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All Journal Jurnal Pendidikan Teknik Sipil (JPTS)
Alifin Nur, Nuzulul
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Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences

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KESESUAIAN STANDAR KOMPETENSI LULUSAN (SKL) PADA KURIKULUM 2013 SMK KOMPETENSI KEAHLIAN TEKNIK KONSTRUKSI BATU DAN BETON (TKBB) DENGAN KEBUTUHAN DUNIA USAHA/DUNIA INDUSTRI (DU/DI) JASA KONSTRUKSI DI D.I. YOGYAKARTA Alifin Nur, Nuzulul; HP, Sutarto
Jurnal Pendidikan Teknik Sipil Vol. 1 No. 1 (2019): NOVEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v1i1.28275

Abstract

ABSTRACT                This study aimed to reveal: (1) competence needs BW/IW of construction services in DIY in accordance with CGS in Curriculum 2013 SMK competency of SCCT; (2) CGS contained in Curriculum 2013 SMK competency of SCCT; (3) the conformity of CGS on Curriculum 2013 SMK competency of SCCT with the needs of BW/IW construction services in DIY; (4) the implementation of CGS on Curriculum 2013 SMK competency of SCCT, which was held in SMKN 2 Yogyakarta and SMKN 1 Seyegan. This research was descriptive quantitative research. The results of this study are as follows. (1) Competence needs BW/IW of construction services in D.I. Yogyakarta in accordance with CGS in Curriculum 2013 SMK competency of SCCT expertise is as much as 50 competencies, which is divided into 3 subjects, Stone Construction 22 competence, Concrete Reinforcement 16 Competence, and Building Finishing 12 competencies. (2) CGS contained in Curriculum 2013 SMK competency of SCCT expertise is 50 competencies, which is divided into 3 subjects, Stone Construction 22 competence, Concrete Reinforcement 16 competence, and Building Finishing 12 competencies. (3) The conformity of CGS on Curriculum 2013 SMK competency of SCCT with the needs of SCCT construction service in D.I. Yogyakarta is 97.18%. (4) The implementation of CGS in Curriculum 2013 SMK Competency of SCCT is 70.75%. Percentage of implementation in each school that is SMKN 2 Yogyakarta equal to 76,5% and SMKN 1 Seyegan equal to 65%. Keywords: competency graduate standards, curriculum 2013, stone and concrete construction technique,                                       business world/industrial world construction service  ABSTRAK                Penelitian ini bertujuan untuk mengungkapkan: (1) kompetensi kebutuhan DU/DI jasa konstruksi di DIY yang sesuai dengan SKL pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB; (2) SKL yang terdapat pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB; (3) kesesuaian SKL pada Kurikulum 2013 SMK Kompetensi TKBB dengan kebutuhan DU/DI jasa konstruksi di DIY; (4) keterlaksanaan SKL pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB, yang dilaksanakan di SMKN 2 Yogyakarta dan SMKN 1 Seyegan. Penelitian ini merupakan penelitian kuantitatif jenis deskriptif. Hasil penelitian ini adalah sebagai berikut. (1) Kompetensi kebutuhan DU/DI jasa konstruksi di DIY yang sesuai dengan SKL pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB adalah sebanyak 50 kompetensi, yang dibagi pada 3 mata pelajaran, yaitu Konstruksi Batu 22 kompetensi, Konstruksi Beton Bertulang 16 kompetensi, dan Finishing Bangunan 12 kompetensi. (2) SKL yang terdapat pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB adalah 50 kompetensi, yang dibagi menjadi 3 mata pelajaran, yaitu Konstruksi Batu 22 kompetensi, Konstruksi Beton Bertulang 16 kompetensi, dan Finishing Bangunan 12 kompetensi. (3) Kesesuaian SKL pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB dengan kebutuhan DU/DI jasa konstruksi di DIY adalah sebesar 97,18%. (4) Keterlaksanaan SKL pada Kurikulum 2013 SMK Kompetensi Keahlian TKBB adalah sebesar 70,75%. Persentase keterlaksanaan pada tiap sekolah yaitu SMKN 2 Yogyakarta sebesar 76,5% dan SMKN 1 Seyegan sebesar 65%.Kata Kunci: standar kompetensi lulusan, kurikulum 2013, konstruksi batu dan beton, dunia usaha/dunia industri jasa konstruksi
Strategies for Technology Integration in Vocational High Schools: Enhancing Teaching Quality and Student Engagement in the Digital Era Hastutiningsih, Arum Dwi; Purwo Yudhi Utomo, Asep; Alifin Nur, Nuzulul; Suryadwanti, Novia; Ayu Larassati, Minten
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

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Abstract

Background: Integrating technology into vocational high school (SMK) curricula is essential for improving teaching quality and enhancing student engagement in the digital era. Despite national efforts to strengthen digital competence in education, many vocational schools continue to struggle with uneven technological readiness, limited infrastructure, and varying levels of digital skills among teachers. Understanding these challenges and identifying effective strategies for technology integration is therefore crucial, particularly in the context of SMK in Indonesia. Methods: This study employed a quantitative approach to examine teachers’ perceptions of technology integration in vocational education. Data were collected from vocational school teachers specializing in construction and building technology in Yogyakarta using a structured survey instrument. The analysis focused on identifying existing challenges, evaluating current technology utilization, and exploring teachers’ readiness to adopt innovative digital tools in the teaching–learning process. Results: Findings indicate that although most teachers consider current technology integration efforts adequate, significant issues persist, including limited technological infrastructure, uneven digital competencies, and resistance to pedagogical change. Teachers acknowledge that technology has strong potential to make learning more interactive and engaging, and many reported successfully encouraging students to incorporate digital tools into their tasks and projects. However, overall implementation remains inconsistent and requires further support. Conclusion: Technology integration in SMK shows promising progress but still requires targeted improvements to achieve optimal impact. Strengthening teacher training in innovative digital practices, enhancing technological infrastructure, and fostering supportive policies from school management and government are essential steps. These measures are expected to increase the competitiveness of SMK graduates in the labor market while promoting a more dynamic and interactive learning environment.
Co-Authors Arum Dwi Hastutiningsih Ayu Larassati, Minten Novia Suryadwanti Purwo Yudhi Utomo, Asep Sutarto HP