Yes Matheos Lasarus Malaikosa, Nurul Ulfatin, Nyoman Sudana Degeng, Maisyaroh
The impact of the ASEAN Economic Community (MEA) and the development of the 4.0 industry is increasingly massive and the education system requires a novelty movement to respond to the ASEAN Economic Community (MEA) and the development of the 4.0 industry. The Indonesian government continues to make changes and development in the field of education to prepare learners to become capable, creative, independent, and responsible. Vocational education is part of the secondary education system aimed at preparing graduates to work on, by initiating to develop an education that leads to the creation of a student's creative character. The main objective of the study is to know the creative economic charge in the school curriculum to the vocational schools to shape the life skills of learners. Qualitative approach to multi-case design was used with participatory observation, in-depth interviews, and documentation. Its goal is to describe the creative economic charge in a curriculum that can form a student's expertise and strengthen student life skills through self-development activities with creative economic charge on SMK Negeri 1 Bogor, SMK Negeri 1 Kupang, Dan SMK Grafika Desa Putera Jakarta. Findings of curriculum management research and learning with creative economic charge for the establishment of life skills of students SMK Negeri 1 Bogor, SMK Negeri 1 Kupang, dan SMK Grafika Desa Putera Jakarta is: 1) Sealalu schools integrate the creative economic charge in the curriculum, because it is very effective to create creative people and to strengthen teachers to form the entrepreneurial spirit of learners; 2) The school integrates creative economic charge in learning to form life skills through strengthening hard skills and the students soft skills in each of the expertise program. A qualitative approach to multi-case design, with participatory observation, in-depth interviews, and documentation, aimed at describing the creative economic content of the curriculum that can establish student skills and strengthening of students life skills through self-development activities with creative economic charge to SMK Negeri 1 Bogor, SMK Negeri 1 Kupang, Dan SMK Grafika Desa Putera Jakarta. Findings of curriculum management research and learning with creative economy to the establishment of life skills of students SMK Negeri 1 Bogor, SMK Negeri 1 Kupang, and SMK Grafika Desa Putera Jakarta is: 1) The school always integrates creative economic content in the curriculum, because it is very effective to create creative people and to strengthen teachers to form the entrepreneurial spirit of learners; 2) The school integrates creative economic charge in learning to form life skills through strengthening hard skills and the students soft skills in each of the expertise program. The results showed that: 1) The school has integrated creative economic content in the curriculum to create creative and innovative learners, with precise learning strategies always emphasising learners' creativity, and is supported by a creative teacher and high work ethic to produce SMK graduates who have competence as a skilled workforce. Schools must always adjust creative economy content with their own expertise programs, with the intention that students can discover creative things that bless the skills of each program; 2) Life skills for students, schools have always programmed creative economic activity in the learning process that leads to contextual problems with the aim to strengthen the students' life skills. Teachers also develop creative learning methods with CTL learning approaches (Contextual Teaching and Learning) and PBL (Problem Based Learning) to form student life skills in each of the expertise, especially creative product subjects and entrepreneurship. Based on the results of the study, the conclusion that: 1) The creative economic charge is the result of one creative approach that needs to be integrated into the curriculum and learning, in order to produce creative people who are ready to work to high standards; 2) The establishment of life skills as a provision of skills to confront and solve the problem of life and to live life, actively and creatively seeking to find solutions to overcome these problems. © 2020, Primrose Hall Publishing Group.
Faculty of Education, State University Of Malang, Indonesia
