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Manajemen Layanan Khusus Melalui Gambar Mural 3D (Studi Kasus di SMK Negeri 12 Malang) Intan Dina Kartika; Imron Arifin; Intan Dina Kartika; Imron Arifin; Agus Timan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p205-212

Abstract: The focus of this research is (1) planning; (2) organizing; (3) actuating; (4) evaluating. The method used is qualitative. Data collection techniques were conducted is interview techniques, observation, and documentation. Data analysis is done by data reduction, data presentation, and conclusion. On checking the validity of the findings, it is done by triangulation, member check, extension of observation time, and sufficiency of reference material. The planning stage, the background of this 3D trick art is the adiwiyata. The concept is carried that is cultured environment. Organizing the creation of 3D trick art does not constitute a special team, but designated several teachers who are effectively involved, selection based on capabilities. Implementation of 3D trick art is done on thirteen location points. In 3D mural drawing has constraints and also has a solution that can be done to facilitate the creation of 3D trick art. Evaluation is done informally. Abstrak: Fokus penelitian ini adalah (1) perencanaan; (2) pengorganisasian; (3) pelaksanaan; (4) evaluasi. Pendekatan yang digunakan adalah kualitatif dengan metode studi kasus. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan temuan, dilakukan dengan triangulasi, member check, perpanjangan waktu pengamatan, dan kecukupan bahan referensi. Pada perencanaan, konsep yang diusung yaitu berbudaya lingkungan yang berhubungan dengan adiwiyata. Selanjutnya, pengorganisasian dilakukan tanpa membentuk tim khusus, tetapi ditunjuk beberapa guru yang terlibat secara efektif yang dipilih berdasarkan kemampuan. Pelaksanaan dilakukan pada tiga belas titik lokasi. Evaluasi dilakukan secara informal.

Manajemen Kurikulum Bela Negara dan Kemaritiman dalam Membentuk Karakter Peserta Didik di Sekolah Menengah Atas Musthofa Musthofa; Imron Arifin; Juharyanto Juharyanto; Musthofa Musthofa; Imron Arifin; Juharyanto Juharyanto; Achmad Supriyanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p213-224

Abstract: The purpose of this study is to describe management of Bela Negara and Kemaritiman curriculum in building students character at senior high school. This research used a qualitative approach with a case study. The reasons to use a case study is the research metode focused on a unique case of detailed. Data resources for this study include; curriculum expert staff as key informant, headmaster, vice principal of the curriculum, and special curriculum implementation team as additional informant. Data were analysed through data collection, data reduction, data presentation and conclusion. The study results show that Bela Negara and Kemaritiman curriculum through learning activities, training activities, and parenting activities then supported by a boarding school education system, Bela Negara and Kemaritiman curriculum explore the strong national character in students consists of tolerance value, discipline, hard work, independent, responsible, and has the soul of nationalism. Abstrak: Tujuan penelitian ini medeskripskan manajemen kurikulum bela negara dan kemaritiman dalam membentuk karakter peserta didik di sekolah menengah atas. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Alasan menggunakan jenis penelitian studi kasus adalah metode penelitian ini memusatkan perhatian pada suatu peristiwa yang unik secara rinci. Sumber data penelitian ini antara lain; Staf Ahli Kurikulum sebagai informan kunci, serta Kepala Sekolah, Wakil Kepala Sekolah Kurikulum, dan tim pelaksana kurikulum khusus sebagai informan tambahan. Analisis data penelitian ini menggunakan pengumpulan data, reduksi data, penyajian data, serta menarik kesimpulan. Hasil penelitian menunjukan bahwa pelaksanaan kurikulum bela negara dan kemaritiman melalui kegiatan pembelajaran, kegiatan pelatihan, dan kegiatan pengasuhan serta didukung dengan sistem pendidikan sekolah berasrama, kurikulum bela negara dan kemaritiman ini menghasilkan pembentukan karakter kebangsaan pada peserta didik yang kuat yakni nilai toleransi, disiplin, kerja keras, mandiri, tanggung jawab, dan memiliki jiwa nasionalisme.

Manajemen Kurikulum Bela Negara dan Kemaritiman dalam Membentuk Karakter Peserta Didik di Sekolah Menengah Atas Musthofa Musthofa; Imron Arifin; Juharyanto Juharyanto; Musthofa Musthofa; Imron Arifin; Juharyanto Juharyanto; Achmad Supriyanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p213-224

Abstract: The purpose of this study is to describe management of Bela Negara and Kemaritiman curriculum in building students character at senior high school. This research used a qualitative approach with a case study. The reasons to use a case study is the research metode focused on a unique case of detailed. Data resources for this study include; curriculum expert staff as key informant, headmaster, vice principal of the curriculum, and special curriculum implementation team as additional informant. Data were analysed through data collection, data reduction, data presentation and conclusion. The study results show that Bela Negara and Kemaritiman curriculum through learning activities, training activities, and parenting activities then supported by a boarding school education system, Bela Negara and Kemaritiman curriculum explore the strong national character in students consists of tolerance value, discipline, hard work, independent, responsible, and has the soul of nationalism. Abstrak: Tujuan penelitian ini medeskripskan manajemen kurikulum bela negara dan kemaritiman dalam membentuk karakter peserta didik di sekolah menengah atas. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Alasan menggunakan jenis penelitian studi kasus adalah metode penelitian ini memusatkan perhatian pada suatu peristiwa yang unik secara rinci. Sumber data penelitian ini antara lain; Staf Ahli Kurikulum sebagai informan kunci, serta Kepala Sekolah, Wakil Kepala Sekolah Kurikulum, dan tim pelaksana kurikulum khusus sebagai informan tambahan. Analisis data penelitian ini menggunakan pengumpulan data, reduksi data, penyajian data, serta menarik kesimpulan. Hasil penelitian menunjukan bahwa pelaksanaan kurikulum bela negara dan kemaritiman melalui kegiatan pembelajaran, kegiatan pelatihan, dan kegiatan pengasuhan serta didukung dengan sistem pendidikan sekolah berasrama, kurikulum bela negara dan kemaritiman ini menghasilkan pembentukan karakter kebangsaan pada peserta didik yang kuat yakni nilai toleransi, disiplin, kerja keras, mandiri, tanggung jawab, dan memiliki jiwa nasionalisme.

Manajemen Pembelajaran Full Day School Berbasis Pendidikan Karakter Wahyunita Rahmawati; Imron Arifin; Wahyunita Rahmawati; Imron Arifin; Sultoni Sultoni
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p225-236

Abstract: The purpose of this research is to describe (1) planning, (2) organizing, (3) implementation, and (4) evaluation of instructional based on character education at full day school. This research uses qualitative approach with case study type. Technique of collecting data is done by interview, observation, and documentation. Then the test of data validity include credibility, dependability, and confirmability. The results of the study are: (1) instructional planning includes making the indicator by the school in accordance with K13 PAUD and the determination of theme/sub theme/topic according to vision, mission, and school objectives; selection of indicators according to the theme and center (semester program); make RPPM; make RPPH; socialization to student guardians; and APE preparation; Characters that want to be upgraded by the school that is optimistic, responsible, akhlakul karimah, increase creativity, and enthusiasm (2) instructional organizing include division of tasks, job description, schedule center, coordination schedule, and schedule of daily activities; (3) instructional implementation includes opening, core and closing activities; (4) instructional evaluation is done everyday and recapitulated every week. Then the form of daily reports in the form of liaison books and semester reports in the form of report cards. Then for the character reports in general made by the psychological coordinator in the form of psychological records. Abstrak: Tujuan penelitian ini yaitu untuk mendeskripsikan (1) perencanaan, (2) pengorganisasian, (3) pelaksanaan, dan (4) pengevaluasian pembelajaran full day school berbasis pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Kemudian uji keabsahan data meliputi kredibilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian adalah: (1) perencanaan pembelajaran meliputi pembuatan indikator oleh sekolah sesuai dengan K13 PAUD dan penentuan tema/sub tema/topik sesuai dengan visi, misi, dan tujuan sekolah; pemilihan indikator sesuai dengan tema dan sentra (program semester); membuat RPPM; membuat RPPH; sosialisasi kepada walimurid; dan penyiapan APE; Karakter yang ingin ditingkatkan oleh sekolah yaitu optimis, bertanggung jawab, akhlakul karimah, meningkatkan kreativitas,dan antusias (2) pengorganisasian pembelajaran meliputi pembagian tugas, job description, jadwal sentra, jadwal koordinasi, dan jadwal kegiatan harian; (3) pelaksanaan pembelajaran meliputi kegiatan pembukaan, inti, dan penutup; (4) pengevaluasian pembelajaran dilakukan setiap hari dan direkap setiap minggu. Kemudian bentuk laporan harian berupa buku penghubung dan laporan semester berupa raport. Kemudian untuk laporan karakter secara umum yang dibuat oleh koordinator psikologi berupa catatan psikologis.

Manajemen Pembelajaran Full Day School Berbasis Pendidikan Karakter Wahyunita Rahmawati; Imron Arifin; Wahyunita Rahmawati; Imron Arifin; Sultoni Sultoni
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p225-236

Abstract: The purpose of this research is to describe (1) planning, (2) organizing, (3) implementation, and (4) evaluation of instructional based on character education at full day school. This research uses qualitative approach with case study type. Technique of collecting data is done by interview, observation, and documentation. Then the test of data validity include credibility, dependability, and confirmability. The results of the study are: (1) instructional planning includes making the indicator by the school in accordance with K13 PAUD and the determination of theme/sub theme/topic according to vision, mission, and school objectives; selection of indicators according to the theme and center (semester program); make RPPM; make RPPH; socialization to student guardians; and APE preparation; Characters that want to be upgraded by the school that is optimistic, responsible, akhlakul karimah, increase creativity, and enthusiasm (2) instructional organizing include division of tasks, job description, schedule center, coordination schedule, and schedule of daily activities; (3) instructional implementation includes opening, core and closing activities; (4) instructional evaluation is done everyday and recapitulated every week. Then the form of daily reports in the form of liaison books and semester reports in the form of report cards. Then for the character reports in general made by the psychological coordinator in the form of psychological records. Abstrak: Tujuan penelitian ini yaitu untuk mendeskripsikan (1) perencanaan, (2) pengorganisasian, (3) pelaksanaan, dan (4) pengevaluasian pembelajaran full day school berbasis pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Kemudian uji keabsahan data meliputi kredibilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian adalah: (1) perencanaan pembelajaran meliputi pembuatan indikator oleh sekolah sesuai dengan K13 PAUD dan penentuan tema/sub tema/topik sesuai dengan visi, misi, dan tujuan sekolah; pemilihan indikator sesuai dengan tema dan sentra (program semester); membuat RPPM; membuat RPPH; sosialisasi kepada walimurid; dan penyiapan APE; Karakter yang ingin ditingkatkan oleh sekolah yaitu optimis, bertanggung jawab, akhlakul karimah, meningkatkan kreativitas,dan antusias (2) pengorganisasian pembelajaran meliputi pembagian tugas, job description, jadwal sentra, jadwal koordinasi, dan jadwal kegiatan harian; (3) pelaksanaan pembelajaran meliputi kegiatan pembukaan, inti, dan penutup; (4) pengevaluasian pembelajaran dilakukan setiap hari dan direkap setiap minggu. Kemudian bentuk laporan harian berupa buku penghubung dan laporan semester berupa raport. Kemudian untuk laporan karakter secara umum yang dibuat oleh koordinator psikologi berupa catatan psikologis.

Kepemimpinan Karismatik Kepala Sekolah dalam Melaksanakan Pendidikan Karakter Peserta Didik (Studi Kasus di SMK Telkom Malang) Melinda Fitria Febdriyana; Sultoni Sultoni; Melinda Fitria Febdriyana; Sultoni Sultoni; Imron Arifin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 3 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i32022p272-277

Abstract: The focus of this research is a characteristic of charismatic leadership, the form of the involvement of the head of the school in the implementation of character education, supporting factor and inhibitor of charismatic leadership of principal in building character of student in SMK Telkom Malang and its solution. Qualitative method used in this research. Qualitative research - research that means to understand the phenomenon of about the behavior of the action, comprehensive condition on a subject of research. While the type of research used is case study research. The reason for using case studies is that this research method focuses on an intensive, detailed, and unique case. The unique case in this study is the way the principal leads. The principal characteristics of the research are: (1) Assertive in all respects; (2) Deft and dislike to procrastinate work; (3) Attention on the little things; (4) Open to all parties; (5) Friendly and courteous to everyone; and (5) Dare to risk. Form of involvement of principals in character education in SMK Telkom Malang, among others: (1) Principal always comes early; (2) The principal is polite and friendly to everyone; (3) The Schedule watch in front of the gate of the school to check the completeness of the uniform learners, built-in goods learners and hair learners for learners men; (4) Principals are not afraid to admonishing even punish that violated the rules; and (5) Principal always gives motivation. Factors supporting the charismatic leadership of the principal in building the character of learners in SMK Telkom Malang are: (1) Rules or policies made by the institution to discipline employees and students; (2) students try to comply with existing regulations; (3) Parents agree on all policies made by the school; and (4) Owners of the boarders will be invited to work together to build character in the homestay environment. In addition to supporting factors there are also obstacles that hamper the charismatic leadership of the principal in building the character of students in SMK Telkom Malang are: (1) Teachers forget to tell if not able to enter the class so that the class left empty; and (2) students vilify schools to their parents. The existence of barriers is not despite the settlement or solution to resolve obstacles. Now the solution of the obstacles are: (1) Do with consultation with the corresponding party; and (2) gives understanding to each individual with the language communicative and easy to understand. Abstrak: Fokus penelitian ini adalah ciri kepemimpinan karismatik, bentuk keterlibatan kepala sekolah dalam pelaksanaan pendidikan karakter, faktor pendukung dan penghambat kepemimpinan karismatik kepala sekolah dalam membangun karakter peserta didik di SMK Telkom Malang beserta Solusinya. Metode kualitatif digunakan dalam penelitian ini. Penelitian kualitatif yaitu penelitian yang bermaksud untuk memahami fenomena tentang perilaku, tindakan, keadaan menyeluruh pada sebuah subjek penelitian. Sedangkan jenis penelitian yang digunakan adalah penelitian studi kasus. Alasan menggunakan studi kasus adalah metode penelitian ini memusatkan perhatian pada suatu kasus yang unik secara intensif dan rinci. Kasus unik dalam penelitian ini adalah cara kepala sekolah dalam memimpin. Hasil penelitian karakteristik kepala sekolah adalah: (1) Tegas dalam segala hal; (2) Cekatan dan tidak suka menunda-nunda pekerjaan; (3) Perhatian pada hal-hal kecil; (4) Terbuka kepada semua pihak; (5) Ramah dan sopan kepada semua orang; dan (6) Berani menanggung resiko. Bentuk keterlibatan kepala sekolah dalam pendidikan karakter di SMK Telkom Malang antara lain: (1) Kepala sekolah selalu datang lebih pagi; (2) Kepala sekolah bersikap sopan dan ramah kepada semua orang; (3) Jadwal berjaga di depan gerbang sekolah untuk memeriksa kelengkapan seragam peserta didik, barang bawaan peserta didik dan rambut peserta didik bagi peserta didik laki-laki; (4) Kepala sekolah tidak segan untuk menegur bahkan menghukum yang melanggar peraturan; dan (5) Kepala sekolah selalu memberikan motivasi. Faktor pendukung kepemipinan karismatik kepala sekolah dalam membangun karakter peserta didik di SMK Telkom Malang adalah: (1) Aturan atau kebijakan yang dibuat lembaga untuk mendisiplinkan pegawai maupun peserta didik; (2) Peserta didik berusaha menaati peraturan yang ada; (3) Orang tua menyetujui atas semua kebijakan yanga dibuat sekolah; dan (4) Pemilik indekos mau diajak bekerjasama untuk mmbangun karakter di lingkungan indekos. Selain faktor pendukung ada pula faktor penghambat yang menghambat kepemimpinan karismatik kepala sekolah dalam membangun karakter peserta didik di SMK Telkom Malang yaitu: (1) Guru lupa memberitahu jika tidak dapat masuk kelas, sehingga kelas dibiarkan kosong; dan (2) Peserta didik menjelekkan sekolah kepada orang tua mereka. Adanya hambatan tidak terlepas penyelesaian atau solusi untuk menyelesaikan hambatan yang ada. Adapun solusi dari hambatan yang ada adalah: (1) Melakukan musyawarah dengan dengan pihak yang bersangkutan; dan (2) Memberikan pengertiaan kepada tiap individu dengan bahasa yang komunikatif dan mudah dipahami.

Manajemen Teaching Factory Dalam Membentuk Real Vocation Pada Program Keahlian Tata Busana Di SMKN 3 Malang Erviana Erviana; Imron Arifin; Erviana Erviana; Imron Arifin; Nurul Ulfatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i102023p918-929

Abstract: The concept of teaching Factory Learning in vocational education (vocational high school) is one of the government's steps to prepare competent and ready to work graduates, as implemented in SMKN 3 Malang, especially in the fashion expertise program. The purpose of this research is to know: (1) a teaching factory profile, (2) teaching factoty planning, (3) organizing teaching factory, (4) implementing teaching factory, (5) teaching factory evaluation. This study used a qualitative approach with this type of case study research. Data is obtained through data collection, data reduction, data presentation, and data verification. The validity checks of data apply triangulation, member checking, and adequacy of reference material. Conclusion: (1) SMKN 3 Malang in cooperation with Sevencols to provide a real learning experience to the students in improving the competence and entrepreneurial spirit, the work program in relation to the learning and management of Three Can production unit, products in the form of goods and services, the result of improving the competence of students and graduates who are competent. (2) Planning includes goal setting, preparation of organisational structure, procurement of cooperation with industry, synchronization of curriculum and infrastructure, procurement of skilled educators resources. (3) Organizing includes the creation of an organizational structure with job descriptions. 4) The implementation of competency based learning & production is carried out according to the schedule and supported by the means & industry standard infrastructures, competency based learning teaches various vocational competencies and production activities while learning practices in production units related to entrepreneurship, customer service, order management and promotion. (5) Evaluation of product evaluation to produce products worth selling and evaluation of learners ability through level test and LSP test to produce competent learners. Abstrak: Konsep pembelajaran Teaching Factory dalam pendidikan SMK (Sekolah Menengah Kejuruan) menjadi salah satu langkah pemerintah untuk menyiapkan lulusan yang berkompetensi dan siap kerja, sebagaimana yang diterapkan di SMKN 3 Malang khususnya program keahlian Tata Busana. Tujuan penelitian ini untuk mengetahui: (1) profil Teaching Factory, (2) perencanaan Teaching Factory, (3) pengorganisasian Teaching Factory, (4) pelaksanaan Teaching Factory, (5) evaluasi Teaching Factory. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Data diperoleh melalui pengumpulan data, reduksi data, penyajian data, dan memverifikasi data. Pengecekan keabsahan data menerapkan triangulasi, pengecekan anggota, dan kecukupan bahan referensi. Simpulan: (1) SMKN 3 Malang bekerja sama dengan Sevencols untuk menghadirkan pengalaman belajar secara nyata pada peserta didik dalam meningkatkan kompetensi serta jiwa kewirausahaan, program kerja berkaitan dengan pembelajaran dan pengelolaan unit produksi Three Can, produk berupa barang dan jasa, hasilnya berupa peningkatan kompetensi peserta didik dan lulusan yang berkompeten. (2) Perencanaan meliputi penetapan tujuan, penyusunan struktur organisasi, pengadaan kerja sama dengan industri, sinkronisasi kurikulum dan sarana prasarana, pengadaan sumber tenaga pendidik terampil. (3) Pengorganisasian meliputi pembuatan struktur organisasi disertai job descriptions. 4) Pelaksanaan pembelajaran berbasis kompetensi & produksi dilaksanakan sesuai jadwal serta didukung dengan sarana & prasarana berstandar industri, pembelajaran berbasis kompetensi mengajarkan berbagai kompetensi kejuruan dan kegiatan produksi sedangkan pembelajaran praktik di unit produksi berkaitan dengan kewirausahaan, pelayanan pelanggan, pengelolaan pesanan dan promosi. (5) Evaluasi berupa evaluasi produk untuk menghasilkan produk layak jual dan evaluasi kemampuan peserta didik melalui uji level dan uji LSP menghasilkan peserta didik yang berkompeten.

Manajemen Teaching Factory Dalam Membentuk Real Vocation Pada Program Keahlian Tata Busana Di SMKN 3 Malang Erviana Erviana; Imron Arifin; Erviana Erviana; Imron Arifin; Nurul Ulfatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i102023p918-929

Abstract: The concept of teaching Factory Learning in vocational education (vocational high school) is one of the government's steps to prepare competent and ready to work graduates, as implemented in SMKN 3 Malang, especially in the fashion expertise program. The purpose of this research is to know: (1) a teaching factory profile, (2) teaching factoty planning, (3) organizing teaching factory, (4) implementing teaching factory, (5) teaching factory evaluation. This study used a qualitative approach with this type of case study research. Data is obtained through data collection, data reduction, data presentation, and data verification. The validity checks of data apply triangulation, member checking, and adequacy of reference material. Conclusion: (1) SMKN 3 Malang in cooperation with Sevencols to provide a real learning experience to the students in improving the competence and entrepreneurial spirit, the work program in relation to the learning and management of Three Can production unit, products in the form of goods and services, the result of improving the competence of students and graduates who are competent. (2) Planning includes goal setting, preparation of organisational structure, procurement of cooperation with industry, synchronization of curriculum and infrastructure, procurement of skilled educators resources. (3) Organizing includes the creation of an organizational structure with job descriptions. 4) The implementation of competency based learning & production is carried out according to the schedule and supported by the means & industry standard infrastructures, competency based learning teaches various vocational competencies and production activities while learning practices in production units related to entrepreneurship, customer service, order management and promotion. (5) Evaluation of product evaluation to produce products worth selling and evaluation of learners ability through level test and LSP test to produce competent learners. Abstrak: Konsep pembelajaran Teaching Factory dalam pendidikan SMK (Sekolah Menengah Kejuruan) menjadi salah satu langkah pemerintah untuk menyiapkan lulusan yang berkompetensi dan siap kerja, sebagaimana yang diterapkan di SMKN 3 Malang khususnya program keahlian Tata Busana. Tujuan penelitian ini untuk mengetahui: (1) profil Teaching Factory, (2) perencanaan Teaching Factory, (3) pengorganisasian Teaching Factory, (4) pelaksanaan Teaching Factory, (5) evaluasi Teaching Factory. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Data diperoleh melalui pengumpulan data, reduksi data, penyajian data, dan memverifikasi data. Pengecekan keabsahan data menerapkan triangulasi, pengecekan anggota, dan kecukupan bahan referensi. Simpulan: (1) SMKN 3 Malang bekerja sama dengan Sevencols untuk menghadirkan pengalaman belajar secara nyata pada peserta didik dalam meningkatkan kompetensi serta jiwa kewirausahaan, program kerja berkaitan dengan pembelajaran dan pengelolaan unit produksi Three Can, produk berupa barang dan jasa, hasilnya berupa peningkatan kompetensi peserta didik dan lulusan yang berkompeten. (2) Perencanaan meliputi penetapan tujuan, penyusunan struktur organisasi, pengadaan kerja sama dengan industri, sinkronisasi kurikulum dan sarana prasarana, pengadaan sumber tenaga pendidik terampil. (3) Pengorganisasian meliputi pembuatan struktur organisasi disertai job descriptions. 4) Pelaksanaan pembelajaran berbasis kompetensi & produksi dilaksanakan sesuai jadwal serta didukung dengan sarana & prasarana berstandar industri, pembelajaran berbasis kompetensi mengajarkan berbagai kompetensi kejuruan dan kegiatan produksi sedangkan pembelajaran praktik di unit produksi berkaitan dengan kewirausahaan, pelayanan pelanggan, pengelolaan pesanan dan promosi. (5) Evaluasi berupa evaluasi produk untuk menghasilkan produk layak jual dan evaluasi kemampuan peserta didik melalui uji level dan uji LSP menghasilkan peserta didik yang berkompeten.

STRATEGI KEPALA SEKOLAH DAN GURU DALAM MEMBENTUK KARAKTER PESERTA DIDIK MELALUI PANCA KARAKTER Fina Mawadatul ‘Ulya; Imron Arifin; Ali Imron; Fina Mawadatul ‘Ulya; Imron Arifin; Ali Imron; Achmad Supriyanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 10 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v4.i10.2024.2

Abstract: The objective of this research is to describe in detail the strategies of principals andteachers in shaping the character of students through the panca karakter in SD AnakSaleh Malang, starting from the strategies of the principal and teachers in shapingthe character of students, implementing panca karakter to shape the character ofthe participants. students, the implementation of strategies in shaping thecharacter of students through panca karakter, and the results of implementingstrategies to shape the character of students through panca karakter. This researchuses a qualitative approach with descriptive research type. The results of thisresearch are strategies to shape the character of students by approaching children,touching the child's heart, doing habituation, and providing examples or rolemodels for students. The panca karakter consist of personal, social, intellectual,natural and national piety. 5 educations based on panca karakter to form charactersconsisting of KPBS, TTM, Green Force, KANCIL, Home Base System. Supportingfactors for the implementation of character education are school facilities, teachingstaff and education, character building. Inhibiting factors in the environmentoutside of school, including family. The solution is by holding parenting, workshops,home visits, and calling parents. The characters that stand out a lot after theimplementation of character education are more personal piety, social piety, andnational piety.

STRATEGI KEPALA SEKOLAH DAN GURU DALAM MEMBENTUK KARAKTER PESERTA DIDIK MELALUI PANCA KARAKTER Fina Mawadatul ‘Ulya; Imron Arifin; Ali Imron; Fina Mawadatul ‘Ulya; Imron Arifin; Ali Imron; Achmad Supriyanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 10 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v4.i10.2024.2

Abstract: The objective of this research is to describe in detail the strategies of principals andteachers in shaping the character of students through the panca karakter in SD AnakSaleh Malang, starting from the strategies of the principal and teachers in shapingthe character of students, implementing panca karakter to shape the character ofthe participants. students, the implementation of strategies in shaping thecharacter of students through panca karakter, and the results of implementingstrategies to shape the character of students through panca karakter. This researchuses a qualitative approach with descriptive research type. The results of thisresearch are strategies to shape the character of students by approaching children,touching the child's heart, doing habituation, and providing examples or rolemodels for students. The panca karakter consist of personal, social, intellectual,natural and national piety. 5 educations based on panca karakter to form charactersconsisting of KPBS, TTM, Green Force, KANCIL, Home Base System. Supportingfactors for the implementation of character education are school facilities, teachingstaff and education, character building. Inhibiting factors in the environmentoutside of school, including family. The solution is by holding parenting, workshops,home visits, and calling parents. The characters that stand out a lot after theimplementation of character education are more personal piety, social piety, andnational piety.

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