Abstract
To support the productive subject of expertise field, chemistry curriculum elements and materials in SMK need to be reconstructed. This study aims to produce an integrated chemistry syllabus of Mechanical Engineering in SMK. This study uses a development research method with research subjects: 2 chemistry education experts, 6 chemistry teachers, 4 productive teachers and 2 vice curriculum principals at SMKN Bandung. The results show the relevant chemistry KD to the Mechanical Engineering KD includes knowledge and skill competencies: explaining, describing, applying, determining, identifying, classifying, analyzing, constructing, proposing ideas, designing and conducting experiments. The compositions of chemical content that is relevant are types, physical and chemical properties, symbols, roles, handling of hazardous chemicals, and standard chemical safety and security in the work environment (5.9%), redox reactions (11, 8%), electrochemistry (11.8%), thermochemistry (11.8%), physical and chemical properties of metals, pure metals and alloys (11.8%), electron configurations and the periodic system (5.9%), bonding chemical (5.9%), corrosion (5.9%), metallurgy (5.9%), hydrocarbons (5.9%), petroleum (5.9%), polymers (5.9%), and reaction rate affecting factors (5.9%). The learning strategy is a scientific approach of discovery learning, project-based learning, problem-based learning, and guided inquiry. The evaluation results are the competence of knowledge, skills and attitudes assessment.
Highlights
Chemistry is a subject that is taught in high school (SMA) and in vocational high schools (SMK)
The subjects in this study were based on the purposive sampling technique (Sugiyono, 2015) with a composition consisting of 2 chemistry education experts, 6 SMK chemistry teachers, 4 productive teachers, and 2 Deputy Head of Curriculum (Wakakur) / at SMK Mechanical Engineering expertise study program
The data obtained is the basic competence (KD) of chemistry that is relevant to the demands of KD in the basic subject group of the skill program (C2) in the SMK Mechanical Engineering expertise study program, which includes the subjects of Basic Mechanical Engineering Work (PDTM) and subjects Basic Mechanical Engineering Design (DPTM) contained in the attachment to the Regulation of the Director General of Primary and Secondary Education of the Ministry of Education and Culture Number: 07/D.D5/KK/2018 (Kemendikbud, 2018)
Summary
Chemistry is a subject that is taught in high school (SMA) and in vocational high schools (SMK). The main challenge for the vocational level is the ability to meet the changing skills of individuals and the work field This is in accordance with the principle of lifelong learning (Hrmo, Miština, & Krištofiaková, 2016). Several research show some problems such as the delivery of material sometimes does not match the planned syllabus, a lot of material addition but the time is limited, errors in the curriculum content, and students in SMK assume that chemistry subjects are not important or useful because they are not relevant to their vocational fields and the lack of links between chemistry and everyday life (Haryanti & Wiyarsi, 2017; Kastawi, Widodo, & Mulyaningrum, 2017; Murwindra, Yuhelman, & Musdansi, 2017; Arungpadang, Longdong, & Patras, 2018; Lia & Isnaeni, 2018). The change in a curriculum is only focuses on changing the document, rather than the implementation, evaluation or assessment of learning (Jatmoko, 2013)
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