Implementasi KTSP dan Proses Pembelajaran di SMK

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

In the development of curriculum in vocational education level there are steps that must be considered, namely action plans, objectives, values, Visions, and blue print for a dream. In the action plans and objectives contained point-point of destination will be structured and the realization of these expectations.Values ​​contained in the point about basic values, working principles and beliefs. In the Visions there are pillars of development towards the International which includes vocational intuition development, excellence, protection and competitiveness. Currently at the final stage or blue print has a sense of reality as what is desired, which includes the forms of intuition, learning, performance and competitiveness of graduates. All of these stages in order to develop the quality of vocational school, a local form of development such as excellence, international standards, the focus of special needs, and enrichment of local excellence. Moderate performance include development of local competitiveness, protection of social order, prosperity, unity, and equality, with its stages are preparation, Establish, and cropping. If you see the development of education in Indonesia is currently being experienced up and down, then in developing the quality of vocational needs of the current strategy. Indonesia national education standards that include content standards, processes, competence of graduates, educators and educational personnel, facilities and infrastructure, financing, management, and assessment should also be considered lenih far, if you want to promote quality in vocational education. Also at the school itself must have an internal system or paradigm that is less supportive or not suitable for the business development of quality education, therefore because of the curriculum at SBC mangacu then replacing old paradigms need to paradigmabaru. Which includes the old paradigm of centralized, authoritarian, closed, serviced, routine, reactive, memrintah, uniformistik, and criticism is prohibited. Being the new paradigm such as school autonomy, democratic, transparent, service, innovative and creative, proactive, mensugesti, and criticism is needed.