Development of Graduate Capability Through Work Culture

Habituation on Industrial Class Students in VHS

Yoto, Marsono

Mechanical Engineering Engineering Study Program, Universiatas Negeri Malang, Indonesia

Keywords: Revised, Accepted Publication, Published.

Abstract: VHS is a secondary education that prepares students to work in a particular field in the industry. VHS as a

producer of skilled workers in the industry must be able to create and form strong character to the students so

that after graduation they have a work culture that can bring themselves to develop a career and can apply

their competence in the work environment after they graduate VHS. The industrial class is part of an

alternative learning program that is an option for students to learn while practicing directly in industries

relevant to their study interests. Establishment of the Industrial class can make the students have the ability

and skill that excel in the world of work. The industrial class is part of the learning model that can develop

student capability. Capability development in the industrial class is done through Work-based learning

approach.

1 INTRODUCTION

The increasingly complex needs and challenges of the

workforce demanding that human resources as human

resources must be able to compete with professionals.

Education is expected to give birth to a generation of

strong character, skilled, creative, innovative,

imaginative, and sensitive to local wisdom and techno

partnership (Hadam, Rahayu and Ariyadi, 2017). One

of the school institutions that prepare its students to

be able to work directly in the world of work after

graduation is Vocational High School (VHS).

Elucidation of Article 15 of the National Education

System Act of 2003 states that VHS is a secondary

education that prepares students primarily to work in

a particular field, namely preparing students with the

knowledge, competence, technology and art in order

to become productive human beings, as well as

working independently, filling existing job vacancies

in the business world and industry as middle-level

workers according to their competence.

Based on the schools graduates, the Central

Bureau of Statistics (CBS) in August 2016 described

the employment structure in Indonesia as shown in

Figure 1.

From Figure 1 it is known that the labor coming from

junior high school graduates and bellow equal to

60,24%, while labor from the middle-level education

graduate equal to 27,12%, and labor from college

graduation equal to 12,24%. Looking at the diagram

in Figure 1 of the Indonesian workforce reviewed by

graduates, it can be said that the percentage of the

most labor is from junior high school graduates,

consequently many unskilled workers, so it is

understandable if the productivity of Indonesian labor

is left behind from Malaysia, Thailand, Philippines

and China (Central Bureau of Statistics, 2016).

Figure 1: Diagram of indonesian workers based on school’s

graduates (Source: Hadam, Rahayu and Ariyadi, 2017: 5)

Yoto, . and Marsono, .

Development of Graduate Capability Through Work Culture Habituation on Industrial Class Students In VHS.

DOI: 10.5220/0008411102790284

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 279-284

ISBN: 978-989-758-391-9

279

From 2010 to 2025 it is estimated that there will

be an increase in demand for skilled workers in the

ASEAN region which is about 41% or about 14

million people. Half of those figures are Indonesia's

needs and followed by the Philippines with the need

for skilled workers of 4.4 million. Taking into

account the needs of the workforce in Indonesia by

the above predictions, it needs acceleration program

to meet the needs of workers in Indonesia. Provision

of skilled workers in the industry is done by

improving the quality of vocational education one of

them is through the habituation of working culture in

the industrial class in VHS.

Based on the description above, this paper aims to

review the work culture habituation in industrial class

that has been implemented in some of VHS in east

java, Indonesia.

2 STUDENT CAPABILITY

DEVELOPMENT

Capability development is based on the competencies

of individuals in an educational unit. The industrial

class is part of the learning model that is able to

develop student capability. Capability development

in the industrial class is done through Work-based

learning approach. (Hariyono, 2017) explains that the

development of a capability-based curriculum

provides an opportunity for every individual to

determine his or her individual choice to grow and

develop his / her personality fully in accordance with

his capabilities, the learning approach with the

development of the capability is a model of life-based

learning (Life Base Learning / LBL). LBL views the

process of acquiring knowledge and skills throughout

life through education, training, employment, and life

experiences.

The principles of Life Base Learning (LBL)

according to (Sulton, 2017) are described as follows:

(1) LBL views the process of acquiring knowledge or

skills throughout life through education, training,

employment, and life experiences; (2) LBL

recognizes the importance of learning resources, and

how each individual learns to get something new

(learning from life); (3) LBL gives individuals the

freedom to choose what they learn, when they learn

and how one learns, as long as it still makes a useful

contribution to itself; and (4) LBL is integrative and

holistic, so it requires a strategy to obtain maximum

results. LBL combines everyday life, work and study,

any room and in any situation and in any moment so

learn in a broad situation (Kamdi, 2017). Life-based

learning embraces life as a venue and learning space

for students, so that learning does not take place only

in class and curricular, so that life-based learning will

form a whole person who has the capability and talent

that develops sustainably.

3 WORK CULTURE

HABITUATION FOR VHS

STUDENTS

Culture is defined as a system of values and beliefs

that interact with people within an organization,

organizational structure, and control systems that

produce behavioral norms (Tika, 2005). Culture is a

powerful determinant of people's beliefs, attitudes

and behaviors, and their influence can be measured

through how people are motivated to respond to their

environment, hence culture as a group of people

organized with common goals, beliefs and values, and

can be measured in terms of its influence on

motivation (Wibowo, 2010). Culture as a pattern of

basic assumptions found and developed by a

particular group for learning and mastering the

problem of external adaptation and internal

integration, which has worked well enough to be

considered appropriately and therefore taught to new

members as perceived, thought and perceived

correctly in connection with the problem.

Organizational culture basically represents

behavioral norms that are followed by members of the

organization, including organizational members

within the organizational hierarchy, for example for

organizations dominated by the founders, the

organizational culture within the organization

becomes a vehicle for communicating the founders'

expectations to other workers.

If a culture is formed from the moral, social, and

behavioral norms of an organization based on the

beliefs, actions, and priorities of its members, then the

leader is definitively a member and influences many

behaviors with an example of the sincerity of the

members of the organization itself. In any

management model, leaders are always responsible

for their exemplary (Robbins, 2003).

Organizational culture according to (Wirawan,

2007) has two different levels that can be viewed

from the side of clarity, and resistance to change. At

a deeper and less visible level, culture refers to the

shared values shared by people in the group and tends

to persist over time even if group members have

changed.

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Associated with the work culture, it should be

seen first what the meaning of the term work is.

Literally, the term work is the act of doing something

or something is done to earn a living (livelihood).

Thus, the work culture can be defined as a culture to

do some work in order to meet the daily needs that are

done in the workplace that is in the industry or

company. Taking into account the concept and

definition of the working culture, the vocational

school as an institution that produces skilled labor in

the industry must be able to create and form strong

character to the students so that after graduation has a

work culture that is able to bring themselves to be able

to apply in their environment after they graduate from

vocational school.

The work culture at the vocational school is

carried out by implementing a work-based

curriculum, where students carry out practical

activities with a proportion of greater theoretical

activities, both elementary school practices and field

work practices carried out in the industry. Nurturing

students to get used to doing work activities is done

when students practice. This habituation includes:

cooperation, responsibility, discipline, hard work,

careful work, and carrying out disciplinary

procedures in accordance with applicable regulations.

This habituation is trained by productive teachers,

especially those who teach practical subjects in

vocational schools and by industry advisers as long as

students practice field work in the industry.

Collaborative learning in schools and in industry is

shown as in Figure 2.

Figure 2: Collaboration of learning processes in vocational

schools and in industry.

4 WORK BASED LEARNING

THROUGH INDUSTRIAL

CLASS IN VHS

The industrial class is part of an alternative learning

program which is an option for students to learn

hands-on practice with Business/Industry World

relevant to their study interests (Hadam, Rahayu and

Ariyadi, 2017). Industrial class programs are

organized together between schools and the world of

work to meet the needs of students and as a

contribution of the world of work to the development

of educational programs in VHS. With the industrial

class, students can fully master the competency

aspects required by the curriculum, in addition to

knowing the industry in their field of expertise early

that later can be used as a provision to work after

completing his education.

Through industrial class programs, students gain

work experience for the transition from school to the

workplace, understanding the world of work and

choosing the right job. Establishment of the industrial

class can make the students really have the ability and

skill that excel in the workplace. Industrial classes

able to improve the institution image in improving the

quality of graduates also have qualifications and

competency standards of VHS and Business /

industry

Through the industrial class programs, students

gain work experience for work-based learning in

industry classes in VHS. It aims to prepare middle-

level skilled workers in the industry. To meet these

objectives, the school applies Work Based Learning,

a Contextual teaching-learning (CTL) approach

where the business and industry provides a set of

structured workplace-based learning experiences

(Siswanto, 2009). Work Based Learning has a broad

meaning, which provides learning relevant to real

conditions in the industry and familiarizes students to

learn to work as work culture in the industry, this

means that Work Based Learning will bring students

into real working conditions. With Work Based

Learning, it is hoped that after students complete their

studies in vocational schools they feel confident and

adapt easily after they work. the transition from

school to the workplace, understanding the world of

work and choosing the right job. Establishment of the

industrial class can make the students have the ability

and skill that excel in the workplace. The industrial

class is also able to improve the image of institutions

in improving the quality of graduates as well as

having qualifications and competency standards of

VHS and Business/industry

Development of Graduate Capability Through Work Culture Habituation on Industrial Class Students In VHS

281

According to (Reksoadmodjo, 2010), the center of

attention in the application of the vocational

curriculum is on maximizing the success of the

students as they step from the school environment to

the business world. Therefore, learning practices in

schools should create conditions as the conditions that

exist in the company. (Reksoadmodjo, 2010) argues

that the opportunity to succeed due to

company/industry based learning in schools is a more

realistic approach to preparing students in

understanding the operational activities of a

company/industry.

This company/industry-based learning has

consequences that schools should make the company/

industry a partner in conducting education. Schools

should cooperate in all areas to smooth the learning

process, including the preparation of infrastructure,

the curriculum used, the preparation of teachers, and

other resources. Cooperation in learning based on

company/industry need to be realized by the

management of VHS and realized in the form of a

cooperation agreement between VHS and industry.

With the cooperation is expected to link and match in

the implementation of education in VHS will be

realized.

5 INDUSTRIAL CLASS

IMPLEMENTATION MODEL

IN VHS

Prosser in (Arikunto, 2003) states "Any effective

learning formation will be optimal if training is

provided in the context of actual work, rather than on

false practice or work". In order for vocational

practices undertaken by VHS to be effective, they

must be involved in the actual production process, not

just artificial jobs or simulations of actual work.

There is a need for a learning process that combines

lessons that are held in schools and supported by

industry ranging from classroom standardization,

tools to be used for practice, and competence in

accordance with Business World / Industry embodied

in industrial class (Hadam, Rahayu and Ariyadi,

2017).

The establishment of an industrial class,

beginning with the school together with the partner

industry, undertook a mature industrial planning

activity. The focus in industrial class planning is the

specificity in improving the vocational competencies

of students. Graduates in this special class are

expected to have competencies that are ready to work

and according to industry needs. All activities to be

carried out within the industry class are organized in

a memorandum of understanding between the school

and the partner industry.

After the industry class is formed, VHS can begin

to implement industrial class education according to

the agreement. Starting from the acceptance of new

students by involving the industry through the

exposure of the company profile, followed by basic

knowledge test, talent interest test, health test, and

psychology test in accordance with the standards of

companies that become industrial-class partners. The

results of tests that have been done can be informed

to prospective students in accordance with the talents

and interests possessed. Information on the test

results can be used as a prospective student to select

the industry class in accordance with the interests and

talents of students. The result of student’s selection as

mentioned above will be obtained by students in

accordance with industry standard. After that, only

the industrial class education process can be

implemented. The process of implementing industrial

classes in vocational high schools can be seen in

Figure 3.

6 THE BENEFITS OF WORK

CULTURE THROUGH

INDUSTRIAL CLASS

LEARNING

The work culture through learning in the industrial

class provides benefits for various parties, namely:

for industry, for schools, for parents, and for students.

Further described as follows.

6.1 Benefits for Industry

Benefits of industrial class implementation for the

industry are (1) Bridging industry with VHS so that it

can directly improve the industry image to the

surrounding community, (2) minimize training cost

and recruitment fee since the industrial class students

have received training and materials according to the

need industry, (3) Industrial classes can be used as

promotional and product development arenas for

VHS and surrounding communities; (4) industrial

class can also be used as an evaluation of existing

products in industry; and (5) facilitate job recruitment

as industry can take labor of industrial class.

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Figure 3: Implementation process of industrial class in vhs.

6.2 Benefits for VHS

The benefits of industrial class for VHS are explained

as follows: (1) graduates' absorption increases

because of the industrial class, (2) as school

promotion to surrounding communities because VHS

has industrial class, (3) Because of the industrial class

some equipment/machine needed in the practice

activities is partly provided by the industry so as to

save the cost of education, (4) The school benefits

from the provision of infrastructure by the industry,

(5) the competency of VHS graduates produced will

be in accordance with the demand of industry, (6)

increase the teacher's human resources because the

teachers get training from industry so that their

competence will also increase, and (7) graduates are

more qualified because they have competence in

accordance with industry demand.

6.3 Benefits for Parents

The benefits of industrial class for the parents are: (1)

With the industrial class the expectation of the parents

so that the child can work fast can be realized, (2)

Parents feel proud because their children are accepted

in industrial class, and (3) parents do not have to find

a job for their child because they have been recruited

by the industry.

6.4 Benefits for Students

Benefits obtained by students in Work Based

Learning in the industrial class are: (1) students will

be familiar with the attitude and work culture in the

industry so that will facilitate students when later

working in the industrial world; (2) students will have

competencies that meet the needs and demands of the

industry; (3) students feel confident because they

have the knowledge, skills, and industry experience

as a provision to compete in the world of work; and

(4) in the learning process, students always receive

the latest technology on tools and machines and

learning materials in accordance with the

development of the industry.

7 CONCLUSION

VHS is an educational institution that aims to produce

middle-skilled workforce in the industry, and able to

create jobs for themselves and others. Therefore,

learning practices in schools must develop conditions

as the conditions that exist in the industry. The

industrial class assures with learning through Work-

based learning approach. The industrial class should

be able to create an atmosphere of learning by what is

happening in the company/industry, vocational

practice activities in the industrial class done with

industry standards and produce works that can be

utilized by the community. The development of

graduate capability through the habituation of work

culture in industrial grade students in VHS has great

benefits for industry, schools, parents, and students.

SUGGESTIONS

Due to the enormous benefits of developing graduate

capabilities through the habituation of working

culture in the industrial grade students in VHS, it is

expected that VHS managers can organize the

implementation of industrial class as a medium for

Development of Graduate Capability Through Work Culture Habituation on Industrial Class Students In VHS

283

habituation of work culture for students to finish

having the knowledge and skill to compete in the

world of work and/or create their jobs.

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