menurut persepsi guru pengampu dan tool men pada SMK negeri ataupun swasta sudah dinyatakan layak, (2) Prasarana pada SMK negeri sesuai dengan standar minimal, sedangkan pada SMK swasta cukup sesuai, (3) Sarana pada SMK negeri sangat sesuai dengan standar minimal, sedangkan pada SMK swasta sesuai standar, (4) Prasarana pada SMK negeri cukup memenuhi kebutuhan kurikulum, sedangkan pada SMK swasta kurang memenuhi, (5) Sarana pada SMK negeri cukup memenuhi kebutuhan kurikulum, sedangkan pada SMK swasta kurang memenuhi.

AN EVALUATION OF FACILITIES AND INFRASTRUCTURES OF MECHANICAL ENGINEERING VOCATIONAL SCHOOL WORKSHOP IN SEMARANG CITY BASED ON THE NEEDS OF THE CURRICULUM

Abstract

This study aimed to determine: the condition of facilities and infrastructure of workshops at Mecha-nical Engineering Vocational School in Semarang City based on the perception of teachers and tool men, its relevance to the minimum standards of Education Ministry Decree No. 40 of 2008, and its leve of adequacy. This study was an evaluation study using discrepancy evaluation model. The approach used was quantitative descriptive with analysis of the percentage. The population was vocational schools in Semarang which had a Mechanical Engineering study program. The objects of study were workshop facilities in mechanical engineering, while the respondents were the teachers and the tool men of the workshop. Data were collected through analysis of documents, interviews, and observations. Data were analyzed using descriptive statistics. The results showed that: (1) The condition of the facilities at mechanical engineering vocational school workshop in Semarang according to the perceptions of teachers and tool men was adequate in public and private schools, (2) infrastructure at public schools was highly relevant to the minimum standards, while in private schools was relevant, (3) Facilities in public schools were very appropriate to the minimum standards, while in the private school they were appropriate to the standards, (4) infrastructure in public schools was sufficient to meet the needs of the curriculum, while those in the private school was not sufficient, and (5) Facilities in public schools were sufficient to meet the needs of the curriculum, while in the private schools they were insufficient.

Page Range

79-93

Issue

1

Volume

6

Digital Object Identifier (DOI)

10.21831/jpv.v6i1.8117

Source

https://journal.uny.ac.id/index.php/jpv/article/view/8117

References

Adebisi, T.A. & C.S. Oni. (2012). Availability of vocational training facilities for the National Directorate of Employment (NDE) in Nigeria. International Jour-nal of Development and Sustainability. Volume 1 Number 3 (2012): Pages 889-902. Aurigemma, J., et.al, (2013). Turning experi-ments objects: the cognitive processes involved in the design of a lab-on-a-chip device. Journal of Engineering Education, Volume 102, pages 117-140. Brown, R. D. (1979). Industrial education facilities. Boston: Allyn and Bacon, Inc. Dasmani, Adam. (2012). Challenges facing technical institute graduates in practical skills acquisition in the Upper East Region of Ghana. Asia-Pacific Journal of Cooperative Education, 2011, 12(2), 67-77. Dharma, Surya, et. All. (2013). Tantangan guru SMK abad 21. Jakarta: Kemen-terian Pendidikan dan Kebudayaan. Firdausi, A. & Barnawi. (2012). Profil guru SMK profesional. Yogyakarta: Ar-Ruzz Media. Kemendiknas. (2008). Peraturan Menteri Pendidikan Nasional No. 40 Tahun 2008 Tentang Standar Sarana Dan Pra-sarana Sekolah Menengah Kejuruan/ Madrasah Aliyah Kejuruan (SMK/ MAK). Lee, Jeongwoo. (2012). Partnership with industri for efficient and effective im-plememntation of TVET. International Journal of Vocational Education and Training, Volume 17 No. 2. Ngware, Moses W. & Fredrick Muyia Na-fukho. (2002). The quality of technical education trainers in Kenya. Journal of International Teacher Education (online), Volume 39 no. 2. http://scholar.lib.vt.edu/ejournals/JITE/ v39n2/ngware.html. Pavlova, M. (2009). Technology and vocatio-nal education for sustainable develop-ment. Queensland: Spinger. Puyate, Suobere T. (2008). Constraints to the effective implementation of vocational education program in private secondary schools in Port Harcourt local govern-ment area. Asia"Pacific Journal of Coo-perative Education, 2008, 9(1), 59"71. Republik Indonesia. (2003). Undang-Undang Nomor 20 Tahun 2003 tentang Pen-didikan Nasional. Setiadi. (2008). Pengaruh sarana dan prasa-rana belajar tehadap hasil belajar mata pelajaran alat ukur. Jurnal Pendidikan Teknik Mesin, Volume 8 nomor 2: 83-86 Slamet PH. (2011). Peran pendidikan vokasi dalam pembangunan ekonomi. Jurnal Cakrawala Pendidikan, Juni 2011, Th. XXX, No. 2. Snyder, James F. & James A. Hales. (1976). Trailblazing to 2016 in shop planning. Dalam Modern School Shop Planning, seventh edition. Michigan: Praken Publication, Inc. Storm, George. (1983). Managing the Occu-pational Education Laboratory. Michi-gan: Prakken Publication Inc. Wina Sanjaya. (2008). Kurikulum dan pem-belajaran: teori dan praktek pengem-bangan Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.

Share

COinS