Independent Learning Curriculum in Creative Products and Entrepreneurship Subjects in Vocational High Schools

Abstrak

Creative Products and Entrepreneurship (PKK) is designated as a subject with five teaching hours per week, taught by all general subject teachers, so in practice, this subject is used for teachers who have not been certified to obtain certification. This risks reducing the quality of teaching if teachers' primary focus is only on certification, not improving student competency. This study aims to comprehensively analyze the implementation of the independent learning curriculum for the PKK subject. The type of research uses the field research method with a qualitative approach. The research informants are PKK subject teachers. The data collection procedure is through observation, interviews, and documentation activities. The data analysis technique uses qualitative descriptive analysis. The study results show that the Independent Learning Curriculum has been implemented in stages, including preparing teaching modules, teaching materials, learning tools, evaluations, and student learning outcome reports. The PKK teaching module has also been prepared with supervision from the school and the Education Office. The implications of this study indicate that implementing the Independent Learning Curriculum has been carried out systematically but still faces challenges. The study results can be the basis for policymakers to provide further support, such as training teachers in preparing teaching modules, improving IT skills, and providing facilities and infrastructure. Routine evaluations can be further developed to improve learning effectiveness and ensure student competency achievement according to curriculum objectives.