Aligning Vocational Curriculum with Industry Needs: A Case Study of Electrical Power Installation Engineering Education

Lukman Hakim; Dinar Ayu Tasya’; Asep Kurniawan

doi:10.61987/jemr.v5i5.2820

Authors

Lukman Hakim Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia
Dinar Ayu Tasya’ Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia
Asep Kurniawan Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia

DOI:

https://doi.org/10.61987/jemr.v5i5.2820

Keywords:

Curriculum Alignment, Electrical Power Installation Engineering, Industry Partnership, Student Competencies

Abstract

This study examined the implementation and industry alignment of the Electrical Power Installation Engineering curriculum and its translation into competencies. Vocational education must respond to technological change, workplace standards, and demands for technical and transversal skills. However, curriculum relevance is often constrained by outdated equipment, uneven teacher competence, and limited industry engagement. This qualitative study used an embedded single-case design. Data were collected through interviews, observations, and document analysis, then examined using reflexive thematic analysis and triangulation. Findings showed that curriculum implementation followed a cycle of planning, synchronization, implementation, evaluation, and improvement. Industry partners contributed to competency identification, placements, internships, Teaching Factory activities, safety procedures, and assessment. Teaching Factory strengthened links between theory and authentic work practices. Supporting factors included competent teachers, school support, partnerships, and facilities. Key barriers were limited industry-standard equipment, uneven technological competence, unfavourable student-to-equipment ratios, and restricted partnerships. Curriculum implementation improved technical skills, discipline, teamwork, communication, safety awareness, adaptability, and job readiness. These findings imply that vocational curriculum reform must integrate curriculum, infrastructure, teachers, and industry collaboration. They provide a practical framework for evidence-based curriculum improvement.

References

Aisah, S., & Candra, O. (2023). Analisis Kesiapan Kerja Lulusan Sekolah Menengah Kejuruan Jurusan Teknik Instalasi Tenaga Listrik. Jurnal Pendidikan Teknik Elektro, 4(2), 346–353. https://doi.org/10.24036/jpte.v4i2.338

Andriansyah, E. H., & Kamalia, P. U. (2021). National Standards of Education Affect the Employment Opportunities of Vocational High School Graduates. Jurnal Pendidikan Vokasi, 11(2), 112–124. https://doi.org/10.21831/jpv.v11i2.40791

Anwar, C., Kholifah, N., Nurtanto, M., & Nur, H. R. (2023). The Capability of Vocational Education Students in Industrial Practice Learning Programs. Journal of Technology and Science Education, 13(3), 657–672. https://doi.org/10.3926/jotse.1960

Arinaitwe, D. (2021). Practices and Strategies for Enhancing Learning Through Collaboration Between Vocational Teacher Training Institutions and Workplaces. Empirical Research in Vocational Education and Training, 13, Article 13. https://doi.org/10.1186/s40461-021-00117-z

Astuti, M., Arifin, Z., Nurtanto, M., Mutohhari, F., & Warju. (2022). The Maturity Levels of the Digital Technology Competence in Vocational Education. International Journal of Evaluation and Research in Education, 11(2), 596–603. https://doi.org/10.11591/ijere.v11i2.22258

Aswardi, A., Yanto, D. T. P., Dewi, C., Zaswita, H., Kabatiah, M., & Kurani, R. (2023). Human–Machine Interface-Based Control Training Kit as Innovative Learning Media to Enhance Students’ Automation Control Skills in the Industry 4.0 Era. TEM Journal, 12(4), 2157–2165. https://doi.org/10.18421/TEM124-26

Braun, V., & Clarke, V. (2021). One Size Fits All? What Counts as Quality Practice in Reflexive Thematic Analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Byrne, D. (2022). A Worked Example of Braun and Clarke’s Approach to Reflexive Thematic Analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Cahyadi, I., Suyanto, W., & Ameran bin Wan Mat, W. (2025). Evaluating a School–Industry Partnership Using the CIPP Model: Evidence from the Light Vehicle Engineering Program at SMK Ma’arif Salam. Jurnal Pendidikan Vokasi, 15(3). https://doi.org/10.21831/jpv.v15i3.74594

Candra, O., Putra, A., Islami, S., Yanto, D. T. P., Revina, R., & Yolanda, R. (2023). Work Willingness of VHS Students at Post-Industrial Placement. TEM Journal, 12(1), 265–274. https://doi.org/10.18421/TEM121-33

de Souza, A. S. C., & Debs, L. (2024). Concepts, Innovative Technologies, Learning Approaches and Trend Topics in Education 4.0: A Scoping Literature Review. Social Sciences & Humanities Open, 9, 100902. https://doi.org/10.1016/j.ssaho.2024.100902

Estriyanto, Y. (2021). Realizing the Demand-Driven Paradigm in Vocational Education: A Case Study on Vocational High School Teaching–Industry Partnership Program. Jurnal Pendidikan Vokasi, 11(2), 146–154. https://doi.org/10.21831/jpv.v11i2.39980

Fleming, J., Rowe, A. D., & Jackson, D. (2021). Employers as Educators: The Role of Work Placement Supervisors in Facilitating the Transfer of Skills and Knowledge. Journal of Education and Work, 34(5–6), 705–721. https://doi.org/10.1080/13639080.2021.1969343

Hiim, H. (2023). How Can Collaboration Between Schools and Workplaces Contribute to Relevant Vocational Education? Results of an Action Research Project in the School-Based Part of Norwegian Vocational Education and Training. Vocations and Learning, 16(1), 1–21. https://doi.org/10.1007/s12186-022-09300-z

Imran, I., Marji, M., Suswanto, H., & Adhikari, B. P. (2024). The Influence of Teaching Factory (TEFA) Implementation and Work Readiness on Vocational High School Students’ Future Job Perspectives. Jurnal Pendidikan Vokasi, 14(1), 86–96. https://doi.org/10.21831/jpv.v14i1.66796

Magagula, M. M., & Awodiji, O. A. (2024). The Implications of the Fourth Industrial Revolution on Technical and Vocational Education and Training in South Africa. Social Sciences & Humanities Open, 10, 100896. https://doi.org/10.1016/j.ssaho.2024.100896

McGrath, S., & Yamada, S. (2023). Skills for Development and Vocational Education and Training: Current and Emergent Trends. International Journal of Educational Development, 102, 102853. https://doi.org/10.1016/j.ijedudev.2023.102853

Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in Implementing 21st-Century Skills Competence in Vocational Education Learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. https://doi.org/10.11591/ijere.v10i4.22028

Naufalin, L. R., Indriayu, M., & Sulistyandari, S. (2024). Work Readiness of Generation Z in Diploma Programmes: The Influence of Internship Programs and Digital Literacy. Jurnal Pendidikan Vokasi, 14(2), 208–219. https://doi.org/10.21831/jpv.v14i2.73642

Rahmadhani, S., Ahyanuardi, & Suryati, L. (2022). Vocational High School Students’ Competency Needs for the World of Work. Mimbar Ilmu, 27(2), 349–355. https://doi.org/10.23887/mi.v27i1.42161

Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Republik Indonesia. (2022). Peraturan Presiden Republik Indonesia Nomor 68 Tahun 2022 tentang Revitalisasi Pendidikan Vokasi dan Pelatihan Vokasi.

Rikala, P., Braun, G., Järvinen, M., Stahre, J., & Hämäläinen, R. (2024). Understanding and Measuring Skill Gaps in Industry 4.0—A Review. Technological Forecasting and Social Change, 201, 123206. https://doi.org/10.1016/j.techfore.2024.123206

Schlunegger, M. C., Zumstein-Shaha, M., & Palm, R. (2024). Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review. Western Journal of Nursing Research, 46(8), 611–622. https://doi.org/10.1177/01939459241263011

Setiawan, D., Bafadal, I., Supriyanto, A., & Hadi, S. (2024). The Vocational High School Strategy in Increasing Partnerships with Business and Industry. Indonesian Research Journal in Education, 8(1), 120–131. https://doi.org/10.22437/irje.v8i1.30750

Sudarsono, B., Listyaningrum, P., Tentama, F., & Ghozali, F. A. (2024). Developing Learning and Training Within Industry Model to Improve Work Readiness of Vocational High School Students. International Journal of Evaluation and Research in Education, 13(3), 1731–1739. https://doi.org/10.11591/ijere.v13i3.26175

Suhartanta, S., Soewito, N., Hiryanto, H., Sugesti, N., Efendi, Y., Rahayu, S. P., & Kamin, Y. B. (2024). Evaluation of Student Internship Programs to Support the Sustainability of Vocational Education Institutions and Industrial Cooperation Programs. Jurnal Pendidikan Vokasi, 14(1), 63–73. https://doi.org/10.21831/jpv.v14i1.63585

Sutianah, C., Sobandi, B., Yamin, A. A., & Trang, P. D. K. (2024). Increasing Creativity, Production Innovation and Commercialization Through the New Teaching Factory Model Based on Life Skills. Jurnal Pendidikan Vokasi, 14(2), 133–146. https://doi.org/10.21831/jpv.v14i2.67400

Vachruddin, V. P., Susanto, B. A., Karim, A. R., Kusaeri, K., & Aditomo, A. (2023). Industrial-Based Competency and Expertise Assessment: Study of Management Assessments at SMK Center of Excellence and Vocational Education and Training. Jurnal Pendidikan Teknologi dan Kejuruan, 29(2), 208–229. https://doi.org/10.21831/jptk.v29i2.63801

Wijanarka, B. S., Wijarwanto, F., & Mbakwa, P. N. (2023). Successful Implementation of Teaching Factory in Machining Expertise in Vocational High Schools. Jurnal Pendidikan Vokasi, 13(1), 1–13. https://doi.org/10.21831/jpv.v13i1.51811

Yoto, Y., Marsono, M., Qolik, A., & Romadin, A. (2024). Evaluation of Teaching Factory Using the CIPP (Context, Input, Process, Product) Model to Improve Vocational High School Students’ Skills. Jurnal Pendidikan Vokasi, 14(1), 12–28. https://doi.org/10.21831/jpv.v14i1.62573

Yusuf, F. A., & Basrowi. (2023). The Effectiveness of the Internship Program for Vocational High School Students Using the CIPP Method. JTP—Jurnal Teknologi Pendidikan, 25(1), 15–28. https://doi.org/10.21009/jtp.v25i1.33553