MANAJEMEN PENINGKATAN MUTU KURIKULUM BERBASIS INDUSTRI DALAM MEMBENTUK KOMPETENSI PESERTA DIDIK (Studi Multi situs di Lembaga Pendidikan Islam SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo

MUJIONO, 1890501230002 and AKHYAK, 196710291994031004 and PRIM MASROKAN MUTOHAR, 197206082002121001 (2026) MANAJEMEN PENINGKATAN MUTU KURIKULUM BERBASIS INDUSTRI DALAM MEMBENTUK KOMPETENSI PESERTA DIDIK (Studi Multi situs di Lembaga Pendidikan Islam SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo. [ Disertasi ]

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Abstract

ABSTRAK Globalisasi, Revolusi Industri 4.0, dan Society 5.0 telah mengubah peta dunia kerja secara fundamental, menuntut tenaga kerja dengan kompetensi tinggi yang menguasai hard skills, soft skills, serta kemampuan beradaptasi terhadap teknologi dan kebutuhan industri yang dinamis. Untuk menjawab tantangan tersebut, SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo menerapkan manajemen kurikulum berbasis industri yang terstruktur dan kolaboratif, mengintegrasikan praktik langsung, kemitraan industri, serta pendekatan Teaching Factory guna membentuk kompetensi peserta didik yang siap bersaing di pasar kerja. Penelitian ini bertujuan untuk menganalisis secara komprehensif perencanaan, pelaksanaan, pengendalian, dan tindak lanjut peningkatan mutu kurikulum berbasis industri dalam membentuk kompetensi peserta didik di SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo. Metode penelitian ini menggunakan pendekatan kualitatif naturalistis dengan rancangan studi multi situs untuk memperoleh pemahaman mendalam mengenai manajemen peningkatan mutu kurikulum berbasis industri di SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo. Peneliti berperan sebagai aktor kunci dengan hadir langsung di lokasi penelitian untuk melakukan wawancara mendalam, observasi partisipan, dan dokumentasi, sehingga data yang diperoleh valid, objektif, dan komprehensif. Analisis data dilakukan melalui tahap kondensasi, klasifikasi, interpretasi, dan analisis lintas situs untuk menemukan makna serta pola pengelolaan mutu kurikulum yang diterapkan di masing-masing sekolah. Keabsahan data dijamin melalui uji kredibilitas, dependabilitas, konfirmabilitas, dan transferabilitas untuk memastikan temuan penelitian dapat dipertanggungjawabkan dan relevan dengan pendidikan berbasis industri. Hasil penelitian menunjukkan perencanaan, pelaksanaan, pengendalian, dan tindak lanjut peningkatan mutu kurikulum berbasis industri di SMKS Magetan 1 YKP dan SMKS 1 Pemda (Ma’arif) Ponorogo berlangsung secara sistematis, kolaboratif, dan adaptif dengan orientasi pembentukan kompetensi peserta didik. Perencanaan dilakukan melalui pendekatan link and match antara sekolah dan dunia industri, melibatkan unsur internal dan eksternal dalam analisis kebutuhan kompetensi, penyusunan kurikulum terstruktur hingga validasi melalui MoU dan PKS, dengan fokus pada penguatan kompetensi teknis otomotif di SMKS Magetan 1 YKP dan pengembangan agribisnis di SMKS 1 Pemda (Ma’arif) Ponorogo. Pelaksanaan kurikulum melalui integrasi teori dan praktik dalam model project-based learning serta teaching factory, didukung kerja sama formal dengan industri, penempatan magang, kolaborasi guru-instruktur industri, dan penguatan sumber daya melalui upskilling serta reskilling guru. Pengendalian mutu dilakukan melalui mekanisme monitoring, evaluasi, penerapan SPMI dan SPME kolaborasi dengan industri. Hasil evaluasi digunakan untuk memperbaiki silabus, materi praktik, dan integrasi teknologi. Tindak lanjut pengendalian dilaksanakan melalui perbaikan kurikulum, pengembangan SDM, penguatan kemitraan industri, dan penerapan continuous improvement agar kurikulum tetap relevan dengan kebutuhan dunia kerja, meningkatkan kompetensi peserta didik, dan menjaga keberlanjutan kerja sama dengan industri. ABSTRACT Globalization, the Fourth Industrial Revolution (Industry 4.0), and Society 5.0 have fundamentally reshaped the global workforce, demanding employees with high-level competencies that encompass hard skills, soft skills, and the ability to adapt to rapidly evolving technologies and dynamic industry needs. In response to these challenges, SMKS Magetan 1 YKP and SMKS 1 Pemda (Ma’arif) Ponorogo implement a structured and collaborative industry-based curriculum management system that integrates hands-on practice, industry partnerships, and a Teaching Factory approach to develop students’ competencies and prepare them to compete in the labor market. This study aims to comprehensively analyze the planning, implementation, control, and follow-up of quality improvement in the industry-based curriculum for fostering student competencies at SMKS Magetan 1 YKP and SMKS 1 Pemda (Ma’arif) Ponorogo. The research employs a naturalistic qualitative approach with a multi-site study design to gain an in-depth understanding of industry-based curriculum quality management at the two schools. The researcher acts as the key instrument by being present on-site to conduct in-depth interviews, participant observation, and document analysis, ensuring that the data collected are valid, objective, and comprehensive. Data analysis involves condensation, classification, interpretation, and cross-site analysis to identify patterns and meanings in the schools’ curriculum quality management practices. The credibility, dependability, confirmability, and transferability of the data are rigorously tested to ensure that the research findings are reliable and relevant to vocational education based on industry needs. The findings indicate that planning, implementation, control, and follow-up of quality improvement in the industry-based curriculum at SMKS Magetan 1 YKP and SMKS 1 Pemda (Ma’arif) Ponorogo are carried out systematically, collaboratively, and adaptively, with a clear focus on developing student competencies. Planning is conducted through a link-and-match approach between schools and industries, involving internal and external stakeholders in competency needs analysis and structured curriculum development validated through MoUs, with emphasis on technical automotive competencies at SMKS Magetan 1 YKP and sustainable agribusiness development at SMKS 1 Pemda (Ma’arif) Ponorogo. Curriculum implementation integrates theory and practice through project-based learning and the Teaching Factory model, supported by formal industry partnerships, internship placements, teacher-industry collaboration, and capacity-building initiatives such as teacher upskilling and reskilling. Quality control is conducted through monitoring, evaluation, internal audits, the application of internal and external quality assurance systems (SPMI and SPME) collaboration with industry, while evaluation results are used to improve syllabi, practical materials, and integrate technologies. Follow-up actions are carried out systematically through curriculum improvement, human resource development, strengthening industry partnerships, and the application of continuous improvement to maintain curriculum relevance to workforce needs, enhance student competencies, and ensure sustainable industry collaboration

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