Vocational Curriculum Implementation of the Three Years Program of Electronics Engineering

Lipur Sugiyanta,Irdayanti Mat Nashir,M Khairudin,Moch Sukardjo

doi:10.21831/jptk.v25i1.18347

Abstract

This study analysed the implementation of the Indonesian Qualification Framework based vocational curriculum in the three years program of an electronics engineering, Faculty of Engineering, Universitas Negeri Jakarta. The analysis was focused on lecturers and students’ views. This evaluation used the model of Context, Input, Process, Product by involving 49 students in the 3rd semester, 6 lecturers, and administration staff. The findings showed that the implemented learning activities using the new curriculum paradigm are reliable. The context analysis indicated the correlation between lecturers’ competence and qualification and the goals of the study program. The input analysis showed that the lecturer's assignment was appropriate and correspond with lecturers’ subject and education background. The process analysis revealed that the learning process was in accordance with the lectures’ planning. In addition, the practicum activities were reportedly consistent with the academic calendar. The product analysis, in the form of courses distribution each semester, suggested that the needs for improvement to fit the new curriculum paradigm design.

Highlights

The quality of learning activities should remain to meet the standards and demands of national or international standards of learning outcomes and graduates’ competencies
This conclusion is supported with the following response: (a) most of lecturers with the percentages of 66.7% doubted the establishment of the study program was related to the fact that many senior high schools or senior vocational school graduates were not accommodated, (b) half of lectures disagree or strongly disagree whether the goals of the study program was to accommodate all high school graduates in higher education level while the percentages of the lectures who strongly disagree, disagree, doubt and agree were 16.7%, 33.3%, 33.3%, and 16.7% respectively, (c) most of the lecturers with the percentage of 63.7% agree and strongly agree that the background of the study program was to meet the needs of the industrial work
Most of the lecturers with the percentage of 83.3% agree that graduates were expected to have skills, attitude, high discipline, and a good mentality, but only a few lecturers with the percentage of 16.7% strongly agree that vocational education that was different from the bachelor’s degree program

Summary

Introduction

The quality of learning activities should remain to meet the standards and demands of national or international standards of learning outcomes and graduates’ competencies. IQF is the framework of the Indonesian employment qualification and competence that matches, equalizes, and integrates among education sectors, training sectors, and work experience in a job-adjusted capability recognition in various schemes. General descriptions describe the character, personality, attitude in work, ethics, morals and are applied at every level, while the specific description describes the scope of science, knowledge, understanding, and skills that depend on the level. Those four parameters achieved with learning achievement, through formal education process within the National Education System (academic, vocational, and professional education programs) or through work experience within the National Certification System (career and experience development). Higher Education may add other (specific) capabilities to the graduates, included in the category of supporting and preferred

Methods

Results

Conclusion