<![CDATA[Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) Penguasaan kompetensi oleh siswa dalam pelaksanaan praktik kerja industri (Prakerin); (2) Tugas yang diberikan oleh industri pada pelaksanaan Prakerin; (3) Kompetensi yang belum diajarkan di sekolah namun dibutuhkan dalam dunia industri; (4) Relevansi kurikulum SMK dengan DU/DI ditinjau dari pelaksanaan Prakerin. Penelitian kualitatif ini mengambil studi kasus di salah satu sekolah swasta di Jawa Tengah dengan data yang digunakan bersumber dari kepala sekolah, guru, pengelola Bursa Kerja Khusus (BKK), pihak pengelola Prakerin di sekolah, siswa yang sedang atau telah melaksanakan Prakerin, dan pihak DU/DI. Hasil penelitian ini adalah sebagai berikut: (1) Kurikulum yang diterapkan di SMK adalah kurikulum 2013 revisi 2017. Penguasaan kompetensi-kompetensi oleh siswa dalam kurikulum yang telah ditetapkan sudah cukup dengan nilai rata-rata rapor sebesar 82,65; (2) Tugas yang diberikan oleh pihak industri bervariasi menyesuaikan dengan kemampuan siswa dan pekerjaan yang sedang dilaksanakan oleh industri; (3) Terdapat beberapa kompetensi yang belum diajarkan atau belum detail dalam kegiatan pembelajaran; (4) Persentase tingkat relevansi antara kurikulum SMK dengan kebutuhan DU/DI tergolong cukup relevan yaitu sebesar 67,93%.Abstract: The purposes of this research are to find out: (1) Mastery of competence by students in the implementation of industrial apprenticeship program; (2) The tasks assigned by the industry during the industrial apprenticeship program; (3) Competencies that have not been taught in schools but are needed in the industrial world; (4) Curriculum relevancy of Vocational Secondary School (Sekolah Menengah Kejuruan/SMK: in Bahasa) with industrial world reviewed from the industrial apprenticeship program. This qualitative research applied a case study in a private Vocational Secondary School located in Central Java. The data sources in this study were teachers, the officers of Special Job Exchange, the management of industrial apprenticeship programs, students who were or had implemented Industrial apprenticeship programs, and industry parties.The results of this research are as follows: (1) The vocational secondary school uses the 2013 revised 2017 curriculum. Mastery of competencies by students in the established curriculum is considered sufficient with an average value of 82.65; (2) The assignments given by the industry vary according to the abilities of students and the work being carried out by the industry; (3) There are several competencies that have not been taught or have not been detailed in learning activities; (4) The percentage level of relevance between the vocational school curriculum and the needs of industry is sufficient, which is 67.93%.]]>
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