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All Journal MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN El Midad: Jurnal Jurusan PGMI
Rochmah Wijayanti
Universitas Muhammadiyah Surakarta
Religion Education Social Sciences Other

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INTEGRATION OF VOCATIONAL HIGH SCHOOL CURRICULUM WITH INDUSTRY NEEDS BASED ON OUTCOME-BASED EDUCATION Maharani Fadhiyah Haifani; Rochmah Wijayanti; Anam Sutopo; Sutama
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14677

Abstract

This study aims to describe the process of integrating the vocational high school (Sekolah MenengahKejuruan/SMK) curriculum with the needs of the industrial sector through the implementation of the Outcome-Based Education (OBE) approach. The study is motivated by the gap between the competencies of SMK graduatesand the demands of the labor market, necessitating curriculum reform oriented toward achieving learningoutcomes. A descriptive qualitative approach with a case study Design was employed and conducted at SMKMuhammadiyah 1 Baturetno, Wonogiri Regency. Data were collected through interviews, observations, anddocument analysis, and were analyzed using an interactive analysis model with triangulation techniques to ensuredata validity. The findings indicate that the school has implemented the principles of link and match throughcollaboration with industry in curriculum planning, internship program implementation, and the strengthening ofteacher competencies. However, gaps remain between students’ learning outcomes and industry competencystandards, particularly in non-technical skills such as communication, teamwork, and work discipline. Theimplementation of OBE provides strategic direction for vocational education to become more oriented towardlearning outcomes relevant to industry needs. Therefore, continuous synergy between schools and industry is a keyfactor in producing competent, adaptive, and competitive graduates in the era of Industry 4.0.
Multicultural Character Education in Islamic Vocational Schools: A Qualitative Study Maharani Fadhiyah Haifani; Rochmah Wijayanti; Sabar Narimo; Muh. Musyiam
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11131

Abstract

Multicultural value-based character education is increasingly important in vocational schools where students are expected to develop not only technical competence but also social responsibility, tolerance, cooperation, and respect for diversity. This study aims to analyze the implementation of multicultural value-based character education at SMK Muhammadiyah 1 Baturetno, an Islamic vocational school in Central Java, Indonesia. A qualitative approach with a descriptive-analytical design was employed. Data were collected through in-depth interviews with the principal, teachers, and students, non-participant observation of classroom and school activities, and document analysis. The data were analyzed using data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that character education is integrated into classroom learning, religious habituation, extracurricular activities, school discipline, teacher role modelling, and daily social interaction. Character values such as religiosity, discipline, responsibility, cooperation, and social care are reinforced alongside multicultural values, including tolerance, respect for diversity, equality, and non-discrimination. The study also reveals that teachers play a central role in modelling inclusive behaviour and using dialogue to guide students’ character development. However, implementation remains challenged by uneven teacher understanding and inconsistent value integration across school practices. This study contributes to the literature by showing how an Islamic vocational school can connect religiously grounded character formation with multicultural and inclusive social interaction.
Co-Authors Anam Sutopo Maharani Fadhiyah Haifani Muh. Musyiam Sabar Narimo Sutama