Character learning model in vocational school - Umi Rochayati; Ratna Wardani (Universitas Negeri Yogyakarta, 2018)
MODEL PEMBELAJARAN KARAKTER KERJA DI SEKOLAH MENENGAH KEJURUANAbstrakPenelitian ini bertujuan untuk mengembangkan model pembelajaran karakter kerja di Sekolah Menengah Kejuruan (SMK). Penelitian ini menggunakan metode kualitatif dan kuantitatif. Pengembangan model menggunakan pendekatan R D model ADDIE. Pengembangan model diawali dengan analisis kebutuhan karakter kerja melalui observasi ke SMK Negeri 2 Depok Sleman, SMK Mikael Surakarta, dan beberapa industri terkait. Hasil penelitian ini menemukan 13 indikator karakter kerja yang perlu ditanamkan kepada siswa SMK, meliputi: disiplin, loyalitas, kerja keras, tanggung jawab, profesional, jujur, toleransi, kepemimpinan, kerja sama dalam tim, kemampuan beradaptasi, kreatif, inovasi, dan kemampuan dalam memecahkan masalah. Model pembelajaran dikembangkan sesuai prosedur desain instruksional. Rancangan pembelajaran untuk menanamkan nilai-nilai karakter kerja tersebut dimplementasikan secara eksplisit dalam silabus dan rencana pembelajaran. Nilai-nilai karakter kerja diintegrasikan dalam setiap mata pelajaran terutama mata pelajaran praktik. Model pembelajaran karakter kerja melibatkan dunia usaha dan industri sebagai mitra sekolah dalam proses pembelajaran. Mekanisme yang diterapkan yaitu dengan mengundang dunia usaha dan industri untuk secara berkala memberikan pemahaman tentang budaya kerja di dunia kerja kepada para siswa SMK.AbstractThis study was aimed at developing a work character learning model in the vocational school. This study used qualitative and quantitative methods. The study used the model development of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) approach Research and Development (R D). The model development began with the analysis of work characters needed through observation conducted in State Vocational School 2 in Depok Sleman, Mikael Vocational School in Surakarta, and some related industries. The results show that 13 work character indicators need to be implemented namely discipline, loyalty, hard work, responsibility, professionalism, honesty, tolerance, leadership, teamwork, adaptability, creativity, innovation, and problem solving capability. The learning model was developed according to the instructional design procedure. The design of learning to instill the values of work characters is implemented explicitly in the syllabus and lesson plans. The values of work characters are integrated in each subject especially the practice subjects. The school partners (i.e. industry and business parties) are included in the learning process of this model. The mechanism applied is by inviting the business and the industry parties periodically to provide an understanding of work cultures to the students