MANAJEMEN PENDIDIKAN VOKASIONAL DI MADRASAH ALIYAH (MA) PERGURUAN ISLAM PONDOK TREMAS PACITAN JAWA TIMUR

Bayu Setia Budi, NIM.: 19104090062 (2024) MANAJEMEN PENDIDIKAN VOKASIONAL DI MADRASAH ALIYAH (MA) PERGURUAN ISLAM PONDOK TREMAS PACITAN JAWA TIMUR. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Originally, vocational education at Pondok Tremas Pacitan was intended to prepare newly graduated students for the workforce. However, since the academic year of 2020/2021, there has been a technical shift in the vocational education program from focusing on recent graduates (alumni) to students of the Pondok Tremas madrasah aliyah (high school). This technical shift inevitably led to several changes in educational management. Therefore, this research aims to analyze and describe how the management of vocational education at the Islamic Boarding School of Pondok Tremas Pacitan in East Java is implemented. This study is a qualitative case study that involves various data collection techniques such as observation, interviews, and documentation. The study includes the program director, the finance manager, the academic coordinator, and program instructors, as well as several students and alumni of Vocational Education at Pondok Tremas Islamic School in Pacitan. The collected data is analyzed through a series of stages, including data transcription, coding to identify patterns or themes, data grouping, comparison, and contrasting, and data interpretation. To ensure the validity of the data, source and technique triangulation are carried out, along with an extension of the research period to deepen the understanding of the case under investigation. The results show that 1) The management of vocational education at the Islamic Boarding School of Pondok Tremas Pacitan is based on four stages of educational management: planning, organizing, implementation, and control. In the planning stage, the foundation's council plays a key role in determining plans. Pondok Tremas's vocational education goal was adjusted from preparing students to enter the workforce to introducing and developing the students' life skills. In the organizing stage, despite technical changes, the vision and mission of the program remained unchanged. The vocational program is conducted as an extracurricular activity. The implementation emphasizes discipline, activity, task outcomes, and student attitudes. A major challenge in implementation is time limitation. Control is designed to complement madrasah education with life skill training in a short course format. Vocational program evaluation is conducted every Ramadan. 2) The skills gained by vocational program participants include Information Technology (1st-year Aliyah), Culinary Arts and Crafts (2nd-year Aliyah), and Automotive Technology (3rd-year Aliyah). The overall vocational education is specifically aimed at male students. 3) The impact on students and alumni after participating in the education is reportedly positive. This includes internal and external impacts, as well as socio-economic effects.

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