productive education

 

Education is an effort to improve the quality of human resources, the success of education cannot be separated from the curriculum and education system listed in Law no. 20 of 2003 (Article 1), explains: "The aim of National Education is to develop the potential of students to become human beings who believe and have devotion to God Almighty, have noble character, are physically healthy, knowledgeable, capable, creative, independent, and become democratic citizens". The objectives of this National Education will be realized if educators in carrying out their duties not only educate students from a cognitive perspective but also from an affective and psychomotor perspective.

  This applies to all levels / levels of education, as well as at Vocational High Schools (SMK). In SMK learning programs are organized in the form of components that are normative, adaptive and productive. Education in SMK functions as a graduate producer who has productive abilities and has various skills in accordance with the development of science and technology, has the advantage of being a driving force for increasingly competitive industrial development, and is able to develop himself in order to adapt to the changing demands of society. 

Therefore productive learning is a characteristic that distinguishes SMK from other secondary schools. Productive learning is a process of learning skills or skills in the form of practice that is designed and implemented, based on real job procedures and standards to produce goods or services in accordance with market or consumer demands. This learning process equips students with competencies that are commensurate with the demands of the world of work, as well as producing goods or services that sell well. Specifically for the Mechanical Engineering Expertise Program, the competencies that are expected to be mastered by students as a result of Productive Program Learning are competencies related to the process of operating machines (such as milling machines, lathes, grinding machines, scrap machines), carrying out welding / welding work (basic or continued), bench work, reading / studying and making drawings, then competence on occupational health and safety, as well as machine maintenance / maintenance.

 In addition to studying productive competencies in schools, to support the curriculum in SMK every student is required to also carry out a form of joint learning (apprenticeship), namely in schools and in industry, known as Dual System Education (PSG). The main focus of the successful preparation of prospective workers is manifested in a practical work activity carried out through Industrial Job Training (Prakerin) activities. In the implementation of this Internship, students are required to be able to carry out various programs that have been determined and planned before students do practicum, therefore, these students are required to be able to practice the knowledge obtained in school, in the real world or in the real world of work in the industry where students carry out the program. the internship / internship. Through the initial survey conducted by the author when implementing the Educational Field Practice (PLK) program, it has been carried out at five internship locations.

 The provisional results showed that three of the five student locations did the apprenticeship work well, while the other two locations found various problems in carrying out industrial work practices, including: 1. Lack of students' mastery of the field of study (practical supporting theory). 2. Students' lack of skill in reading work drawings / work instructions and the like. 3. Lack of productivity and work speed. 4. Lack of quality of practice results compared to the standards and (benchmarks) set. 5. In internship, ideally, skills training is given in accordance with the expected competence, but in reality, because the number of industries is very limited, it often happens that what students get is not in accordance with the expected competence.

 R. Ibrahim and Soedijarto in Salman Al Ghifari (2008: 4) said that: "Learning outcomes can be considered of high quality if they are useful for further development, both in higher education institutions for those who continue, and in the working community for those who are involved in the working community." This opinion of R. Ibrahim and Soedijarto states that a skill and knowledge mastered by students at an educational level, as one of the learning outcomes can be said to be good or high quality, if the knowledge they have can be applied and developed at the next level of education or in the world of work.

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