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Daftar isi

BAB I .............................................................................................................................................................. 2
A. BACKGROUND ................................................................................................................................... 2
B. FORMULATION OF THE PROBLEMS .................................................................................................. 3
BAB II ............................................................................................................................................................. 4
A. THE UNDERSTANDING OF VOCATIONAL AND TECHNOLOGY EDUCATION....................................... 4
B. Phylosophy and base of juridical vocational and technology of education...................................... 4
1. The Phyloshopys vocational and technology of education .......................................................... 4
2. The base juridical of vocational and technology of education. .................................................... 5
C. The function of and purpose of vocational and technology of education ....................................... 6
1. The function of vocational and technology of education ............................................................ 6
2. The purposes of vocational and technology of education............................................................ 6
D. The implementation vocational and technology of education in SMK Negeri 2 .............................. 7
a. The purpose of curriculum of 2013. ............................................................................................. 7
b. Theoretical basis. .......................................................................................................................... 8
c. Juridical basis. ............................................................................................................................... 8
d. Curriculum Structure..................................................................................................................... 8
BAB III .......................................................................................................................................................... 11
Conclusion ............................................................................................................................................... 11

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not only on academic aspect but also on non-academic aspect and corrected the management of education with an eye to the vocational school be more productive. As for the form of agreement were to combine all industries that attend in all regions to get presented their area source and improved the electronic transaction by e-ASEAN So beside a Competitive qualification. the negative reflection about vocational school which is clinging in order that hold up the developed of vocational school it self. Modern era is a legal action in community which is worldwide and unrecognized a border of circumscription. BACKGROUND In this sophisticated era. and many another questions that claimed for getting over in this modern era.. specially vocational school for whipping the competent up graduate who is having a competitiveness in every aspects of ability. specifically in Indonesia is a big defiance for educational world in Indonesia. BAB I INTRODUCTION A. To face the callanged of this era. It has been integrating form economic ASEAN by shaping free trade system between ASEAN members. In this zone every countries are going to convenient to come in Indonesia and investment in this country in order that Indonesia coveyed a big influence for the quantity of employment in which available. comprised : change the system of employement is extremely expeditious. In Modern era indonesia had made an agreement with another countries in the world specially in ASEAN region. 2 . vocational and technology of education spesicfically in Indonesia will be facing a big callange and complicated problem. The globalization era. vocational school must recogzined all aspecs in which relationed between abilities and capacity for competing with another countries in ASEAN in order that the vocational school could be received industrial global. Nevertheless in the journey vocational school absolutely faced some challenges. Not only on serving but also to provide human resource and all of them in working world. As a educational country. one of them is ASEAN economic community (AEC). All ASEAN members agreed an agreement ASEAN Economic Community as it. The availability of infrastructures. Vocational of vocational has a prominent thing to develop a quality of country in this golalization era. Indonesia is charged to compete with another countries. Indonesia was charged to improve the subtlelies stalemate of education. which is the vocational school must calibrate with the increased of this era. efecient and give an expansive acsess to community for getting a good education.

What is the meaning of vocational education ? 2. What are the troubles and how to overcome? 3 . How to implement the technology and vocational Education in SMK Negeri 2 Makassar ? 4. What are the functions and purposes of vocational education ? 3. FORMULATION OF THE PROBLEMS 1.B.

8). Intrinsic of education and the Habbits in which direct to world working which is regarded as skill exersices. Vocational education is the education in which directed for learning a specific section. consist of : bussines. 1978) Vocational of education and technology is one of program in which attended beneath the high education organization in which organized for preparing all the students to get into working world (Good. (2001 : 24 ) on same interprentation said : vocational education is one of cultivation ability of design. in order to all the graduates have a certain ability. vocational of education is the section of education system in which set up the students to be able to work on occupation team or one occupation place on another part. ( evans. THE UNDERSTANDING OF VOCATIONAL AND TECHNOLOGY EDUCATION According djoyonegoro (1998 ). domesticity. Based on this research conducted by all the writers. While according the constitutions no 20. Vocational of education and technology is a part of education to obtain the individuals in order that the students get work on specific place. agriculture. electrical. Phylosophy and base of juridical vocational and technology of education. The meaning of education had translated more specifically by the regulation no 29. 1. telecommunication. industrial. B. we allow the describe that the vocational of education and technology is the education which is established for all the students who is planning and developing their carrier on spesifically expertise secsion by working on productivity and professional to continue in the high level education. 1959). Previous that. 2003 cocerning system of education national “ vocational education is the education in which to prepare the students for working in specific part”. 1917. BAB II DISCUSSIONS A. 4 . Hamalik. 1990 concerning on senior school education “ vocational education is the education on level of education in which the improve of ability students as priority for implementing a kind of education. The Phyloshopys vocational and technology of education Accroding jalius jama : 2010 philosophy have 5 parts : a) The effort of speculative to provide the sistematic outlook including the reality. and the others (snedden.

1982 ). f) The role of national education No 24. d) The investigation of critical way about hypothesis. it said by itself. what is the subject that we have to be taught ? and secondly. ? ( cahoun and finch. 2. 22 and No 23 concerning graduation standards. e) The knowledge to help the people for understanding ( purposeful meaning ) what the people see. c) The effort to determine the boundaries and scope of knowledge. In order that the kind of educations which allows some alternaives as choosen. they claimed the source of fundamental princles vocational of education is the individual and the role in the democratic people and the role of education in social standart transmission. and for that thing the great it is the vocational of education itself. a) The constitusions 1945 instructed to the government by enforcement of the nationality educational system to improve the faithness . 2005 about the standard of national education. must be answred two questions : firstly. said the phylosophi is learning all principles based on action and attitude of human. g) The other of provisions collerated by the management of education and training on vocationa of education. according the constitutions 1945. The based of phylosophy which underline the vocational of educational and technologghy . Generally. Miller said (1986. how to teach it.b) The effort to describe the deep essensial by the actually reality. the phylosophy of education surveys as the side of which have to responsibilities to prepare the people for working and independently. d) PP No. 3) said that : phylosophys defined as conceptual frame work for synthesis and evaluation that represents a system of values to serve as a basis for making decisions that project vocation’s future. e) The role of national education no 22. god-rearness and good attitudes in order to educate life of the nation regulated by the constitutions b) The constitution of nationality educational system No. The base juridical of vocational and technology of education. 19. 20 . 2006 about the graduation standards. This hornby’s statement which is taken Soeharto (1988). 5 . 2003 subsection 15. The base juridical of vocational and technology of education in Indonesia is a conceptual of constitutions which became point of departure Indonesia educational system . 323/U/1997 about the enforcement of dual system education on vocational of education. explained that vocational of education is middle education which was preparing the students specially in specific workplace “ and subsection 15 expressed that the based of forming and the structure of curriculum elementary education and middle education assigned by the government on BSNP c) The Ministry of education and culture N0. 2006 concerning the guidance of implementation the role of national education No.

It’s means are economic theory. lifeskills. and industry secion. c) To fulfill the requirement of workers . The purposes of vocational and technology of education. The government had made another relulations about the purpose of vocational of education by departement of education and culture (2001). d) To produce the best graduations and stronger mentality to get improving continually. the transmission of asseses which is applied by the standart as value of that it. 6 . Based on UUPSN No. The function of and purpose of vocational and technology of education 1. art. The purposes allowe translated by dikmenjur ( 2003 ) consist of two parts. own income. The function of vocational and technology of education The functions of Vocational of education is working the students up become a real Indonesian who is able to icrease their quality of live. asserted the education to provide the learners especially to work on specific section.C. vocational of education is projected to prepare the learners to get into working world. b) To produce a best graduations who is having a productivity skills. As a exclusive of education .2003 subtection 15. generally and specially purpose. 20 . to be able to improve their skills. b) Social control. business world. religion. and ect. The functions of vocational and technology of education comprised : a) Sosialisation.. by the way of productive workers who is able to create distinguished product which allow contend in global market and profesional who have a moral quality on their capacities. 2. and courage to expose an oppurtunitty to increase theit income. the control of attitude in order to suitable with sociality including the standart. solidarity. c) To produce the activator of development who competitive to face global market. d) To create the employement for theirself and to other people. having income. a) To produce the best graduations who is having a skill and authorization the Technology and science knowledge with a part level of skills which appropriate of development. and change the load status to be the best asset.

productive. knowledge. faithness. c) Improved the attitude. sense of recognizing. between subjects and level of education (horizontal and vertical organizing). where all this and learning prosess developed to achive the competention on the main competention. 3) The based and the curriculum structure such as referred to on subsection 1 and 2 listed on the attachments which is part of in this minister regulations.D. spiritual. 2) The curriculum structure vocational of eduction is the organized of main competition. and skills. cooperation with intellectual abilty and psikomotoric. and implemented it in every situation in school and community. and juridical which function as the role of improved curriculum structure on level national and the increase local content on degree area and the guidance of improving curriculum. f) The class of competency be organizing elements . d) Giving the time to improve many attitudes. students load. effective. and world civilization 7 . represented : 1) The based structure vocational of education was base of phylosopys. social.to vocational of education. and to be able to contribute for social life. subcestion 1. The implementation vocational and technology of education in SMK Negeri 2 Based on the constitution of ministry of education dan culture No. and basic competition to vocational of education. creativity. sosiologyst. b) School as section of community which is the experience of learning where the learners implemented what were they learned to the people and utilized the community as source of learning. 70. The purpose of curriculum of 2013. knowledge. g) Basic of competency developed based on accumulativel principle. 2013. subjects. e) The competency was avowed on competency form which is specified continually in basic competency of subjects. The aim of curriculum 2013 for preparing the Indonesian in order to have life skills as private and become a good citizen. have a nation. reinforced. and skill. have a state. a. and psikopedagosist. enriched. innovative. The characteristics of curriculum 2013 : Curriculum 2013 designed by the characteristic as follows : a) Improved the balancing between improving attitude.

3. The curriculum of 2013 improved based on (standard-based education ) and competency-based curriculum.b. behave. Government regulations no 19. The main of competency (Kl-4 ) for skills. beside that all the results of the learner be curriculum result. Curriculum Structure. be a value of learning. class. The curriculum of 2013 embrace : 1) thought curriculum in process developing comprised learning activities on the school. 2013 concerning the amandement of government regulations no 19. d. 2005 about education national standard. management standard. 3. The education based on standard established national standard as minimum quality of citizen which is consist of : process standard. and (2) the experience of learning by the student ( learned-curriculum ) in accordance with the background. The main of competency ( Kl-1 ) for spiritual aspect. Theoretical basis. skilled. The main of competency (Kl-3 ) for knowledge 4. 2. The main of competency This competency was designed by improving the age of student on certain classes by this competency. characteristic. 2003 about national education system. It was collerated by individual them. competency of graduation standard. and citizen. step in. The constitutions no. educator standard. vertical integrared in some basic competency in the different classes could be guarded. 2005 about education national standard such as modified with government regulations n0 32. c. 2. facilities and infrastructure standard. The constitutions no 17 . Juridical basis. a. 8 . The juridical basis curriculum of 2013 comprised : 1. 2005 concerning national long-term development with all the regulations which implemented on national middle-term development. and education assessment standard. The main of competency (Kl-2 ) for social aspect. Curriculum based on competency designed to give the experience of learning for the student to develop the ability. 20. and ability of them. The formulations the main of competency using notations as follows : 1. finance standard. 4. The constitutions of republic of Indonesia 1945.

This selected subjects give a pattern to one of educational system where in this system has selected interest by the learners. This structure implement the principle of student is subject on learning process which have right to choose which subjects will be choosing as their interest. XII all of them have 42. 44. As for the evidences : The figure decribes the implementation curriculum of 2013 as basic of learing which is the schedule has shows the capcity between mandotary subjects and selected 9 . The subjects Curriculum structrure As the conceptual place between general school and vocatiobal school. XI. Mandotary subjects has 9 subjects with load of learning 24 hours / week. Load of learning on general and vocational school for class X. Based on regulations and constitutions condected by the government specially the ministry of education and culture in SMK negeri 2 makassar had implemented curriculum of 2013 as curriculum of learning. consist of mandotary subjects and elective subjects. 44 hours per week. b. The elective subjects comprised academic selection for general school and vocational school. One of lear ning was 45 minutes on the other hand the load of learning for vocational school was 48 hours in a week. This statetment is evidenced by observation which did on SMK negeri 2 makassar specially in electrical department. this system improved curriculum structure of middle education.

XII all of them have 42. This selected subjects give a pattern to one of educational system where in this system has selected interest by the learners. 10 .subjects. There is colleration with the constitutions from the ministry of education and culture which express “The elective subjects comprised academic selection for general school and vocational school. The picture illustrates the subjects of required have big proportion than the selected subjects. Load of learning on general and vocational school for class X. 44 hours per week. 44. One of lear ning was 45 minutes on the other hand the load of learning for vocational school was 48 hours in a week” in order that SMK negeri had used curriculum of 2013 as benchmark to recognize the improve of their student. XI.

BAB III CLOSING Conclusion Vocational and technology of education as one of education national system is expected to provide dan develop human resources which has productive capcity. 11 . good attitude. Beside that they are charged to provide and produce the workplace. good skill. By the exsperince of vocational and technology of education have many challenges on the future in order that after finishing from vocational and technology of education always increase their capability. and morality in order to the graduation of vocational and technology of education allow compete in this globalization era. and the government must be always amandement the regulatioan as well as possible and such as demands of the times because the pattern and the requirement of industries unpredictable.

Arsa. blogsphot . Blogspot.id/ acssesed on 6st of november 2016 Peraturan mendikbud no 70 tahun 2013 tentang kerangaka dasar dan struktur kurikulum SMK/MA 12 .co. Makalah pendidikan kejuruan Indonesia : “http://bujang-blagak.org/article. dan teknologi di Indonesia. Radjulaini.php accessed on 22nd November 2016 Majid ismai. . http. Blogspot. Embun Menyulam 2016 “makalah pendidikan kejuruan.id/ accessed on 6st of november 2016. //meyulamembun.rai 2013 ”pendidikan kejuruan di Indonesia “ http : //raiarsa.co. landasan filosofi dan yuridis pendidikan kejuruan dan teknologi.co. mata kuliah kajin teknologi dan kejuruan Makalah pendidikan kejuruan :http://download.BIBLIOGRAPHY.id/ accessed on 6st of november 2016.portalgaruda.