Quality Control System of Learning in Vocational School

Endang Herawan

Educational Administration Department, Universitas Pendidikan Indonesia

endangh.upi@gmail.com

Keywords: quality control, quality learning, dual system.

Abstract: This study aims to verify, describe and interpret data about the quality control of learning SMKN. The research

used descriptive method with qualitative approach, Data collection is done through interview, observation

and documentation study. The results of the research showed that the quality control system is

comprehensively conducted, ranging from: 1) quality control in the preparation of learning program, such as

in making learning program, preparation of teaching, making teaching materials, evaluation planning, 2)

quality control of learning implementation including: the implementation of teaching, evaluation of learning

outcomes, and 3) follow-up quality control. To consider that vocational education is implemented by double

system form, which is implemented in schools and also practical work in business and industry, the quality

control of learning in vocational school is not only conducted by the principal, school supervisor through

academic supervision activities, it is also involving external society, such as business and industry (DUDI)

and professional associations, especially in the preparation of learning programs, the formulation of

competencies that must be owned by students, in the implementation of learning programs and assessment or

examination of competence, especially related to the productive field. Implication this is conducted so that

the learning programs and student competencies developed in schools in accordance with the demands and

needs of the world of work.

1 INTRODUCTION

Vocational High School has a strategic role in

realizing Indonesia's reliable resources, according to

Malik Fajar (in Dedi Supriadi, 2002: iii): "Vocational

education is an expensive but highly strategic

investment in producing skilled and skilled

Indonesians in their fields in accordance with the

needs of the community and its people, especially the

needs of business and industry ". Thus vocational

education has a strategic role in the effort to build a

prosperous and dignified productive nation. This role

makes vocational education as the foundation of the

people and nation of Indonesia is growing up.

Nowadays, the presence of vocational education

is important in development, because the product of

vocational education is capable of producing skilled

human beings so that it becomes a bridge between the

interests of society and the interests of the state.

Vocational education is expected to be a means in

improving the quality of Indonesian human beings,

because it is not possible in a state that still faces

limited funds to create a dominant Indonesian human

educated college level. Therefore the vocational

school level is the best alternative in order to improve

the quality of whole Indonesian people.

To consider the position of vocational school is so

strategic, the government set proportional policies

SMU-SMK (Senior-vocational high school) as stated

in Renstra 2005-2009 and Renstra 2010-2014, by

changing the composition ratio of the number of

public schools and vocational from 30:70 to 70:30

therefore the development of schools vocational

becomes increasing.

This condition shows the increasing awareness

and expectation of society to SMK as an institution

that can provide useful skill as a preparation for job

search or entrepreneur. Similarly, also hope and

attention of government and business world to

vocational education is still high, because this

institution is still reliable in produces the skilled

workforce needed by the business world/industry,

therefore the government seeks to increase the

number of vocational school students, projected each

year will increase significantly.

Herawan, E.

Quality Control System of Learning in Vocational School.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 46-50

ISBN: 978-989-758-314-8

Expectations and roles that are so high on

vocational education in the development of quality

human resources can not be realized optimally,

because in reality there is still a gap between hope and

reality. The problem is mainly related to the mismatch

between the ability of graduates with the demands of

the world of work / industry or the ability of

vocational high schools to produce graduates who are

ready to work (H.Muhajir, 2006, Nuriana, 2006,

N.Sukmadinata, 2002)

The occurrence of conditions as above because in

the implementation of education in vocational

schools still indicate the weakness. According to

Indra Jati (2001: 111-112). One of the weaknesses of

vocational education is in terms of practice, such as:

1. less prepare students to enter the work field,

inefficient, less able to maintain relevance to changes

in the labor market, less current, difficult to change

alias conservative. 2. viewed from the aspect of the

system, the education prevailing in the old vocational

school the old model is less in line with the demands

of the business / industry.

With the weakness as above, it has been attempted

various improvements and improvements, both

concerning the curriculum, competence of teachers,

competency standards graduates, facilities and

infrastructure, learning systems, cooperation with the

world of work, by through this improvement is

expected the quality of SMK graduates in accordance

with expectations business as well as society, due to

the indicators of a good vocational education program

if it is equally relevant to the needs of business /

industry, since the measure used to measure the

ability or success of a vocational school graduate is a

measure of the world of work (Dikmenjur 2001: 254).

Thus in curriculum development, the organization of

education and the development of student

competence in SMK can not be separated from the

demands of the world of work and industry, this is

because. Graduates of vocational schools are said to

be qualified, not enough to be proved by the value of

diplomas, but proven by the ability to work, whether

they can perform the task well or not (Suharsimi

(1988: 243).

To respond to the demands and expectations of

business and industry, vocational schools are required

to develop relevant curricula and learning programs,

collaborate with industry, improve teacher

competence and equip educational facilities and

infrastructure that enable students to learn and work

effectively and implement management quality

education or TQM well, therefore, Directorate of

Vocational Secondary Education (2002: 586) stated:

"In order to respond to the challenges of employment

problems a vocational education institution is

required and capable of implementing TQM". One

important element in TQM implementation that needs

to be done well is in terms of control, the school is

prosecuted to control the quality of the toll, so that the

plans and educational programs that have been

prepared can be done properly. According to Nana

Syaodih (2006: 44), Total quality control is not just

an approach or strategy but rather a system and even

a way of life to achieve goals effectively and

efficiently in order to meet the demands of users

through continuous improvement. In control, there

are activities assessment or measurement and

improvement. Other things that are assessed and

improved are not only the objectives of the plan and

the implementation of activities (Nana Syaodih,

2006: 38)

Based on the problems and challenges faced by

the SMK above, the researcher is encouraged to

conduct research with the intention to get descriptions

of quality control implemented at SMKN in Bandung,

specifically done on SMKN 1 and 3 as an effort in

realizing the purpose of vocational school education,

produce graduates who have the ability to become

skilled workers or become entrepreneurs and follow

further education.

2 LITERATURE REVIEW

2.1 Concept Quality Control

Quality control has an important role in management,

this activity is done to ensure that the management

process runs effectively and efficiently. According to

Koontz (in Nana Syaodih, 2006: 38) that there are two

kinds of control activities, namely assessment or

measurement and improvement. Other matters

assessed and improved not only the target, but also

the plan and execution of tasks.

Quality control, a routine technical activity

system designed to measure, maintain and monitor

the whole process or activity in producing products

and services to ensure that the quality of the products

or services produced in accordance with quality

requirements or standards that have been set so that

can always satisfy or meet customer expectations.

(Amitava Mitra, 2001: 9, Tzvetelin Gueorguiev, 2006

Ishikawa, 1985: 50, Chirtopher Winch, 1996).

Regarding into the definition, in the quality

control there are standard elements as the basis for

monitoring and repair efforts. James R.Evans and

William M.Lindsay (2005: 340) stated: ”Any control

system has three components: (1) a standard or goal,

Quality Control System of Learning in Vocational School

(2) a means of measuring accomplishment, and (3)

comparison of actual results with the standard, along

with feedback to form the basis for corrective action.”

Nowadays, the concept of control has evolved and

is applied to total quality control. Total means

because it embraces all the aspects that exist and

engages in organizational activities. In the context of

education to produce quality education (graduates) is

not only determined by a teacher and also other

personnel, then other aspects of curriculum, its

implementation and evaluation system used as well as

facilities, and community participation.

Control is an action performed by management or

leadership to direct people, facilities and objective

functions to achieve the established goals, both short-

term and long-term goals and achievements must be

efficient.

Control is an organizational tool, which is done to

produce quality products or services that produce and

customers feel satisfied. Quality control, to fit the

data associated with the activity process, is always

and complete as well as integrated as well. The main

purpose of quality control is to make measurements

and improvements in order to optimally (NS

Sukmadinata, 2006).

Quality control, is a process, which consists of: 1)

quality planning process; planning, namely the

preparation of goals and standards, 2). Real

performance measurement, 3). Comparing

performance with standard performance, 4)

improving performance. (J.M.Juran 1988: 165,

N.S.Sammadinata 2006: 52, Turney1992: 242,

Ishikawa, 1985). Quality control has a function of

measurement and improvement, then this activity has

four components, they are:

 Observer tools that detect, observe and measure

or direct activities

 An appraisal tool that evaluates the performance

of an activity

 Tool modifies the behavior to change

performance if required

 Tools for disseminating information to other

tools.

2.1.1 Role and Position of Vocational

Education

Vocational education as an educational institution at

middle level which aims to prepare learners to work

in certain field, preparing students to continue to

higher level and become an entrepreneur, but among

these objectives, the main function and purpose of

SMK is preparing students to work in a particular

field (Dedi Supriadi.2002, Ralph C.Wenrich, 1988).

Therefore, the Vocational Education in the

development related to the preparation of productive

people, namely human and work that has the ability

to match the expectations and demands of the

workforce. That was mentioned by Shoemaker

(Suharsimi 1988) which states ”vocational education

is essential for and must relate to the productivity if

people, not only in competence, but in attitude

towards one’s occupation and willingness to

produce”. As well Ibhade Joy Ojeaga and Philomena

Oghogho Uhunmwangho 2010) In view of the

strategic role vocational and technical education

plays in the production of competent and skilled

manpower for socio-economic, industrial and

technological advancement of the society. ”Because

the purpose of vocational education is preparing

students to face workforce, so it needs to provide a

real learning experience to them. Workforce

environment is place to learn. This is because learning

by doing is crucial for vocational education, therefore

a close relationship with the workforce is the key of

successful vocational education“ (Soeharto, 1988,

Ralph C.Wenrich, 1988).

3 METHOD

The research used qualitative approach, with the aim

to describe and analyze the learning quality control

activities at SMKN 1 and 3. In this research the

researcher tries to understand by review and studying

deeply and comprehensively on phenomena related to

quality control effort done by school administrator’s

curriculum or learning programs that have been

prepared can be done well. The sources of data in this

study are the Head of School, Head of Program, and

Teacher. Data collection was conducted by interview

and documentation study.

4 RESULTS AND DISCUSSION

4.1 Quality Control on the

Development of Learning Plans

Control of teaching plans, directed at teachers in the

case of: 1) development of teaching plans, including:

annual and semester program, syllabus and lesson

plan, media preparation / learning aids, preparation of

student tools and materials 2) preparation or

preparation of teaching materials, such as: modules,

books, dictates, etc. 3) development of evaluation

plans, such as daily / weekly learning plan, semester

ICES 2017 - 1st International Conference on Educational Sciences

or final stage. This controls were performed by

supervisors and principals through academic

supervision activities or in meetings before the school

year begins. The basis or criteria for carrying out

supervision are the standards or guidelines set by the

education and cultural ministries. Especially for

productive subjects group, quality control was

conducted by involving the elements of universities

that are courses in accordance with existing skills

programs in SMK, business and professional

associations, such as ASITA (Association of the

Indonesian Tour and Travel Agency), ISI

(Association of Indonesian Secretaries) IAI

(Indonesian Institute of Accountants) ASPRINDO

(Association of Indonesian Retail Companies).

Referred to by business world or professional

association in giving input is work competency

standard that has been established by government

(SKKNI - Indonesian National Competency

Standards) or professional associations. These

elements provide suggestions or inputs related to the

lesson material presented, the implementation of

learning and the formulation of competencies that

must be owned by students. This was implemented to

fit the needs of the world of work. This occupation

analysis is important in the development of SMK

curriculum. Pointed out by Soeharto (1988): "The

results of analysis will provide much assistance to

curriculum development and prerequisite skills in

each occupation." This indicates that education in

vocational schools is inseparable from the world of

work. Even Shoemaker (in Suharsimi 1988) stated:”

curriculum for vocational educations starts with a job

and end with the student on job”. Community control

over training institutions such as Vocational High

School is important. That is important to do to

maintain public trust. It has been implemented on

several countries such as France, Germany and

England, as stated by Richard Koch and Jochen

Reuling (1988): A key function of public quality

control is to establish confidence amongst all the

people concerned in the quality of training provided.

Furthermore, the target of public quality control is

directed to the developing factors of individual

students, such as: (training content/curricula,

personnel, training aids, training organization) and/or

in output standards for learning results/examination

requirements.

Meetings with the world of work in curriculum

discussions are conducted regularly before the new

school year begins. This activity is called

synchronization or validation of the implementation

curriculum. Through the activities allow the

curriculum especially for productive programs more

quality.

4.2 Quality Control on the

Implementation of Learning

The quality control of the learning implementation

was conducted by the school principal or the vice

principals and supervisors of learning that classified

in the classroom or in the laboratories or learning

outside the school such as practice in the industry.

Quality control of leaning activities is when students

practice in any industry, not only giving them

experience in the form of work practices that does

match their expertise, but also professionals give

them constructive criticism of their skills on work

practices. It is useful for school to improve the

curriculum, learning materials and learning processes

conducted in school. Quality control can be evaluated

by professionals during the competency exam by

analyzing the competencies of students to face

workforce demand using criteria that are applied in

the work environment.

Supervision is implementation of quality control

that can be done by headmaster or supervision.

Supervision was carried out directly to the classroom

also through the CCTV screen installed in each class,

as well as filling in the journal of class activities that

teachers must complete each time the pursuit, the

principal asked to the students.

This control is important to be done by the

principal for the activities carried out in accordance

with the plan and if found irregularities can be

immediately carried out remedial action. Oakland (in

Dorothea, 2002: 104) stated: the leadership in quality

management must know is to implement the control

of the process and system and improve its ability.

4.3 Follow-Up Quality Control

As a follow-up to the implementation of quality

control, the principal meets regularly with the chief of

skills programs and teachers to discuss and seek

solutions for improvement. As well as meetings at the

end of the school year by inviting elements of

universities, business world and professional

associations during the validation and

synchronization activities of the implementation

curriculum. Follow-up of the implementation of

controls in the form of efforts to improve or improve

the curriculum and plans or learning programs, such

as improving the lesson materials, the suitability of

competency standards with teaching materials,

subject sequence, accuracy and evaluation plan, the

appropriateness of the learning approach, the

Quality Control System of Learning in Vocational School

improvement of lesson plan, the material analysis.

Follow-up control is also aimed at improving the

implementation of learning, both implemented in the

classroom, in the laboratory and practice in the

workplace. Increased ability of teachers, conducted

through internship activities at the company,

deliberations of subject teachers (MGMP), training

that conducted.

5 CONCLUSIONS

Quality control carried out on SMKN 1 and 3 has

described the integrated quality control means the

guidelines or standards set by the Ministry of

Education and Culture and the criteria of ability

required in the world of work or by professional

associations were steps in the quality control

program. Control is conducted by the principal by

involving the world of work, professional

associations and students as a major customer in

school. The objectives of the overall control cover the

curriculum, planning, implementation and evaluation

of learning. Follow-up quality control in the form of

improvement and refinement, and continuous control

activities were implemented because the demands

and development of science and technology that used

in the world of work continues to grow this thing by

itself demands the knowledge, attitudes and skills of

SMK graduates.

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