Garuda - Garba Rujukan Digital

Suparman Suparman

Universitas Negeri Yogyakarta

Author-ID : 2905312

Civil Engineering, Building, Construction & Architecture Education Other

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Collaborative teaching-learning between college and industry: A case study of steel practice subj ect matter in the technical faculty ofYogyakarta State University Suparman Suparman
JOURNAL OF EDUCATION Vol 1, No 1 (2008): Year 1, Number 1, November 2008
Publisher : LPPM UNY

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Abstract: In vocational secondary school, a collaborative teaching-learning model is known as a dual education system where the students practice in industries. Generally, that system is successful although there are variations among the school. Such collaboration needs relatively high cost and complicated coordination. As an alternative, teaching-learning collaboration between college and industry can be conducted by inviting guest lecturers from the well industry. Thepresent study is aimed at obtaining a model where practice products are marketable and students have co-operative attitudes in team work. Three teaching-learning models are compared. First, the teaching-learning process of thefirst half semester is conducted by a lecturer in college while the rest is conducted by two lecturers in industry. Second, as thefirst, but the teaching-learning process takes place in college only. Third, the teaching-learning process is conducted in college and without collaboration. Students are divided into small groups of 3 or 4 to make marketable products. The products are measured by some college aspects according to industrial standards, whereas co-operative attitudes are measured by Johnson and Johnson definition. The results are subjected to nonparametric statistic analyses. In perspective of the practice product, the first teaching-learning model does not differ significantly from the teaching learning second model (t = 2,2; P 0.05); but differs significantly from the third (t = 4.5; pO.Ol); the second teaching-learning model differs significantly from the third (t = 3.7; pO.Ol). In perspective of the co operative attitudes, the first teaching-learning model does not differ significantly from the second (t=0.81; p0.05). The guest lecturer model is able toproduce marketable products and well co-operative attitudes in a team work.Keywords: collaborative teaching-learning model, well industry, dual education system, guest lecturing, practice products, co-operative attitudes, teamwork

IMPLEMENTASI PEMBELAJARAN KEWIRAUSAHAAN SMK BIDANG KEAHLIAN TEKNIK KONSTRUKSI DAN PROPERTI DI YOGYAKARTA Wisnu Rachmad Prihadi; Abdul Malik; Suparman Suparman
Jurnal Pensil : Pendidikan Teknik Sipil Vol 10 No 1 (2021): Jurnal Pensil : Pendidikan Teknik Sipil
Publisher : LPPM Universitas Negeri Jakarta

AbstrakMata pelajaran Kewirausahaan telah beberapa kali berganti nama dan metode pembelajaran. Mata pelajaran Kewirausahaan saat ini berdasarkan kurikulum 2013 revisi 2017. Tujuan dari penelitian ini adalah untuk melihat maksud dan tujuan pencapaian pada mata pelajaran Kewirausahaan pada kurikulum 2013 revisi 2017 dan mengetahui kesesuaian kompetensi dasar kewirausahaan yang diajarkan oleh guru. Jenis penelitian ini adalah penelitian deskriptif dan menggunakan metode purposive sampling. Hasil penelitian ini memperoleh gambaran output pembelajaran berupa tingkat pencapaian tujuan yang telah direncanakan oleh Kementerian Pendidikan dan Kebudayaan yang menyatakan bahwa guru optimis tercapainya tujuan pendidikan kewirausahaan, pengetahuan guru tentang usaha rintisan siswa yang mengalami kesulitan dalam membuat perusahaan rintisan, sedangkan dalam hal kegiatan usaha atau usaha rintisan yang dibuat dan dikelola oleh kelompok siswa memerlukan pendamping dalam pelaksanaanya. Selain itu, pengetahuan guru tentang rata-rata penjualan produk atau jasa menunjukkan semua program mampu menjual produknya dengan nilai nominal yang bervariasi dan cukup untuk dapat membuat produk atau jasa kreatif yang layak jual sesuai dengan kompetensi keahliannya. Kata kunci: kewirausahaan, kurikulum 2013 revisi 2017, metode pembelajaran, implementasi kewirausahaan Abstract Entrepreneurship subjects has several times changed names and learning method. Entrepreneurship subjects which are currently based on curriculum 2013 revision 2017. Purpose of this study is to look at the goals and objectives of the achievement in entrepreneurship subjects in curriculum 2013 revision 2017 and determine the suitability of basic competence of entrepreneurship taught by teacher. This type of research is a descriptive study and using purposive sampling method. The results obtained a description of the learning output in the form of the level of achievement of the goals that have been planned by the Ministry of Education and Culture stating that teachers are optimistic about achieving entrepreneurial education goals, teacher’s knowledge of student business start-up has difficulties in making business company start-up, while in terms of business activities or business start-up created and managed by student groups need assistance in its implementation. Also, the teacher's knowledge of the average sales of products or services shows all programs are able to selling their products with varying nominal values and are sufficient to be able to make selling-worthy creative products or services accordance with the competence of their expertise. Keywords: entrepreneurship subject, curriculum 2013 revision 2017, learning method, implementation of entrepreneurship

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