Model Penyelarasan Kurikulum Berbasis Kemitraan Industri untuk Meningkatkan Relevansi Kompetensi dan Employability Skills Lulusan SMK

Rina Pujiati; Bakrun Dahlan; Heru Raharjo

doi:10.59945/jpnm.v4i3.1556

Authors

Rina Pujiati Universitas Ahmad Dahlan
Bakrun Dahlan Universitas Ahmad Dahlan
Heru Raharjo Universitas Ahmad Dahlan

DOI:

https://doi.org/10.59945/jpnm.v4i3.1556

Keywords:

Employability Skills, Kemitraan Industri, Pendidikan Vokasi, Penyelarasan Kurikulum, Sekolah Menengah Kejuruan

Abstract

Lulusan Sekolah Menengah Kejuruan masih menghadapi kesenjangan antara kompetensi yang diperoleh di sekolah dan kebutuhan dunia usaha serta dunia industri. Penelitian ini bertujuan mendeskripsikan implementasi penyelarasan kurikulum berbasis kemitraan industri, mengidentifikasi faktor pendukung dan penghambat, serta merumuskan model yang dapat meningkatkan relevansi kompetensi dan employability skills lulusan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal instrumental di SMK Muhammadiyah 1 Muntilan. Data dikumpulkan melalui wawancara mendalam terhadap 12 informan, observasi, studi dokumentasi, dan focus group discussion. Analisis data mengikuti tahapan kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan, sedangkan keabsahan data dijaga melalui triangulasi, member checking, dan peer debriefing. Hasil penelitian menunjukkan lima tahap penyelarasan yang saling berkaitan, yaitu analisis kebutuhan industri, sinkronisasi kurikulum, pembelajaran berbasis industri, penguatan employability skills, serta evaluasi dan umpan balik. Kemitraan dengan PT Gits Solution mendukung peningkatan komunikasi profesional, kerja sama tim, pemecahan masalah, etika kerja, adaptabilitas, dan serapan lulusan sesuai bidang dari 62% menjadi 78%. Model yang dihasilkan bersifat siklus, iteratif, kontekstual, dan dapat pula direplikasi secara berkelanjutan oleh SMK lain dengan penyesuaian terhadap karakteristik program keahlian dan mitra industri setempat masing-masing.

References

Badan Pusat Statistik. (2024). Keadaan Ketenagakerjaan Indonesia Februari 2024. Badan Pusat Statistik. https://www.bps.go.id

Billett, S. (2011). Vocational Education: Purposes, Traditions and Prospects. Springer. https://doi.org/10.1007/978-94-007-1954-5

Clarke, M. (2018). Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context. Studies in Higher Education, 43(11), 1923–1937. https://doi.org/10.1080/03075079.2017.1294152

Dwijayanthi, K. D., & Rijanto, T. (2022). Implementation of Teaching Factory (TEFA) in Vocational School to Improve Student Work Readiness. Journal of Vocational Education Studies, 5(1), 61–71. https://doi.org/10.12928/joves.v5i1.5922

Febriana, R., Hanafi, I., Kandriasari, A., Nuryanto, A., Soeprijanto, S., Muksin, M., Ching, S. J., & Mamat, A. B. (2023). Employability Skills and Self-Perception of Diploma 3 Graduates in the World of Work. Jurnal Pendidikan Vokasi, 13(2), 121–131. https://doi.org/10.21831/jpv.v13i2.54039

Finch, C. R., & Crunkilton, J. R. (1999). Curriculum Development in Vocational and Technical Education: Planning, Content, and Implementation (5th ed.). Allyn & Bacon.

Imran, I., Marji, M., Suswanto, H., & Adhikari, B. P. (2024). The Influence of Teaching Factory (TEFA) Implementation and Work Readiness on Vocational High School Students’ Future Job Perspectives. Jurnal Pendidikan Vokasi, 14(1), 86–96. https://doi.org/10.21831/jpv.v14i1.66796

Kementerian Pendidikan, Kebudayaan, Riset, dan T. (2022). Kurikulum Merdeka pada Pendidikan Vokasi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kementerian Pendidikan Dasar dan Menengah. (2025). Pedoman Link and Match Pendidikan Vokasi. Kementerian Pendidikan Dasar dan Menengah.

McKinsey Global Institute. (2021). The Future of Work After COVID-19. McKinsey & Company. https://www.mckinsey.com/featured-insights/future-of-work

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

Prianto, A., Qomariyah, U. N., & Firman, F. (2022). Does Student Involvement in Practical Learning Strengthen Deeper Learning Competencies? International Journal of Learning, Teaching and Educational Research, 21(2), 211–231. https://doi.org/10.26803/ijlter.21.2.12

Prianto, A., Winardi, W., & Qomariyah, U. N. (2021). The Effect of the Implementation of Teaching Factory and Its Learning Involvement Toward Work Readiness of Vocational School Graduates. International Journal of Instruction, 14(1), 283–302. https://doi.org/10.29333/iji.2021.14117a

Sutianah, C., Nurhutami, M. A., & Yamin, A. A. (2023). Implementation of BMC-Based Teaching and Learning Factory Model in Increasing Student Competencies in Leather Creative Skills Concentration and Imitation in Vocational School. Jurnal Pendidikan Vokasi, 13(2), 178–191. https://doi.org/10.21831/jpv.v13i2.56001

Wahjusaputri, S., Nastiti, T. I., & Liu, Y. (2024). Development of a Hybrid Teaching Factory Model Based on School Governance in Improving Employability Skills of Vocational Students. Jurnal Pendidikan Vokasi, 14(1), 53–62. https://doi.org/10.21831/jpv.v14i1.65108

Wijanarka, B. S., Wijarwanto, F., & Mbakwa, P. N. (2023). Successful Implementation of Teaching Factory in Machining Expertise in Vocational High Schools. Jurnal Pendidikan Vokasi, 13(1), 1–13. https://doi.org/10.21831/jpv.v13i1.51811

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE.

Yorke, M. (2006). Employability in Higher Education: What It Is and What It Is Not. Higher Education Academy.