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All Journal JTPVI: Jurnal Teknologi dan Pendidikan Vokasi Indonesia Jurnal Penelitian Pendidikan Indonesia
Ilham Ilham
Department Of Automotive Engineering, Universitas Negeri Padang, Padang, Indonesia
Automotive Engineering Computer Science & IT Control & Systems Engineering Electrical & Electronics Engineering Industrial & Manufacturing Engineering Other

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Implementasi Pendidikan Di SMK Negeri 3 Kota Solok: Tinjauan Terhadap Penerapan Kurikulum Merdeka, Teaching Factory dan Prakerin Artha, Hufa Weno; Ilham; Barokah, Ermy Rizki; Jalinus, Nizwardi; Waskito
JTPVI: Jurnal Teknologi dan Pendidikan Vokasi Indonesia Vol. 2 No. 2 (2024): JTPVI: Jurnal Teknologi dan Pendidikan Vokasi Indonesia
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jtpvi.v2i2.160

Abstract

SMK Negeri 3 Kota Solok telah mengimplementasikan kurikulum merdeka. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi kurikulum merdeka, pelaksanaan teaching factory (TeFa) dan praktek kerja industri (Prakerin) di SMK Pusat Keunggulan tersebut. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi dengan teknik analisis data triangulasi. Berdasarkan hasil analisa data didapatkan bahwa bentuk implementasi kurikulum merdeka mulai dari capaian pembelajaran per fase sesuai kompetensi siswa, penilaian secara formatif dan sumatif serta adanya uji kompetensi untuk perolehan sertifikasi kompetensi siswa. Pelaksanaan TeFa bekerjasama dengan DU/DI berupa instruktur dari DU/DI datang 2x/bulan. Untuk pelaksanaan prakerin, dilaksanakan selama 1 semester. Pelaksanaan TeFa dan Prakerin sudah disesuaikan dengan pedoman dan aturan merdeka belajar. SMK Negeri 3 Kota Solok has implemented the independent curriculum. This research aims to investigate the implementation of the independent curriculum, the execution of Teaching Factory (TeFa), and the industrial work practice (Prakerin) at the Center of Excellence Vocational High School. The research method used is qualitative descriptive. Data collection techniques were carried out through observation, interviews, and documentation, with data analysis using triangulation techniques. Based on the data analysis results, it was found that the implementation of the independent curriculum takes the form of achievement of learning per phase according to student competencies, both formative and summative assessments, as well as competency certification tests for students. The TeFa implementation collaborates with work places (DU/DI), with instructors from DU/DI coming twice a month. Prakerin implementation lasts for one semester. The TeFa and Prakerin implementations have been adjusted according to the guidelines and regulations of independent learning.
Development of project-based learning e-modules for powertrain system courses: a systematic literature review Ilham Ilham; Hasan Maksum; Wawan Purwanto; Dony Novaliendry
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256418

Abstract

This systematic literature review addresses the limited empirical evidence on integrating e-modules and Project-Based Learning (PjBL) in application-intensive engineering courses, particularly Powertrain Systems. Following PRISMA 2020 guidelines, a Scopus search (2015–2025) identified 600 articles, of which 18 high-quality empirical studies were selected through four screening phases. Meta-aggregation of pre–post data indicates substantial learning gains across domains: cognitive (+24.3%, d = 1.42), affective (+22.7%, d = 1.28), and psychomotor (+25.4%, d = 1.51). Effective e-module features include interactive video tutorials, virtual simulations, and industry-based case studies. Team-based PjBL projects lasting 6–8 weeks emerged as the most suitable format for undergraduate settings. Key challenges involve high development workload, infrastructure limitations, and insufficient faculty readiness. Based on synthesized evidence, this review proposes a structured five-module framework for Powertrain Systems that integrates progressive PjBL complexity, simulation-supported learning, authentic industry contexts, and diversified assessment strategies to enhance learning outcomes.
Co-Authors Artha, Hufa Weno Barokah, Ermy Rizki Dony Novaliendry Ernawati Ernawati Hasan Maksum Nizwardi Jalinus Waskito Wawan Purwanto