RESENSI JURNAL ILMIAH

Untuk memenuhi tugas Ujian Tengah Semester Mata Kuliah Kajian Teknlogi dan
Vokasi
Dosen Pengampu :
Feri Hidayatullah Firmansyah, M.MT.

Disusun Oleh :

Putri Sabila Al Asyifa

1904175

PENDIDIKAN MULTIMEDIA
UNIVERSITAS PENDIDIKAN INDONESIA
KAMPUS CIBIRU
2021
A. Pendahuluan
Menurut Rupert Evans (1978) dalam Djojonegoro (1997) : pendidikan
kejuruan adalah bagian dari sistem pendidikan yang mempersiapkan seseorang
agar lebih mampu bekerja pada suatu kelompok pekerjaan atau satu bidang
pekerjaan dari pada bidang pekerjaan lainnya. Ini berarti satu bidang studi lebih
dipelajari daripada bidang studi lainnya sebagai bekal untuk memasuki dunia
kerja. Sedangkan Menurut UU No.2 tentang Sistem Pendidikan Nasional :
“Pendidikan kejuruan merupakan Pendidikan yang menyiapkan peserta didik
untuk dapat bekerjadalam bidang tertentu”
Dalam hal ini, dunia kerja adalah tujuan akhir yang akan dicapai atau akan
dilakukan oleh seseorang, baik dalam industri, bisnis, atau instansi pemerintah
dan profesi. Dunia pekerjaan membutuhkan lulusan SMK/calon pekerja untuk
memiliki sikap profesional dan kompetensi yang baik. Berdasarkan (Peraturan
Presiden Republik Indonesia, 2013) PP.No.32 Tahun 2013 tentang Standar
Nasional Pendidikan menjelaskan bahwa kompetensi adalah seperangkat sikap,
pengetahuan dan keterampilan yang harus dimiliki, dihayati, dan dikuasai oleh
siswa setelah mempelajari suatu pembelajaran konte, menyelesaikan program
atau menyelesaikan satuan pendidikan tertentu (Burke., 2005) bahwa kompetensi
adalah pengetahuan, keterampilan, dan sikap yang dimiliki oleh setiap individu
untuk dapat melakukan pekerjaan secara secara profesional sesuai dengan profesi
yang mereka miliki.
Kompetensi keahlian multimedia saat ini merupakan salah satu kompetensi
yang dibutuhkan oleh dunia kerja, yang berkaitan dengan animasi, media dan lain-
lain. Seperti yang dikatakan oleh kepala literasi pusat pengembangan dan profesi
manusia sumber daya komunikasi, Prof.Dr.Gati Gayatri, bahwa seiring dengan
pesatnya pertumbuhan dunia periklanan, hubungan masyarakat, penyiaran dan
distribusi konten melalui media sosial, kebutuhan untuk tenaga kerja di bidang
informasi dan teknologi komunikasi (TIK) sedang mengalami peningkatan yang
signifikan setiap tahunnya. Lebih lanjut dia mengatakan bahwa berdasarkan data
yang dirilis oleh Data Fast 50, permintaan sumber daya manusia dalam konten
 industri global terus meningkat menjadi 63%, khususnya di bidang multimedia,
editing, dan grafis, pusat perpustakaan penelitian (litprof, 2017).
B. Deskripsi Ringkasan Materi
a. Identitas Jurnal
Judul : Relevance of Multimedia Expertise Competency in Vocational
Schools toward the needs of Business/Industrial World
Publisher : Journal of Educational Science and Technology
Volume : Volume 5 Number 1 April 2019 page 58-66
Download : https://ojs.unm.ac.id/JEST/article/view/6923
Tahun : 2019
Penulis : Nur Fakhrunnisaa dan Sudji Munadi
Reviewer : Putri Sabila Al Asyifa
p-ISSN : 2460-1497
e-ISSN : 2477-3840
b. Ringkasan Materi
Jurnal ini berisi penelitian mengenai relevansi keahlian multimedia di
Sekolah Menengah Kejuruan berdasarkan dengan kebutuhan bisnis atau dunia
industry. Relevansi menurut Kamus Besar Bahasa Indonesia (KBBI) adalah
hubungan, ikatan. Prinsip relevansi terdiri dari dua jenis, yaitu relevansi
eksternal dan relevansi internal. Relevansi eksternal menunjukkan relevansi
antara kurikulum dengan siswa lingkungan hidup dan masyarakat serta
perkembangan kehidupan saat ini dan masa yang akan datang. Relevansi
internal menunjukkan relevansi antara komponen kurikulum itu sendiri,
(Widiaty, 2013). Penyesuaian itu terus menerus dibuat, namun pada
kenyataannya yang terjadi di dunia Pendidikan , ada ketidakcocokan antara
program yang diselenggarakan oleh satuan pendidikan dan dunia
usaha/industri. Diantaranya tidak kompatibel, tidak semua mata pelajaran
sesuai dengan kompetensi yang dibutuhkan oleh dunia usaha/industry,
kompetensi yang terkandung dalam kurikulum struktur tidak langsung
dibangun dan dilatih untuk keterampilan siswa yang dapat digunakan atau
disesuaikan dengan kebutuhan dunia usaha/dunia industri sehingga lulusan
SMK sering dipandang sebelah mata. Siring dengan kompetensi yang harus
mengikuti perkembangan ilmu pengetahuan dan teknologi melalui
pengembangan kurikulum tidak dapat mengantisipasi pesatnya perkembangan
ilmu pengetahuan dan teknologi, selain kompetensi (KI dan KD) yang sudah
mulai spesifik tetapi ternyata tidak dibutuhkan oleh dunia usaha/industri.
permasalahan sebelumnya, (Deworoto, 2017) menyatakan bahwa ada
kompetensi dasar yang diajarkan di SMK, namun belum relevan dengan
kebutuhan dunia usaha/industri.
Berdasarkan permasalahan di atas, peneliti tertarik untuk mengetahui
relevansi kejuruan kurikulum sekolah dengan kebutuhan dunia usaha/industri
yang ditinjau dari profil kompetensi dalam struktur Kurikulum 2013 setelah
direvisi.
Adapun Metode yang digunakan dalam penelitian ini adalah survey.
Penelitian ini menggunakan pendekatan deskriptif kuantitatif. Tujuan dari
penelitian ini adalah untuk menggambarkan profil secara kuantitatif
kebutuhan kompetensi dunia kerja yang berasal dari kurikulum KIKD 2013
sebagaimana ditetapkan dalam struktur kurikulum 2013 setelah revisi. KIKD
pada kurikulum 2013 setelah revisi mencetak desain grafis, 2D dan 3D
animasi, dan pemrosesan audio dan video rekayasa. Sampel penelitian ini
adalah pimpinan dan HRD dunia usaha/industry PT.TVRI Makassar, PT.
Media AD, CV. Liga Visi, CV. Fadel Digital Printing. Teknik pengumpulan
data menggunakan kuesioner, data teknik analisis menggunakan statistik
deskriptif.
Instrumen yang digunakan dalam penelitian ini adalah kuesioneri. Jenis
kuesioner yang digunakan adalah kuesioner tertutup, di mana pernyataan dan
jawaban sudah tersedia di dalamnya untuk dipilih sebagai pilihan alternatif;
dengan skala penilaian. Pernyataan dalam angket berpedoman pada KIKD
pada kurikulum 2013 setelah direvisi. Responden dapat memilih alternatif
 jawaban yang dianggap paling sesuai dengan kebutuhan mereka dengan
memberi tanda (√). Berikut ini adalah gambaran konstruksi kuesioner:
1) Jumlah item kuesioner
Jumlah item kuesioner yang digunakan untuk instrumen kompetensi
kebutuhan dunia usaha/industri sebanyak 56 item.
2) Formulir kuesioner
Bentuk angket adalah pernyataan dengan pilihan, yang dapat dipilih
dengan memberikan tanda (√), ke salah satu dari 4 pilihan jawaban. Kuesioner
ini menggunakan skala Likert, yang sebelumnya telah divalidasi oleh
validator ahli juga untuk menyederhanakan klasifikasi tingkat kebutuhan
kompetensi dasar dengan dunia usaha/industri.
C. Resensi/Opini/Tanggapan
Penelitian dalam jurnal ini mendapatkan hasil dalam bentuk persentase
sebagai berikut : printing desain grafis pada 63,15% termasuk dalam kategori
relevan, 2D dan animasi 3D 82,23% dalam kategori sangat relevan, Teknik audio
dan video adalah 86,45%, dan rata-rata semuanya kompetensi pada ketiga mata
pelajaran tersebut adalah 77,27% diklasifikasikan dalam kategori sangat relevan.
Ini berarti kurikulum 2013 ini setelah direvisi adalah memang dibutuhkan dan
sudah relevan dengan kebutuhan dunia kerja, sehingga jika diterapkan dalam
sekolah kejuruan, maka kompetensi lulusan kompetensi keahlian multimedia
dapat memenuhi kompetensi bisnis / dunia industri.
Pada kesimpulannya, secara ilmiah telah dibuktikan bahwa kompetensi
keahlian multimedia secara keseluruhan dibutuhkan oleh dunia industry maupun
bisnis dengan relevansi yang sangat baik berdasarkan Kompetensi Inti dan
Kompetensi Dasar di Kurikulum 2013 Revisi. Namun mengingat bahwa
penelitian ini menggunakan sample pelaku industry dan bisnis, maka hasil
penelitian ini dapat menjadi angka relatif jika dihubungan dengan realisasi di
lapangan yang memungkinkan ketidaktercapaian kompetensi yang sudah
ditentukan. Hal itu tidak terlepas dari factor-faktor lain seperti factor ketersediaan
sumber daya manusia dan sarana prasarana yang menyebabkan masih banyak
 peserta didik yang kesulitan memasuki dunia industry atau bisnis meski dengan
angka relevansi yang tinggi. Oleh karena itu, alangkah baiknya penelitian
mengenai relevansi ini terus dikembangkan dengan varibel yang lebih beragam
untuk menambah akurasi kebutuhan dunia industry/bisnis terhadap tenaga kerja
keahlian multimedia dengan ketersediaan sumber daya manusia yang kompeten
sehingga ekosistem Pendidikan teknologi dan kejuruan menjadi seimbang.
D. Penutup dan Kesimpulan
Kompetensi dasar tahun 2013 kurikulum setelah revisi dibutuhkan oleh dunia
usaha/industri dilihat dari persentase relevansi pada keahlian multimedia pada
kompetensi dasar yang dimiliki dengan tiga subjeknya, desain grafis pencetakan,
2D dan animasi 3D, serta teknik pengolahan audio dan video yang relevan dan
kategori sangat relevan. Tingkat kebutuhan dunia kerja menuju basic kompetensi
berdasarkan kurikulum setelah direvisi dapat dijadikan dasar dalam
pengembangan kurikulum kompetensi keahlian multimedia. Ini bisa menjadi
bahan refleksi atau evaluasi, kompetensi dasar yang diprogramkan dalam SMK
dapat dipertahankan dengan revisi berkelanjutan pada beberapa aspek yang tidak
relevan berdasarkan Penelitian ini, untuk meningkatkan kompatibilitas
kompetensi mahasiswa dalam bidang keahlian multimedia kemasan. Sehingga
kompetensi yang diterapkan pada proses pembelajaran di SMK adalah
kompetensi yang sangat dibutuhkan oleh Dunia Industri.
Setelah mendapatkan hasil penelitian ini, alangkah baiknya penelitian
mengenai relevansi ini terus dikembangkan dengan varibel yang lebih beragam
untuk menambah akurasi kebutuhan dunia industry/bisnis terhadap tenaga kerja
keahlian multimedia dengan ketersediaan sumber daya manusia yang kompeten
sehingga ekosistem Pendidikan teknologi dan kejuruan menjadi seimbang.
Dukungan dari berbagai komponen penyelenggara juga direkomendasika untuk
menciptakan lingkungan yang berkemajuan untuk Pendidikan teknologi dan
kejuruan di Indonesia mengingat keahlian multimedia memiliki peluang karir
yang tinggi.
 E. Daftar Pustaka

Wardiman, D. (1997). Pengembangan Sumberdaya Manusia melalui Sekolah Menengah

Kejuruan. Jakarta: Departemen Pendidikan dan Kebudayaan.

Burke. (2005). Competency Based Education and Training. 1900 Frost Road, Suite 101,
Bristol, PA 19007: USA: UK The Flamer Press, Taylor & Francis Inc.

Deworoto. (2017). Relevansi Isi Kurikulum 2013 SMK/MAK Paket Keahlian Teknik
Komputer dan Jaringan (TKJ) terhadap Kebutuhan Dunia Usaha/Industri
(DU/DI) Studi Kasus Pada SMK Negeri 1 Sentani Kabupaten Jayapura.
Yogyakarta: Universitas Negeri Yogyakarta.

Fakhrunnisa, N., & Munadi, S. (2019). Relevance of Multimedia Expertise Competency

in Vocational Schools toward the needs of Business/Industrial World. Journal of
Educational Science and Technology, 58-66.

Widiyanto. (2013). Relevansi Kurikulum Smk Berbasis Industri Kreatif Dengan Metode
Extrapolation and the Econometric Approach. . Innovation of Vocational
Technology Education, 29-42.

F. Lampiran
 Journal of Educational Science and Technology
Volume 5 Number 1 April 2019 page 58-66
p-ISSN:2460-1497 and e-ISSN: 2477-3840
DOI: https://doi.org/10.26858/est.v5i1.6923

Relevance of Multimedia Expertise Competency in Vocational Schools toward

the needs of Business/Industrial World
Nur Fakhrunnisaa1, Sudji Munadi2
1
Technology and Vocational Education, Yogyakarta State University, Indonesia
Email:nurfakhrunnisaa.09@gmail.com
2
Engineering, Yogyakarta State University, Indonesia
E-mail:sudji.munadi@uny.ac.id

(Received: January-2019; Reviewed: February-2019; Accepted: March-2019; Published: April-2019)

©2019 – EST Graduate Program Universitas Negeri Makassar. This is an article with open
access under license CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/ ).

ABSTRACT
This study aims to determine the relevance of vocational school curriculum with the needs
of business/industrial world, based on competency profile in the structure of 2013
curriculum after revision. The method used is a survey with quantitative descriptive
approach, and data analysis techniques use descriptive statistics. The findings of the study
reveals that there are 13 basic competencies of competency profiles needed by the
business/industrial world in printing graphic design subject; in 2D and 3D animation
subject, there are 19 basic competencies needed; and on audio and video processing
engineering subject, all of the basic competencies as many as 18 items are needed by the
business /industrial world. In general, all the basic competencies of those three subjects,
in terms of percentage, are in the very relevant category. This means that this 2013
curriculum after revision is truly needed and has been relevant to the world f work
needs, so that if it’s applied in vocational schools, competency of the graduates of
multimedia expertise competency already able to fulfill the competencies of the
business/ industrial world.
Keywords: competency; curriculum; multimedia; relevance; vocational.

INTRODUCTION SMK which is a secondary school that prepares

Vocational education is one of educational
program that is expected to be able to give
contribution to the development of human
resources, especially for youth to get better job
opportunities. Vocational education is education
that prepares students to become professional and
competent workers. As said by (Pavlova, 2009)
that vocational education has objective to prepare
workers. Based on those objectives, to equip
students or prospective workers is done by
providing provisions in the form of competencies
that can support their work readiness.
Vocational school or better known as SMK
is one of formal education level in Indonesia.
58
its graduates to be ready to work is given learning
material in theory as well as practice to support
its students to own competency. That
competency will be used in the world of work.
The world of work is the ultimate goal that
will be achieved or will be undertaken by
someone, whether in the industry, business, or
government agencies and professions. The world
of work requires SMK graduates/ prospective
workers to have a professional attitude and good
competency. Based on (Presiden Republik
Indonesia, 2013) PP.No.32 of 2013 about
National Education Standards explains that
competency is a set of attitudes, knowledge and
skills that must be possessed, internalized, and
59 | Vol 5 No 1, April 2019
mastered by students after learning a learning
content, completing a program or completing a
particular educational unit. This is corresponding
with (Burke., 2005) that competency is the
knowledge, skills, and attitudes possessed by
each individual to be able to do work in a
professional manner in accordance with the
profession they have. Thus, students must be
equipped with good attitudes, knowledge and
skills that can be used to become professionals.
To prepare graduates with attitude, knowledge
and skill competencies that can be accepted by
the business/industrial world, then it’s not
separated from curriculum.
The curriculum used in Vocational
Schools is a curriculum which is compiled and
developed by the government through National
Education Standards Agency (BSNP).
Curriculum has structure which includes subjects
along with core competencies (KI) and basic
competencies (KD) for each subject in the 2017-
revised version of the 2013 curriculum. On its
structure, subjects and basic competencies have
been compiled comprehensively, so that the
subjects and competencies are interrelated,
support and complement, without overlapping
one another. The implementation of the
curriculum in Vocational Schools must go
through adjustment by concerning the condition
of the school, students, regional potential,
scientific and technological progress, and
environmental needs, especially the needs of the
working world.
The competency of multi-media expertise
is currently one of the competencies needed by
the working world, as it relates to animation,
media and others. As said by the chief of literacy
development center and profession of human
resources communication, Prof.Dr.Gati Gayatri,
that along with the rapid growth of the world of
advertising, public relations, broadcasting and
content distribution via social media, the need for
labor in the field of information and
communication technology (ICT) is experiencing
a significant increase each year. He further said
that based on data released by Data Fast 50, the
demand for human resources in the content
industry globally continued to increase to 63%,
especially in the field of multimedia, editing, and
graphics, research library center (litprof, 2017).
Therefore the applicable curriculum constantly
adjusted, which on the after revision version, the
subject become less and more adjustable with the
development of technology and business/indu-
strial world needs nowadays. This adjustment
mainly has to pay attention to the development of
science and technology, in order to develop
curriculum that can keep up with the
development of business/industrial world needs
that much faster to keep up with science and
technology development, where it slowly
changing and developing from manual head to
computerization.
Vocational school as a formal education
institution that produce ready-to-use resources in
the working world need to make adjustment on
expertise competency by paying attention to the
relevance of competency on the curriculum
toward business/industrial world needs. The
curriculum needs to be adjusted with working
world needs, in terms of relevance. Relevance
according to Indonesia Dictionary (KBBI) is
relation, bond. Principle of relevance consists of
two types, which are external relevance and
internal relevance. External relevance indicates
the relevance between curriculum with students’
living environment and society and the
development of life nowadays and future.
Internal relevance indicates the relevance
between the curriculum components itself,
(Widiaty, 2013). That adjustment is continuously
made, however in reality that happen in education
world, there is an incompatibility between
programs held by education units and the
business/industrial world. Among these
incompatibilities, not all subjects along with their
competence required by the business/ industrial
world, the competencies contained in curriculum
structure do not immediately build and train
student skills that can be used or adjusted to the
needs of the business world/industrial world so
that SMK graduates is often underestimated. As
well as the competencies that should keep up with
the development of science and technology
through curriculum development can’t anticipate
the rapid development of science and technology,
in addition the competencies (KI and KD) that
have started to be specific but evidently are not
needed by the business/industrial world. In line
with previous problems, (Deworoto, 2017) states
that there is basic competency taught in
vocational schools, yet not relevant to the needs
of the business/ industrial world.
Different things is found by (Puruasdi,
2016) that the relevance of competency on
manufacturing image engineering subject at
SMKN 2 Pengasih toward the competency of
industrial needs is 87,05% and classified in
highly relevant category, there are some
competencies that are not needed by industry.
 Fakhrunnisaa, Munadi. Relevance of Multimedia …I 60
(Ramdani, Hamdani, & Suhayat, 2017) reveals
that mechanical drawing material at SMKN 2
Bandung with SKKNI overall has compatibility
level by percentage 80, 09% on relevant category.
Besides the relevance of competency toward
working world needs, according to (Haylusi,
2015) that the relevance level of productive
subject competencies on apprenticeship program
is 91% (highly relevant) with details of the basic
relevance of vocational competency with work is
96% (highly relevant), and the relevance of
vocational competency is 87% (highly relevant).
According to (Ramadhan, 2013) the competency
of SMK graduates at building engineering study
program on TGB expertise competency is
relevant with competency required in working
world. In line with that, (Suwarsono, 2013) write
that the relevance between curriculum of
architectural drawing expertise competency
SMKN 3 Yogyakarta with industrial needs in
highly relevant category. (Yoga, 2017)
summarize that out of 18 basic competencies
which covers 83 sub-basic competencies of audio
video, there are 16 basic competencies (88%)
which classified in relevant category with
competency needs in industry, and 2other
competencies are less relevant. And out of 83
sub-basic competencies, there is 64, 5% sub-
competency that relevant with competency needs
in industry, while the remaining 35, 5% sub-
competency are not needed by the industry in
Bandar Lampung.
The findings of those studies show the lack
of education world to offset the rapid progress of
the world of work that has an impact on the
ability of graduates who are less able to handle
and operate the latest technology. This inability
makes the unemployment rate of vocational high
school graduates in the city of Makassar included
in high category, according to the South Sulawesi
provincial statistics center (Stistik, 2018), the
open unemployment rate in South Sulawesi is
5.95%, which is mostly come from working age
with the latest education high school/equivalent.
That shows the low level of absorption of high
school/equivalent graduates, which includes
vocational schools in the world of work,
especially business/industrial world.
To achieve the development and
implementation of curriculum with competencies
that are indeed needed by the business /industrial
world, this can be done by perfecting and
harmonizing the curriculum with competencies
according to the needs of graduate, which is the
business/industrial world (link and match). In
addition, can be done by increasing cooperation
with institution, government and the
business/industrial world itself, as well as by
providing competent educators and education
personnel in their respective fields. Study
conducted by (Westerlund, 2015) reveals that
there is a need of recommended curriculum that
must be considered so that IT graduates keep
relevant, this is done by compile a curriculum that
corresponding with future needs. (Widiyanto,
2010) summarize that the school needs to identify
competency needs of DUDI; second, DUDI’s
mechanism in developing the competency needs
is a strategy that can be used by SMK to develop
curriculum with competency as expected by
DUDI. The findings of the study by (Okedeyi,
Oginni, Adegorite, & Saibu, 2015) reveals that
the acquisition of relevant skills in Multi Media
will improve teaching and learning of scientific
concepts in secondary schools. Based on the
findings, recommendations were proffered to
inculcate knowledge of multimedia skills in
improving teaching of science.
Based on the problems above, researchers
are interested to know the relevance of vocational
schools curriculum to the needs of the
business/industrial world, which are reviewed
from the competency profile in the structure of
2013 curriculum after the revision.
METHOD
The method used in this study is survey.
This study uses quantitative descriptive
approach. The objective of this research is to
quantitatively describe the profile of
competency needs of the world of work that
comes from KIKD 2013 curriculum as stipulated
in the structure of the 2013curriculum after
revision. The KIKD in 2013 curriculums after
revision are printing graphic design, 2D and 3D
animation, and audio and video processing
engineering. The samples of this study are the
leaders and HRD of business /industrial world of
PT.TVRI Makassar, PT. Media AD, CV. Liga
Vision, CV. Fadel Digital Printing. Technique
of collecting data is using questionnaires, data
analysis techniques using descriptive statistics.
Instrument used in this study is
questionnaire. The type of questionnaire used is a
closed questionnaire, in which the statement and
answers are already available in it to be selected
as an alternative choice; with a rating scale. The
statement in the questionnaire was guided by
61 | Vol 5 No 1, April 2019

KIKD in the 2013 curriculum after revision. To find out the level of compatibility or
Respondents can choose alternative answers that relevance of the research, used table of relevance
considered most suitable with their needs by category as follows
giving a sign (√). The following is an overview
of the questionnaire construction: Table 2 Category of Relevance Level
1) Number of questionnaire items Percentage Level Category
The number of questionnaire items used for 76% - 100% Highly Relevant
instrument of the competency of the 56% - 75% Relevant
business/industrial world needs as many as 56 40% - 55% Less Relevant
items. <40% Not Relevant
2) Questionnaire form
The form of questionnaire is a statement with RESULTS AND DISCUSSION
choices, which can be selected by giving a
sign (√), to one of the 4 answer choices Results
provided. This questionnaire uses Likert The findings for each basic competency on
scale, which has previously been validated by each subject with the needs and relevance to the
an expert validator. The questionnaire uses business/industrial world as follows:
Likert scale to simplify the classification a. Basic competency needs on printing graphic
of the level of basic competency needs by design subject
business/industrial world. Printing graphic design subjects, learn
about graphic design, typography and
Table 1 Likert Scale photography. Graphic design subjects have basic
No. Scale Score competencies as below, and from the results of
1 Very needed 4 the survey reveals that the needs of
2 Needed 3 business/industrial world competencies based on
3 Less Needed 2 the 2013 curriculum guidelines after revision in
4 Not needed 1 the form of basic

competencies, as follows:

Table 3 Basic Competency Needs of Printing Graphic Design Du/Di

No. Basic Competency Frequency
1 Make a design by applying the basics of graphic design and naming 14
2 Make designs using the right typography 14
3 Draw sketches and illustrations 13
4 Draw shapes and perspectives 13
5 Combining vector-based images and text 13
6 Designing effects on vector images 11
7 Combining bitmap-based images and text 12
8 Design effects on bitmap images 13
9 Make a review of Bitmap and Vector based designs 13
10 Developing images reference according to Photography science 13
11 Operate types of cameras and photography aids 11
12 Operate digital cameras and maintenance of photographic equipment 10
13 Take pictures according to the field of view and point of view, 13
14 Adjust lighting in shooting 13
15 Take pictures with zooming and panning techniques 12
16 Take pictures with blurring techniques 11
17 Take pictures based on image composition in photography 12
18 Make digital photography artwork 11
19 Making a Photography Report 11
 Fakhrunnisaa, Munadi. Relevance of Multimedia …I 62

On printing graphic design subject, out and text;6) combining bitmap-based images and
of 19 basic competencies, there are 13 basic text;7) designing effects on bitmap images;8)
competencies required based on the make a review of Bitmap and Vector based
frequency tabulation result. As for 13 basic Design;9) develop reference images according to
competencies needed are : 1) create a design Photography science;10) take pictures according
to the field of view and point of view;11)
by applying the basics of graphic design and
regulating lighting in shooting;12) taking
naming; 2) make designs using the right
pictures with zooming and panning
typography;3) drawing sketches and
techniques;13) take pictures based on image
illustrations;4) drawing shapes and
composition in photography.
perspectives;5) combine vector-based images

b. Basic competencies in 2D and 3D animation
subjects
2D and 3D animation subject learn about
making vector-shaped animations with various
techniques, making 3D animation in the form of
motion graphics to create products and product
reports. Based on the survey findings, the needs
of business/industrial world competencies based
on the 2013 curriculum guidelines after revision
in the form of basic competencies, as follows:

Table 4. Basic Competency Needs for 2D and 3D Animations Du/Di

No Basic Competency Frequency
1 Conveying the basic principles of making 2D (vector) animations 12
2 Make simple object images using 2D animation applications 12
3 Create 2D animation using tweening techniques 14
4 Make simple characters using 2D animation applications 13
5 Make puppeteer digital image elements in 2D animation 13
6 Make puppeteer digital motion in 2D animation 13
7 Make a background image 14
8 Applying animation principles in animation production 14
9 Create 2D animation products 13
10 Make a review of 2D animation products 13
11 Sketching design 3D objects 13
12 Creating a Simple Model based on 3D Hard surface 13
13 Processing simple object modeling based on 3D Hard surface 13
14 Apply Material to Simple 3D objects 13
15 Place the right camera position in a 3 dimensional application 14
16 Make non character digital motion in 3D applications 13
17 Apply Rendering techniques to 3D objects 14
18 Creating 3D animation products using simple objects (Motion Graphics) 13
19 Make a report of working process of 3D animation products 13

On 2D and 3D animation subjects, out of products;10) make a review of 2D animation

19 basic competencies, all basic competencies
are needed, based on frequency tabulation
result. The basic competencies are: 1) conveying
the basic principles of making 2D animation
(vector);2) create simple object images using 2D
animation applications;3) make 2D animation
using tweening techniques;4)create simple
characters using 2D animation applications;5)
create puppeteer digital image elements in 2D
animation;6) make thepuppeter move in 2D
animation;7) make a background image;8)
applying the principles of animation in the
production of animation;9) making 2D animation
products;11) sketching 3D object designs;12)
Creating a Simple Model based on 3D
Hardsurface;13) processing simple object
modeling based on 3D Hardsurface;14) apply
Material to 3D Simple objects;15) put the right
camera position in a 3-dimensional
application;16) make digital motion non
character in 3D applications;17) applying
Rendering techniques to 3D objects;18) making
3D animation products using simple Motion
Graphics;19) make a report of the process of 3D
animation products.
63 | Vol 5 No 1, April 2019

Basic Competencies In Audio and Video audio and video, to packaging products. Based on
Processing Engineering the survey findings, the needs of
Audio and video processing engineering business/industrial world competencies based on
Subject learn about the production process of the 2013 curriculum guidelines after revision in
multimedia, image taking /shooting procedure, the form of basic competencies, as follows:
the use of video processing software, combines

Table 5. Basic Competency Needs for Audio and Video Processing Engineering
No. Basic Competency Frequency
1 Create a multimedia production process flow 12
2 Operate video cameras according to procedures 14
3 Able to apply camera movement techniques based on size (framing) and 14
camera angle
4 Adjust lighting in moving images (video recording) 14
5 Editing videos using video processing software 13
6 Manipulate videos using the video processing software effects feature 15
7 Manipulating audio using digital audio software features, 8) integrating audio 13
and video according to the demands of the script
8 Combining audio and video according to the demands of the script 14
9 Review audio visual products 14
10 Create a short video process flow (profile videos, features and other short 15
videos)
11 Record moving images (video) using the camera 13
12 Combining audio and video according to the demands of the script 14
13 Improve the quality of audio data 14
14 Combine text to combine with videos 13
15 Make special effects by using special effects software features 14
16 Make videos according to the scenario 15
17 Make video production packaging 13
18 Make short video production reports 15

Competency on audio and video
processing engineering subject, there are 18 basic
competencies which is required entirely by the
business/industry, based on frequency
tabulation result, as follows:1) create a
multimedia production process flow;2)operating
a video camera in accordance with procedures;3)
able to apply camera movement techniques based
on the size (framing) and camera viewing
angle;4) regulate lighting in taking moving
images (video recording);5) editing videos using
video processing software;6) manipulate videos
using the video processing software effect
features;7) manipulating audio using digital
audio software features;8) integrating audio and
video according to the demands of the script;9)
integrating audio and video according to the
demands of the text; 10) reviewing audio visual
products;11) create a short video process flow
(profile video, features and other short videos);
12) record moving images (video) using a
camera;13) integrating audio and video
according to the demands of the script;14)
improve the quality of audio data;15) combine
text to be combined with video; 16) create special
effects using special effects software features;17)
make videos according to scenario;18) making
video production packaging;19) make short
video production reports.
The relevance of Basic Competency based
on Curriculum Documents with the Competency
Needs of Business/Industrial World
The following is the percentage relevance
of basic competencies of the three subjects,
which are printing graphic design, 2D and 3D
animation, and audio and video processing
engineering based on the 2013 curriculum
document after revision to the needs of the
business/industrial world/, which is obtained
 Fakhrunnisaa, Munadi. Relevance of Multimedia …I 64
from the total score of the questionnaire of
business /industrial world needs
Table 6. The Relevance of the Competency of World of Work Needs
No. Subjects
1 Printing Graphic Design
2 2D and 3D animations
3 Audio and Video Processing Techniques
Average
The Relevance of expertise competency in
percentage form are printing graphic design on
63.15% included in the relevant category, 2D
and 3D animation 82.23% in the category of
highly relevant, audio and video processing
techniques is 86.45%, and the average of all
competencies in these three subjects is 77.27%
classified in the highly relevant category. This
means that this 2013 curriculum after revision is
indeed needed and has been relevant to the needs
of the world of work, so that if it is applied in
vocational schools, then the competence of
graduates of multi-media expertise competencies
can fulfill the competencies of the business
/industrial world.
Discussion
Based on the findings of this study, it was
found that most of the basic competencies in each
subject on Multi Media expertise competency are
needed by the business/industrial world (DUDI).
While the relevance level of expertise
competency with DUDI is at the relevant and
highly relevant level.
The review of this study findings illustrate
that the contribution of basic competencies in the
2013 curriculum document revised 2017 of SMK
on Multi Media expertise competency has been
able to fulfill DUDI's needs in the Multi Media
field competency.
It is supported by the research of (Dumo,
2018), which stated that the relevance level of
competency between SMK and Du/Di is on the
relevance level 100% where all competency
items are needed by Du/Di. So is the research of
(Prasetyani, 2017) which stated that the relevance
of SMK graduate competency that needed by
DUDI classified into “relevant” category,
however there are still several DUDI that
classified into “less relevant” category. In line
with Prasetyani, (Setiawan, 2017) found that the
relevance of the competency standards of audio
Percentage Category
63.15 Relevant
82.23 Highly relevant
86.45 Highly relevant
77.27 Highly relevant
video engineering students in Bantul district with
the needs of the industrial world reach 84% with
relevant category.
CONCLUSIONS AND SUGGESTIONS
This study aims to determine the relevance
of vocational curriculum with the needs of the
business world / industry, based on competency
profiles in the 2013 curriculum structure after
revision. Based on the point of the research
findings and discussion above, it can be
concluded that, the basic competencies in 2013
curriculum after revision are needed by the
business /industrial world, as seen from the
percentage of relevance on multimedia expertise
competency on the basic competencies possessed
by its three subject, printing graphic design, 2D
and 3D animation, and audio and video
processing engineering that in the relevant and
very relevant category.
Level of working world needs toward basic
competency based on curriculum after revision
can be used as basis in the development of
curriculum in multimedia expertise competency.
Based on this research, relevance level
between basic competencies that implemented in
SMK with basic competency that is needed by the
working world can be stated in relevant category.
This can be a matter of reflection or evaluation,
that basic competency which is programmed in
SMK can be maintained with continuous revision
on some aspects that not relevant based on this
research, to increase the compatibility of
students’ competency on multimedia expertise
package. So that the competencies implemented
on the learning process in Vocational Schools are
the competencies which are really needed by
DUDI in the field of multi-media.
To complete the research findings, there
are several suggestions stated by the researcher,
as follows: vocational school should be agreed
upon or carried out an MOU in planning and
implementing a curriculum that has been made by
the government, so that the curriculum that
contains competencies which is taught to the
65 | Vol 5 No 1, April 2019
students can be in line with the needs of the
business/industrial world. Vocational schools
and the business/industrial world need to conduct
more in-depth and periodic assessments
regarding the competency content of curriculum,
due to the extremely rapid technological
developments that result in work competencies
which is needed by the business/industrial world
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