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Abstract
Curriculum 2013 in vocational education, especially on vocational high school (SMK) not only aims
to produce graduates who are ready to work, but also produces Indonesian people who are productive,
creative, innovative, through strengthening affective attitudes, skills, and knowledges which are
integrated. One of the challenges for the SMK future is how to increase the contribution of vocational
education for Indonesia development, particularly in economic development. Thompson (1973) stated
that vocational education is economic education as it geared to the needs of the job market and thus
contributed to the national economic growth. Basically, vocational education is education to create or
actuate economic activity, because vocational education is designed to fulfill needs of the labor
market, and it is clear this will provide a positive contribution to the world of productive work that
produces goods and commodities that have economic value. Because of that, the implementation of
curriculum 2013 is expected to answer that challenge. This paper presented about the development of
vocational schools in Indonesia, the implementation of the curriculum 2013 on vocational education,
particularly SMK, and efforts that can maximize the contribution of SMK in Indonesia economic
development.
1. Introduction
From the picture 2005-2025 RPJPN that quality of human resources should be
development above, we can see that we are in a improved is a strategic step that had to be done
position RPJPN 2nd period, namely the by the government so that human resources
consolidation of the reform program NKRI, who qualified that contribute to strengthening
improving the quality of human resources, the competitiveness of the economy.
building the capacity of science and Vocational education is one which is formal
technology, and strengthening economic education which practical so that graduates
competitiveness. The existence of the design from vocational education be the workforce
that can directly fill the needs of specialists in and precisely.
accordance with their respective scientific Technological change promotes
disciplines. Supports of RPJPN program with demand for education, and education
the improvement of the quality of vocational promotes technological change.
education will indirectly strengthen the Technological change leads to economic
economic development of Indonesia. competitiveness and economic growth.
Contribution of vocational education in Therefore, education is associated with
Indonesia economic development namely is these factors (Marginson,1993 in Pavlova,
preparing the labor force according to the 2009). The results of research on the role of
demands of the industry. Law 17/2007 on the education in economic development also
long-term national development plan (RPJPN) showed that investment in education
2005-2025 is a strategic plan for managing and contributes to economic development, as has
directing an increase in the level of the been inferred by Boediono and McMahon
Indonesian economy into a purposeful and (2001). Joesoef, J.R, at all (2007) in his
regular. Directions of RPJPN 2005 with the journal entitled "The Role of SMK to
National Development Vision for 2005-2025 Support Regional Economic Growth: A
are: INDONESIA YANG MANDIRI, MAJU, Macroeconomic Analysis" states that SMK
ADIL DAN MAKMUR, with the following has a positive role in regional economic
explanation: (1) Independent: independent growth. This role can be traced from each
nation is a nation that is able to realize parallel successive three things, namely: (1) the
life and equal with other nations that have preferences of society toward SMK, (2)
been developed by relying on their own capacity SMK for secondary school
abilities and strengths. (2) Forward: A nation graduates (SMP), and (3) the ability of SMK
said to be advanced if the human resources to produce graduates who qualified. In line
have a personality of its nation, noble, and with the results of previous studies, the
high quality of education. (3) Fair: Fair Nation Directorate of Vocational High School (2008)
means no discrimination in any form, whether conducted a study which concluded that there
between individuals, gender, and region. (4) is a positive relationship between the ratio of
Prosperous: Then prosperous nation is a nation vocational students and Gross Domestic
that has met all the needs of life, so as to give Product (GDP). In addition, the research
meaning and significance to other nations in results also found that there is a positive
the world. RPJPN implementation is expected relationship between the ratios of
to run smoothly with the support of various vocational students and the rate of economic
stakeholders so that the Indonesian economy growth. Based on the above explanation, it is
improved and able to compete in the era of clear that vocational education has an
free market economy. From the description, important role in economic development in
we can conclude that vocational education has Indonesia.
a very important role to support the successful According to Alhumami (2004),
development of RPJPN, so that the Indonesia education contributes to economic growth in
economy development can be more quickly two ways. First, education creates new
knowledge that had an impact on the within human heart whose dimensions include,
production process. his approach is commonly among others, humility, self-respect, integrity,
called Schumpeterian growth that relies on responsibility, commitment, self-motivation,
the role of humans (human capital) played by curiosity, and so on. While interpersonal skills
professionals, experts, technicians and are skills related to human relations which
workers as drivers of economic growth. dimensions include responsible for all his
Second, education can change the way of actions, respect to the others, peace, love of
thinking, acting, and behavior of working neighbor, good communication, leadership,
through the process of diffusion and collaboration, good character, sociability,
transmission of knowledge, technology and solidarity, tolerance, and so on. From the many
information, so that it can contribute to the skills above, there are four skills most needed
provision of workforce who smart, skillful, and to prepare students in the 21st century
mastering technology so as to increase (Concept 4C). Communication, sharing
productivity. thoughts, questions, ideas, and solutions.
According to Slamet, PH (2012) Collaboration, working together to reach a
attempts to maximize the contribution of goal putting talent, expertise, and smarts to
vocational education for economic work. Critical Thinking, looking at problems
development can be done in four ways, in a new way, linking learning across subjects
namely: (1) offering vocational education & disciplines, and Creativity, trying new
based on the characteristics of Indonesia, (2) approaches to get things done equals
strengthening the link and match with the innovation & invention. The term of soft skills
world of work, (3) integrating soft is closely associated with other terms, such as
skills into learning, and (4) implementing character, emotional intelligence, values of life
entrepreneurship education. (living values), morality, personality, and
First, offering vocational education employability skills for those already working.
based on the characteristics of Indonesia. The The issue of character has been applied in the
sciences are taught to students of vocational curriculum 2013, so expect the goal to prepare
education should be suitable sciences to Indonesian human: Productive, Creative,
facilitate the development of students to Innovative, through strengthening Affective
become fully human, and sciences in Attitude, Skills, and integrated knowledge can
accordance with the characteristics of be achieved.
Indonesia. Third, Build the relevance (link &
Second, strengthening the soft skills of match) with other systems as stated in Fig 2,
learners. Mathematically, soft skills is especially alignment with the economic
intrapersonal quality and interpersonal skills. system in general or in particular the work
Intrapersonal quality is inner quality (spiritual world.
quality) of human which sourced from deep
.
.
vocational education should be directed by the technical and vocational education and
"demand driven" rather than "supply driven" training, including entrepreneurship and
which conducted through actual learning than training for creativity, hampers employability
textual, much more concrete than the abstract, (UNESCO-IBE, 2004 in Hollander, 2009).
which more refers to the reality than the Therefore, the practice and teaching of
artificial, and more real than the virtual. All of entrepreneurship in vocational education is
these require vocational education that needed. Issues in Indonesian entrepreneurs
proactively get closer to the world of work. were maintained in Curriculum 2013,
Fourth, teach entrepreneurship to especially in SMK. This is proven that the
students of vocational education through Entrepreneurship Subject expertise is include
knowledge, awareness, and practices which in each program.
real and actual about entrepreneurship. Lack of
The purpose of Curriculum 2013 is to people, so that the goals to promote economic
support the success of vocational education growth can be achieved. Efforts to maximize
programs globally through strategic effort to the contribution of vocational education for
prepare human resources in order to have the economic development can be done in 4 ways:
ability to live as individuals and citizens who offering vocational education based on the
skilled, and affective and able to contribute to link and match with the world of work,
the life of society, nation, state, and world integrating soft skills into learning and