EVALUASI PEMBELAJARAN SMK PROGRAM KEAHLIAN TEKNIK ELEKTRONIKA INDUSTRI DITINJAU DARI SKKNI BIDANG OTOMASI INDUSTRI

Abstract

Abstrak

Penelitian ini bertujuan mengetahui tingkat kesesuaian kegiatan belajar mengajar (KBM) dan faktor penyebab ketidaksesuaian KBM mata pelajaran kejuruan pada SMK program keahlian Teknik Elektronika Industri, ditinjau dari SKKNI Nomor 631 Tahun 2016 bidang otomasi industri. Penelitian dilakukan di SMK Muhammadiyah Prambanan, SMK N 2 Pengasih, SMK N 4 Semarang, dan SMK N 7 Semarang dengan model evaluasi CIPP. Teknik analisis data yang digunakan adalah deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa tingkat kesesuaian KBM dari aspek context dengan responden guru (78.21%) dan siswa (80.36%) terkategori sangat sesuai; aspek input dengan responden guru (72.52%) dan siswa (70.93%) terkategori sesuai; aspek process dengan responden guru (75.41%) terkategori sangat sesuai dan siswa (69.41%) terkategori sesuai; aspek product dengan responden guru (70.04%) dan siswa (67.22%) terkategori sesuai. Faktor penyebab ketidaksesuaian KBM dengan SKKNI tersebut adalah orientasi penyusunan RPP dan silabus, kelengkapan sarana prasrana, dan kemampuan guru menunjang kompetensi bidang otomasi industri.

Kata kunci: : Evaluasi, teknik elektronika industri, SKKNI, CIPP, otomasi industri

Abstract

The purpose of this study are to find out the level of conformity of teaching and learning activities and factors that causing mismatch of teaching and learning activities of vocational subjects in vocational high school with Electronics Industrial Engineering expertise program from SKKNI Number 631 Year 2016 on industrial automation field. The research was conducted at SMK Muhammadiyah Prambanan, SMK N 2 Pengasih, SMK N 4 Semarang, and SMK N 7 Semarang with CIPP model and quantitative descriptive analysis technique. The result showed that the level of conformity of teaching and learning activities from context aspect with respondent teacher (78.21%) and student (80.36%) categorized very appropriate; input aspect with respondent teacher (72.52%) and student (70.93%) categorized appropriate; process aspect with respondent teacher (75.41%) categorized very appropriate, meanwhile with respondent student (69.41%) categorized appropriate; product aspect with respondent teacher (70.04%) and student (67.22%) categorized appropriate. Factors causing mismatch of teaching and learning activities with that SKKNI is the orientation of syllabus and RPP preparation, completeness of facilities and infrastructure, and the teacher’s ability on supporting the competence in industrial automation field.

Keywords: Evaluation, industrial electronics of engineering, SKKNI, CIPP, industrial automation