¹Joni Tri Setyawan, ²Bernardus Sentot Wijanarka

^1,2Universitas Negeri Yogyakarta, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v7-i12-14

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ABSTRACT

This study aims to: (1) Analyze the core competencies of the 2013 Curriculum in Mechanical Engineering taught at vocational schools (SMK), (2) Analyze the competency requirements of the workforce in the industry, (3) Compare the relevance of core competencies in Mechanical Engineering at SMK with the competency requirements of the industry workforce. This is a qualitative descriptive study. The validity of the research instrument was assessed internally by expert lecturers and externally by the industry representatives of PT. Sinar Mulia Teknalum and PT. Harimukti Teknik. The study subjects consisted of four industries in the Special Region of Yogyakarta, namely PT. Yogyakarta Presisi Tehnikatama Industri, PT. Harimukti Teknik, PT. Madani Technologi, and PT. MBG Putra Mandiri. Data collection was carried out using observation, questionnaires, and interviews. The data obtained was analyzed qualitatively and descriptively. The study results indicate that: 1. The core competencies of the 2013 mechanical engineering curriculum taught in vocational schools include (a) Technical Drawing competency, taught at SMK at 93.3%, (b) Basic Mechanical Work competency, taught at SMK at 88%, and (c) Mechanical Engineering Design competency, taught at SMK at 35%. 2. The Mechanical Engineering curriculum at SMK aligns with industry workforce requirements in the Special Region of Yogyakarta. Research results show that Technical Drawing competency is categorized as 45% Highly Relevant and 55% Relevant. Basic Mechanical Work competency is 80% Highly Relevant. Mechanical Engineering Design competency is categorized as 93.7% Relevant.

KEYWORDS:

Relevance, Curriculum, Workforce Needs in the Industrial Sector

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Volume 07 Issue 12 December 2024