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PERANCANGAN KURIKULUM SEKOLAH MENENGAH KEJURUAN SEBAGAI PRANATA BUDAYA KERJA

Sutjipto
Pusat Kurikulum dan Perbukuan, Balitbang Kemendikbud
DOI: https://doi.org/10.24832/jpnk.v4i1.1219
Submitted
Feb 28, 2019
Published
Jun 10, 2019
PDF (BAHASA INDONESIA)
Citation
Sutjipto. (2019). PERANCANGAN KURIKULUM SEKOLAH MENENGAH KEJURUAN SEBAGAI PRANATA BUDAYA KERJA. Jurnal Pendidikan Dan Kebudayaan, 4(1), 102–126. https://doi.org/10.24832/jpnk.v4i1.1219
Abstract

This study is to describe comprehensively the design of vocational high school curriculum as a work culture institution. The results of the study five things. First, the important content of work culture values for vocational school students. Second, curriculum developers are encouraged to modify the work culture, which leads to the values of hard work, work ethic, discipline, responsibility, creativity, cooperation, morality, to ethical and aesthetic standards. Third, curriculum developers are encouraged to redefine the essence of industrial work practices carried out by students. Fourth, the growth of work culture in schools is designed with shared commitment through systems, structures, regulations, and daily practices. Fifth, strengthening the work culture can be implemented in two ways, namely internalizing the values of work culture and creating a friendly school environment with a work culture. Study it conclude that the design of the vocational high school curriculum must generate students with capability in transforming moral and performance-based work culture institutions.


Abstrak


Tujuan dari kajian ini adalah untuk mendeskripsikan secara komprehensif perancangan kurikulum sekolah menengah kejuruan sebagai pranata budaya kerja. Hasil pengkajian terkait dengan perancangan kurikulum sekolah menengah kejuruan, diperoleh lima hal. Pertama, muatan nilai-nilai budaya kerja bagi peserta didik sekolah menengah kejuruan penting. Kedua, pengembang kurikulum didorong untuk mengoreksi kembali pranata budaya kerja, yang mengarah pada nilai-nilai kerja keras, etos kerja, disiplin, tanggung jawab, kreativitas, kerja sama, moralitas, hingga standar etika dan estetika. Ketiga, pengembang kurikulum didorong untuk merumuskan ulang secara jelas esensi dari praktik kerja industri yang dilakukan peserta didik. Keempat, penumbuhan budaya kerja di sekolah dirancang dengan komitmen bersama melalui sistem, struktur, peraturan, dan praktik keseharian. Kelima, untuk penguatan budaya kerja bisa dilakukan melalui dua strategi, yaitu internalisasi nilai-nilai budaya kerja dan penciptaan lingkungan sekolah yang ramah dengan budaya kerja. Dari hasil kajian dapat disimpulkan bahwa perancangan kurikulum sekolah menengah kejuruan harus membawa peserta didik mampu mentransformasikan pranata budaya kerja berbasis moral dan kinerja.



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