Study of Vocational Education Curriculum for the

Formation of Graduates Competency

Luthfiyah Nurlaela1 Ratna Suhartini2,* Ekohariadi3,6 Elizabeth Titiek Winanti4

I Gusti Putu Asto Buditjahjanto3 Munoto5

1
Home Economic Department, Faculty of Engineering, Universitas Negeri Surabaya
2
Fashion Design Vocational Program, Universitas Negeri Surabaya
3
Informatics Engineering Department, Universitas Negeri Surabaya
4
Civil Engineering Department, Universitas Negeri Surabaya
5
Electrical Engineering Department, Universitas Negeri Surabaya
6
Postgraduate Study Program, Universitas Negeri Surabaya
*
Corresponding author. Email: [email protected]

ABSTRACT
This study aims to find out: (1) the uniqueness of Vocational Education Ph.D. Program curriculum, Postgraduate
Program of Unesa, compared with similar Ph.D programs in Indonesia; and 2) the level of suitability of the
Vocational Education Ph.D. Program curriculum with graduate competencies. This type of research is descriptive
quantitative, and qualitative. The first aim was solved by analyzing the curriculum documents of the Unesa
Vocational Education Ph.D. The program, U.M. Vocational Education Ph.D. The program, and UNY Vocational
and Technology Education Ph.D. Program. At the same time, the formulation of the second aim was carried out by
distributing questionnaires and interviews with stakeholders, including LPTK lecturers, Polytechnic lecturers,
teachers, and schools. Data were analyzed descriptively quantitative and qualitative. The study results showed that:
1) the characteristics of Vocational Education Ph.D. The program is that graduates are expected to develop
vocational learning in higher education, vocational education in vocational high schools, and education and training.
Profile of Unesa's Vocational Education Ph.D. The program of Unesa is "becoming an
academic/scientist/educator/practitioner in various levels in vocational education and science." The profile of the
Vocational Education Ph.D. The program of UNY is "producing academics and practitioners." The profile of
Vocational Education Ph.D. Program of U.M. is "to be a creative and innovative human being in deepening,
expanding and developing vocational education and responsive to the problems of vocational education at national
and global scope with a multidisciplinary, interdisciplinary and transdisciplinary approach"; and 2) Most of the
respondents (70%) thought that the Vocational Education Ph.D. Program curriculum was by their needs. The rest,
despite stating that the curriculum is by the needs, respondents gave input on the addition of graduate profiles, the
addition of courses and studies, and the use of more varied learning media.

Keywords: Curriculum, Graduate Competencies, Vocational Education.

1. INTRODUCTION criteria referred. A competent person has superior

performance at work or in certain situations.
Competence is a description of what a person
should do for a particular job. According to Spencer In line with this opinion, McClelland [2] suggests
and Spencer[1], competence is a characteristic that that competence is the basis of personal
underlies a person's effectiveness in a particular job. characteristics that become a determining factor in
Competence is also an essential individual the success or failure of a person to do a job or in a
characteristic that has a causal relationship with the particular situation. In comparison, Moeheriono [3]
states that many international management consulting

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firms define competence as an essential characteristic transfer knowledge following the substance of
consisting of skills, knowledge, and personal science in the scientific field.
attributes that can distinguish someone who does and
Competencies that need to be possessed by a
does not do it. So basically, competence is a powerful
teacher/lecturer are following Government
tool to predict the success of someone working in a
Regulation Number 19 of 2005 concerning National
particular position.
Education Standards, namely pedagogic competence,
According to Kepmendiknas Number 045/U/2002 personal competence, professional competence, and
[4], what is meant by competence is a set of social competence. Several previous studies have
intelligent, responsible actions that a person has as a proven that competence is related to business
condition to be considered capable by the community performance and individual performance in their
in carrying out tasks in specific fields of work. careers. As stated by Wasilezuk [7], entrepreneurial
Following the Decree of the Minister of Manpower competence can affect the company's growth;
and Transmigration No. 229 of 2003, what is meant likewise, Welsa found that business capabilities have
by work competence is the workability of each a significant impact on business performance[8].
individual, which includes aspects of knowledge, Other studies have found that pedagogical
skills, and work attitudes by established standards. competence affects teacher performance and not
Meanwhile, PDRI and Aguirre International [5] argue professional competence [9]. At the same time,
that competence can apply or use a set of knowledge, personal competence has a significant influence on
skills, and related abilities needed to successfully teacher performance [10].
perform "critical work functions" or tasks in specified
The ILO [11], initiated by the G20 developed
work settings. In line with this opinion, Ennis [6]
countries, stated that we are no longer sufficient to
argues that competence is applying or using
train workers to meet their current specific needs; we
knowledge, skills, abilities, behaviors, and personal
must ensure access to training programs that support
characteristics to successfully perform critical work
lifelong skills development focus on future market
tasks, certain functions, or operate in specific roles or
needs. Therefore, it is essential to anticipate the skills
positions. Based on this definition, it can be seen that
required and align the implementation of education
competence includes aspects of knowledge, skills,
with the ever-changing needs of the job market.
and attitudes in carrying out tasks in specific fields.
These changes are applied to the type and level of
Competence is a person's capacity to be work qualifications required in work and engineering.
demonstrated or displayed in knowledge, skills, and Overall the growing demand for nonroutine analytic
personal characteristics needed to meet special skills includes creativity, problem-solving,
requests or situations. A person can be competent if communication, teamwork, and entrepreneurship.
he can perform a work action with high skills, These skills can help workers maintain their ability to
explain work procedures and work knowledge, and work and create the ability to survive in the face of
have the right work attitude as an effective and change. On the other hand, the demand for routine
productive worker. skills has decreased due to automation, digitization,
and outsourcing [12].
Spencer states that the relationship between
employee performance competencies is very close As part of the national education system,
and vital[1]. There is a robust and accurate relevance. vocational education plays a very strategic role in
Even if employees want to improve performance, realizing a skilled workforce. From various studies
they must have competencies following the task or that the opportunity to have high and sustainable
job. There is a very close relationship between economic growth of a country will be even more
competence and performance [3]. fantastic if it is supported by human resources who
have: (1) basic knowledge and abilities to adapt to the
Each type of work carried out by a person,
demands and dynamics of ongoing developments; (2)
including teachers/lecturers, requires a different basis
higher education levels; (3) skills with a background
to increase motivation and improve performance,
in science and technology (science and technology);
both individually and in organizational performance.
and (4) the ability to produce products both in terms
One of the demands that must be met by
of quality and price, able to compete with other
teachers/lecturers in carrying out their activities is
products in the global market.
that they must be able to carry out their duties
professionally. To become a professional teacher, To anticipate these fundamental changes,
someone must have the competence and ability to vocational higher education must also adapt.

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Curriculum, learning and assessment processes, and concerning National Standards for Higher Education
various other factors must be pursued in such a way (SN-Dikti).
as to produce competent graduates. Competent
Changes in community needs and the
graduates are assets to improve the economy and
development of the business world and the industrial
stability of the nation. Therefore, vocational
world/DUDI require a new set of competencies that
education institutions are needed that can contribute
develop old competencies and completely new
to the development of vocational education itself.
competencies as new technological demands.
The National Standard for Higher Education (SN- Because vocational education is essentially focused
Dikti), as regulated in Permenristekdikti Number 44 on meeting the needs of employment, the redesign of
of 2015 Article 1, states that the curriculum is a set of the curriculum must be competency-based with
plans and arrangements regarding graduate learning specific standards as a benchmark for achieving its
outcomes, study materials, processes, and implementation.
assessments used as guidelines for administering
In addition, input for the redesign of the
study programs. The Higher Education Curriculum is
vocational curriculum is also obtained from the
an institutional mandate that must constantly be
learning assessment results as the implementation of
updated by developing needs and science and
the existing curriculum is based on achievement and
technology as outlined in learning outcomes.
even exceeding graduate competency standards by
Universities as producers of academic human
highlighting content standards, process standards, and
resources need to measure their graduates, whether
assessment standards. The results of all this will be
the graduates produced have abilities equivalent to
an input for curriculum development, one of which is
the abilities (learning outcomes) that have been
a redesign or modification. If all this is done
formulated in the IQF qualification level. Learning
continuously, then the intake will be adequate.
outcomes produced by the higher education process
are "minimum learning outcomes" obtained through Concerning higher education curricula, the U.K.
the internalization of knowledge, skills, and attitudes, Employers Association The U.K. Government has
referred to as "Graduate Competency Standards." placed significant pressure on U.K. Higher Education
Meanwhile, competence is a set of intelligent actions, Institutions to equip graduates with the skills
full of responsibility, which is owned by a person as a necessary for employment and preparation for the
condition to be considered capable by the community workforce. Variously identified as 'key,' 'core' and
in carrying out tasks in specific fields of work [4]. 'transferable' skills, these have centered on the skills
identified in the Dearing Report[13], namely
Advances in technology and science made the
communication, numeracy, information technology,
system adopted by every university must be gradually
and 'learning how to learn. To this have been added
changed. Along with these needs and demands, this
'commercial attitudes and understanding' [14] and
curriculum change is an effort to develop these
'self-sufficient' and self-career management. It can
demands. The response to this curriculum change can
also be added to 'digital literacy as a set of skills
be seen from the many rules that cover the
required to work in an increasingly distributed and
implementation of the new curriculum, for example,
digitally enabled context [15].
Law Number 14 of 2005 concerning Teachers and
Lecturers, Law Number 12 of 2012 concerning Based on this description, it is essential to handle
Higher Education, Presidential Regulation Number 8 the problem of vocational education and
of 2012 concerning the National Qualifications employment. One of them is by strengthening
Framework Indonesia (KKNI), Regulation of the vocational education through higher education, which
Minister of Education and Culture Number 49 of includes how to examine issues of vocational
2014 concerning National Standards for Higher education and the world of work. For this reason, it is
Education (SNPT), and Regulation of the Minister of necessary to strengthen vocational education through
Education and Culture Number 73 of 2013 the development of postgraduate programs [16].
concerning Learning Outcomes. Following the KKNI
This study examines the doctoral curriculum of
Level, the Higher Education Law Number 12 of 2012
Vocational Education in Indonesia, namely at the
Article 29 concerning Graduate Competence is
State University of Surabaya (Unesa), Yogyakarta
stipulated by referring to the KKNI, Regulation of the
State University (UNY), and Malang State University
Minister of Research, Technology and Higher
(U.M.). The first objective is to discover the
Education (Permenristekdikti) Number 44 of 2015
uniqueness of the doctoral program curriculum for

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PPS Vocational Education Unesa compared to Program with Similar Education Doctoral
similar doctoral programs in Indonesia. At the same Programs
time, the second objective is to determine the level of
suitability of the vocational education doctoral This section compares the Curriculum Profiles of
curriculum with the competence of graduates. the Unesa Vocational Education Doctoral Program,
the State University of Malang (U.M.) Vocational
2. RESEARCH METHODOLOGIES Education Doctoral Program and Doctoral
Technology and Vocational Education Yogyakarta
This type of research is descriptive quantitative, State University (UNY) are presented.
and qualitative. The first problem formulation was
solved by analyzing the curriculum documents of the From observing the data, it can be stated that the
Unesa Vocational Education Doctoral Program, U.M. profile of the Unesa Vocational Education Doctoral
Vocational Education Doctoral Program, and Program is "to be an
Technology and Vocational Education Doctoral academician/scientist/educator/practitioner at various
Program at UNY. At the same time, the second levels in the field of education and vocational
problem formulation was carried out by distributing science." This implies that this study program
questionnaires and interviews to stakeholders, prepares its graduates to enter as lecturers and
including LPTK lecturers, Polytechnic lecturers, teachers for all levels of education in the vocational
teachers, and the school. or vocational field. The study program also prepares
its graduates to become instructors in formal, non-
Data was collected through interviews, formal, and informal education. However, the study
questionnaires, and documentation. Interviews are program does not rule out the possibility of
intended to reveal data that does not exist in the practitioners interested in exploring vocational
questionnaire or documentation. The questionnaire is education as a provision in developing their insights.
intended to collect stakeholder response data.
Meanwhile, documentation is intended to obtain data Furthermore, in the U.M. Vocational Education
on the differences between the Unesa vocational Doctoral Program, the profile of graduates is "to be a
education doctoral program and other vocational creative and innovative human being in deepening,
study programs at different universities and the expanding and developing vocational education and
required secondary documents. In addition to being responsive to vocational education problems at
collecting data on stakeholders, this study also national and global scope with a multidisciplinary,
involved two universities as samples: Malang State interdisciplinary and transdisciplinary approach."
University (East Java) and Yogyakarta State This profile does not define a particular profession,
University (DI Yogyakarta). The two-state such as lecturers, teachers, instructors, and
universities' considerations are: 1) The previous state practitioners. In terms of the standard of profiling, it
universities were both ex-IKIP who received a more can be said that the profile is less specific.
comprehensive mandate; 2) The university is located The profile of the UNY Vocational Technology
in a different province and, of course, has a different Education Doctoral Program is "producing academics
culture; 3). The university earlier than Unesa opened and practitioners." This program is almost the same
a vocational education program, which in this case at as the profile of the Unesa Vocational Education
Unesa is known as the Vocational education study Doctoral Program. However, the connotation of
program. academics generally refers to lecturers, so the
Data analysis techniques used quantitative and emphasis may be on developing lecturers (not
qualitative techniques. Quantitative analysis uses teachers). As for Unesa, the development is not only
percentages. Qualitative analysis is done by lecturers but also teachers and instructors in non-
providing narratives and descriptions to answer the formal education.
research problem. From the description, it appears that the Unesa
Vocational Education Study Program does not yet
3. RESULTS AND DISCUSSION have a specialty (something exceptional, which is a
hallmark), which distinguishes it from other similar
3.1. Comparison of the Distinctiveness of study programs, especially UNY and U.M. This
Unesa Vocational Education Doctoral should be considered and pursued so that the
uniqueness of the study program emerges and colors
academic and non-academic activities.

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 The Industrial Revolution 4.0 or the Fourth (Surabaya), Director of the Indonesian Aviation
Generation Industrial Revolution is an era marked by Academy (Banyuwangi), Lecturer of the Indonesian
the emergence of supercomputers, intelligent robots, Aviation Polytechnic (Surabaya), LPPM Staff of KH
genetic editing, and neurotechnology development A University Wahab Hasbullah (Jombang), and
that allows humans to optimize brain function Lecturer of the Muhammadiyah University of
further. Of course, the consequence faced in this era Sidoarjo, Lecturer of UPN-Surabaya, and teacher of
is that higher education must improve to provide the SMK. More detail can be seen in the following table
best service and produce superior graduates. (table 1).
In this regard, one of the things that should be the Table 1. Respondent data
direction of the development of the Vocational No. Institution origin Amount
Education Doctoral Program is to provide learning
1. Head of Transportation H.R. 1
services using blended learning or other methods,
which essentially are internet-based learning. In this Development Center
kind of IoT (internet of thing) era, learning should no 2. Director of Aviation 1
longer only rely on face-to-face meetings but must be
Polytechnic (Poltekbang),
combined with virtual learning. Students are
increasingly mobile, lecturers are increasingly Surabaya
mobile, and the progress of the times demands that 3. Director of the Indonesian 1
everything be fast, practical, effective, and efficient
Aviation Academy (API),
without neglecting the essence of education itself.
Then a variety of learning media, learning strategies, Banyuwangi
and a new education system is needed. No doubt, 4. Lecturer UPN 1
lecturers must also carry out their learning effectively 5. Lecturer Poltekbang 2
and efficiently.
6. Lecturer API, Banyuwangi 2
Regarding effective and efficient lecturers,
7. Principal of SMKN 1 Grogol, 1
Raymond [17] proposes several characteristics. These
characteristics include: 1) respecting, 2) making Kediri Regency
learning attractive, 3) fair evaluation, 4) caring about 8. Teacher SMK YPM 8 1
student success, 5) showing love for their field, 6)
Sidoarjo
being friendly, 7) encouraging questions and
discussions, 8) always well-prepared and organized, 9. Lecturer Universitas 1
and 9) make complex material easy. Muhammadiyah Sidoarjo
In this regard, because one of the Vocational 10. University Student 5
Education Doctoral Program objectives is to produce 11. Lecturer Unesa 4
superior teachers and lecturers in the vocational or
vocational field, the characteristics of effective and Total 20

efficient lecturers/teachers must be a concern.

Various courses related to the formation of Based on table 1, it can be seen that the
professional teachers and lecturers should be respondents are pretty varied, seen from their
included in the material and lectures. composition representing schools, polytechnics,
public and private universities, and teachers, as well
3.2. The Level of Conformity of the as lectures. All of these respondents are in the
Vocational Education Doctoral Curriculum vocational sector.
with Graduate Competencies
Furthermore, based on the collected data from
A questionnaire was distributed to stakeholders to interviews and questionnaires, a summary of the data
obtain data on the suitability of Vocational Education is presented.
in doctoral degree curriculum with Graduate
Competencies. There were 20 stakeholders gathered,
consisting of the Head of the Human Resources
Development Agency of the Directorate of
Transportation, Director of Aviation Polytechnic

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Table 2. Summary of questionnaire and interview result data

No. Responses from respondents Frequences Percentages

1. The curriculum is by the needs 14 70%

2. The curriculum is appropriate but needs to be improved 1 5%
by joyful learning.
3. The curriculum has met expectations and needs, but the 1 5%
following courses need to be added:
 Manajemen On the Job Training
 On The Job Training Instructor and Supervisor-
4. The graduate profile needs to be added: "Able to plan and 1 5%
implement the implementation of Vocational Education."
5. Graduate profiles need to be added: "Able to understand 1 5%
and master the "Teaching Factory/Industry" learning
model
6. The curriculum is appropriate, but it is necessary to add a 1 5%
comparative study of the implementation of vocational
education in various countries.
7. The curriculum follows the needs, but it is necessary to 1 5%
add technical studies.
Total 20 100%

The data is deepened with interview data to explore It also concerns the role of instructors and supervisors in
the data on the reasons respondents gave the response. OJT.
Based on table 2, it appears that most of the respondents
The respondent's suggestion about the need to
(70%) think that the Vocational Education Doctoral
increase the profile of graduates to plan and implement
Program curriculum is by their needs. According to
the implementation of Vocational Education is excellent
respondents, the curriculum is appropriate because
input and needs to be accommodated. These capabilities
respondents need deepening and understanding of
may be implicitly included in the profile formulation,
pedagogical foundations, application of research
but it would be better to be made explicit. Of course,
methodologies and data analysis, and other studies that
this is an essential input for revitalizing the Vocational
can add insight into the latest information. The available
Education Doctoral Program curriculum in the future.
courses have served these needs, for example, Green
TVET and Public-Private Partnership. Respondents who Regarding the proposal regarding the addition of
responded to this consisted of lecturers, students, and graduate profiles to understand and master the
teachers. "Teaching Factory/Industry" learning model, this needs
to be discussed further. The teaching factory (TEFA) is
One respondent gave a response about the need to
only one of the recommended learning models in the
increase joyful learning. After being traced through
SMK curriculum and other vocational education
interviews, what is meant by joyful learning is the use of
curricula. Tefa is a forum for schools and the business
more varied learning media. So far, lecturers only rely
world/industrial world (DUDI) to jointly develop
on LCD media and only display power points. LCD
students' abilities in forming a work culture and
should be used more optimally, for example, by
industrial culture. Teaching factories can also be a
displaying video.
forum for schools to provide products or services, which
Respondents' suggestions regarding the need to add in its management involve students, teachers, and
courses related to on-the-job training (OJT) need to be DUDI. The close relationship between schools and
considered. What is meant, of course, is not the OJT DUDI is a significant factor in the implementation of
activities but the study of how to manage and evaluate. vocational education, and this is one of the determinants
of the success of vocational education [18].

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In its implementation, the teaching factory is often Education Doctoral Program profile is "to become an
referred to as a production-based training (PBT) academician/scientist/educator/practitioner at various
learning model because of its emphasis on production levels in the field of education and vocational science."
and marketing. PBT is considered as one of the learning The profile of the UNY Vocational Technology
models that can be used as a basis for developing Education Doctoral Program is "producing academics
learning in vocational education, which includes and practitioners"; and 2) Most of the respondents
developing all the potential of students so that they have (70%) think that the curriculum of the Vocational
work insight, work technical skills, employability skills, Education Doctoral Program is by their needs. Even
and carry out self-transformation to the changing though they stated that the curriculum was following the
demands of the world of work [19]. needs, the respondents gave input on adding profiles,
adding courses—studies, and using more varied learning
Teaching Factory and PBT are some of the topics in
media.
the Vocational Education Philosophy course. In addition,
it is also one of the studies in linearity courses, namely Based on the conclusion, it is necessary to update
Vocational learning strategies. Linearity courses are the curriculum of the Vocational Education Doctoral
provided for students whose educational background is Program. The update concerns profiles, course content,
S1 and S2, not from an educational program. If the and lecture strategies. The next suggestion is that
ability to implement TEFA is one of the graduate curriculum review should be necessary for any study
profiles, it is not appropriate because the learning model program and carried out periodically and continuously.
will continue to develop, and the formulated graduate
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