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Vocational School Curriculum Development Design In The Era 

Of The 4.0 Industry Revolution 

 
Nurima Sari, Supadi, Siti Zulaikha 

State of Jakarta University 

nurimasari30@gmail.com  

 

Accepted: 

August 10th  2020 

reviewed:  

September 5th  2020 

Published:  

November 20th   2020 

 

Abstract: This study uses a qualitative research type method, namely the Literature Study. Data 

collection is sourced from several theories obtained from secondary data, namely journal articles, 

the internet, and books. The results of the literature study show that in the design of vocational 

curriculum development in the Industrial Revolution Era 4.0, it is necessary to form a 

monitoring and evaluation team, be literate in technology, use learning designs, and improve 

21st-century skills such as critical thinking and problem-solving; communication and 

collaboration; creativity and innovation; and engagement with industry partners. 

 

Keyword: Curriculum, Development Design, Industrial, Revolution Era 4.0 

 

INTRODUCTION 

Indonesia is currently in the era of the Industrial Revolution 4.0 (RI4). Some of the fields 

that have changed RI4 are the social, political, and economic fields. Research conducted by the 

World Economic Forum and the Global Agenda Council Forum in Schwab Klaus1, concludes 

that the advances made by new technologies that integrate the physical, digital and biological 

worlds have influenced all disciplines, economics, industry, and government. 

RI4 made the times change, from initially using human power to using machine power to 

do various things like today. Many jobs will be lost, while economic needs will continue to 

increase. One of the educational institutions contributing to facing this global competition is a 

Vocational High School (SMK). 

The databox information in Jayani 2 sourced from BPS in May 2019 describes the Open  

Unemployment Rate (TPT) that occurs at several levels of education such as SD, SMP, SMA, 

SMK, Diploma I / II / II, and University). SMK graduates recorded the highest unemployment 

rate in 2019. 

 
1 Klaus Schwab, The Fourth Industrial Revolution (Currency, 2017). 
2 “Lulusan SMK Mendominasi Tingkat Pengangguran Terbuka | Databoks,” accessed December 1, 2020, 
https://databoks.katadata.co.id/datapublish/2019/05/07/lulusan-smk-mendominasi-tingkat-pengangguran-
terbuka. 

mailto:nurimasari30@gmail.com


 
 

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Fig.1 TPT by Education Level from lowest to highest graduate (February 2017-February 2019) 

 

When viewed based on education level, SMK graduates informed that the highest TPT 

was 8.63% in February 2019. This shows that there is a workforce that is not absorbed. The data 

states that the unemployment rate for SMK graduates in February 2017 was 9.27%, in February 

2018 it was 8.92%, and in February 2019 it was 8.63%. Although the TPT for SMK graduates 

decreases every year, the TPT is still the highest among education levels at SMK graduates. 

The above statement is supported by Rusdianto3  which states that the number of 

unemployed is increasing. The government already has a focus on addressing RI4. The 

government is still facing obstacles and it needs to work hard in realizing the road map to make 

Indonesia 4.0. Among these obstacles are uneven infrastructure, lack of understanding of the 

leaders of distraction to create new jobs using a disruption strategy.  

One of the SMK roadmaps is perfecting and aligning the SMK curriculum with 

competencies according to the needs of graduate users (link and match) which is reflected in the 

implementation of the 2013 curriculum (K13). 

One of the most important fields to respond to RI4's needs is education. In this case, the 

curriculum is one part of educational development that determines the quality of Human 

Resources (HR) who have the knowledge, attitudes, and skills to participate in the opportunities, 

challenges, and needs of the Industrial Revolution. The curriculum will direct the content and 

teaching methods to achieve these goals. 

21st-century learning is defined as learning that provides skills to students, commonly 

referred to as 4C, which includes: (1) Communication (2) Collaboration, (3) Critical Thinking and 

problem solving, and (4) Creative and Innovative. It aims to improve the quality of education to 

answer challenges, both internal challenges to achieve the 8 (eight) National Education System 

(SNP) and external challenges, namely globalization. 

 
3 Eko Risdianto, “Analisis Pendidikan Indonesia Di Era Revolusi Industri 4.0,” Bengkulu: Universitas Bengkulu. 
Diakses dari https://www. researchgate. 
net/profile/Eko_Risdianto/publication/332415017_ANALISIS_PENDIDIKAN_INDONESIA_DI_ERA_REVOLUSI_IN
DUSTRI_40/links/5cb4509b4585156cd7993519/ANALISIS-PENDIDIKAN-INDONESIA-DI-ERA-REVOLUSI- (2019). 



 
 

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Taking into account the current state of Indonesia which is currently in the RI4 era, 

educational institutions need to consider their role in developing the four intelligences 

(contextual, emotional, mental, and physical) mentioned by the previous Swab in students. One 

of the formal education pathways that have prepared graduates to have excellence in the world 

of work is SMK. Facing this big challenge, education, SMK must be demanded to change. 

This is in line with research conducted by BPS 4 which states that the highest 

unemployment rate is SMK graduates, namely 11.24 percent. This is of course a concern for 

policymakers. Because, according to Presidential regulation Number 41 of 2015 concerning the 

Grand Design of Teaching Factory Development, vocational education has not been able to 

realize its initial goals. The aim is to help bridge the gap that exists between the industry and the 

world of education. 

One way to deal with RI4 is the awareness of students in mastering skills or skills to 

produce a professional workforce. The education system that can answer these challenges is a 

competency-based vocational education system that links and matches the industry. Education 

that can produce a workforce with special abilities according to the needs of each industry. 

The process of curriculum preparation and curriculum design is needed. The dynamic 

development of the times demands that human resources can meet the needs of the world of 

work and direct all educational activities to achieve goals. There needs to be a review in the 

curriculum. The context in this case is curriculum development. Curriculum development is 

carried out through the design of SMK curriculum development following the competency 

requirements in RI4. Based on this background, the focus of this article is to find out the design 

of SMK curriculum development in facing RI4. 

 

Industrial Revolution (RI4) 

Schwab stated that we can only face the challenges of the industrial revolution with the 

meaning: "if we mobilize the collective wisdom of our minds, hearts, and souls. To do so, I 

believe we must adapt, shape, and harness the potential of disruption by nurturing and applying 

four different types of intelligence” 5. We need to move the mind, heart, and soul together to 

nourish and apply the four intelligences, including mind, emotional, soul, and physical. This 

intelligence needs to be prepared by the education sector; both basic education, secondary 

education, and higher education. In this context, education plays a role in creating graduates who 

have the intelligence to face the world of work in the RI era4. 

Based on the above statement, RI4 has a huge impact on changes to the world revolution 

in both the digital and non-digital industries. This requires very thorough preparation to face 

RI4, especially in the field of education, both at the levels of basic education to higher education. 

 

SMK Education (Vocational High School) 

Vocational education is secondary education that prepares students to work under Law 

no. 20 of 2003 concerning the National Education System states that Vocational Education is 

education that prepares students to be able to work in certain fields (the Republic of Indonesia, 

2003). 

 
4 Badan Pusat Statistik, n.d., accessed October 30, 2017, https://www.bps.go.id/publikasi/view/4238. 
5 Schwab, The Fourth Industrial Revolution. 



 
 

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Besides, Finch and Crunkilton6  in Dwi also state that the main objective of learning at 

SMK is "to prepared students for successful employment in the labor market"7. This means that 

students are prepared to become successful workers in the labor market. 

In line with that, in Government Regulation Number 19 of 2005 concerning SNP Article 

26 Paragraph 3 explains that the competency standards of graduates in vocational secondary 

education units aim to increase intelligence, knowledge, personality, noble character, and skills to 

live independently and follow further education by vocational. The hope of the competency 

standards of these graduates can lead students to become independent individuals to become 

workers in certain fields. 

In facing the challenges RI4 SMK must continue to develop dynamically and be able to 

provide competency-based education so that education is relevant in SMK and the world of 

work. There must be guidelines and activators so that SMK can map future challenges and 

needs. 

The implementation of 21st-century learning is expected to produce graduates from a 

productive generation who have great quality and skills. To face RI challenges 4. The hardening 

of the SMK curriculum prioritizes the suitability of technological developments and conformity 

with the real needs of the business world and industry. This alignment refers to the need for new 

types of skills such as contextual intelligence, emotional intelligence, mental intelligence, and 

physical intelligence. The types of skills that are outdated are updated by new skills that can 

shape SMK graduates in the face of job field turbulence. Alignment of graduate competencies 

with industrial needs, accompanied by structuring and strengthening of expertise programs. 

Alignment can be seen in the development of the SMK curriculum. So far, the 

Government has overcome this by issuing a policy that there must be a revitalization of SMKs 

with competencies according to the needs of link and match graduate users by looking at various 

perspectives. The most important thing is to innovate the SMK curriculum through curriculum 

development. Why should there be an innovation in the SMK curriculum? Because of the quality 

of SMK graduates, in particular, is determined by a curriculum designed to be work-ready. 

Based on some of the explanations above, it is confirmed that SMK is a vehicle for 

preparing students to build knowledge, skills, behavior according to their interests and talents to 

become someone ready to work. This is the hope of many stakeholders that SMK graduates are 

ready to use for job opportunities. Thus, it is pointed out that the competence of SMK graduates 

is relevant to the availability of job opportunities. 

 

METHODS 

This research is a type of literature study research by looking for references from theories 

that are relevant to the cases or problems found. The data source used is secondary data from 

journals, articles, previous research, and internet sites that are per the problem to be studied. The 

method used is the descriptive analysis method, namely by collecting, preparing, and analyzing 

 
6 Curtis R Finch and John R Crunkilton, Curriculum Development in Vocational and Technical Education. 
Planning, Content, and Implementation (ERIC, 1999). 
7 “TEACHING FACTORY: Arah Baru Manajemen Sekolah Menengah Kejuruan Di Indonesia - Alexius Dwi 
Widiatna - Google Books,” accessed December 1, 2020, 
https://books.google.co.id/books/about/TEACHING_FACTORY.html?id=JOGqDwAAQBAJ&redir_esc=y. 



 
 

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the data under study. 

 

RESULT AND DISCUSSION 

Vocational School Curriculum Development Design in Facing RI 4 

Monitoring and Evaluation Team 

According to Andriani 8, stating that in curriculum development it is necessary to match 

the implementation of the learning process with the design of curriculum development. It is 

necessary to form a curriculum team and a monitoring and evaluation team with certain criteria 

to be able to compare the two things. The results of the implementation and design of the 

curriculum development are to be able to create a graduate profile under the curriculum design 

and meet the demands of DUDI (business and industry / PT with stakeholder wishes following 

the school's strategic plan.  

 

Technology 

According to Hadromi, Suwahyo, MD, & Setiaji9, , the characteristics of work skills to 

prepare RI4 by compiling innovative learning systems such as adjusting the learning curriculum, 

technology, operational technology, internet, and big data analysis. These things are integrated to 

produce vocational graduates who are competitive and skilled, especially in data literacy, 

technology literacy, and human literacy. 

According to Triyono10, one of the characteristics of RI4 is the presence of technology 

that has integrated into the society which will affect the performance of vocational education 

that is preparing graduates for work. Conditions like this need to increase teacher competence. 

Especially in terms of curriculum development. What educators need to do is that teachers need 

to learn to change quickly, cooperate with industry, recognize new competencies needed by the 

industry, manage students, provide career guidance through the use of big data so that they can 

adapt to current RI4. 

 

Learning Design 

Blended Learning method 

According to Verawadina et al.11, , the vocational education curriculum needs to apply 

the blended learning method that integrates face-to-face and online learning to build students 

into independent learners and master RI4 competencies such as data literacy, technology literacy, 

and human literacy. Besides, the teacher's role is important in delivering flexible learning in 

determining learning models, learning designs, and motivation to produce graduates with optimal 

 
8 Tuti Andriani, “Pengolahan Ikan Pati Menjadi Makanan Variatif Dan Produktif Di Desa Sawahan Kecamatan 
Kampar Utara Kabupaten Kampar,” Jurnal Kewirausahaan 13, no. 1 (2014): 1–16. 
9 Hadromi et al., “Employability Skills for High School Students According to the Needs of Industry 4.0,” 
Proceedings of the 1st Vocational Education International Conference (VEIC 2019) (Atlantis Press, 2019), 
http://dx.doi.org/10.2991/assehr.k.191217.026. 
10 Moch Bruri Triyono, “Tantangan Revolusi Industri Ke 4 (I4. 0) Bagi Pendidikan Vokasi,” Proceeding 
Semnasvoktek 2 (2017): 1–5. 
11 Unung Vera Wardina, Nizwardi Jalinus, and Lise Asnur, “KURIKULUM PENDIDIKAN VOKASI PADA ERA 
REVOLUSI INDUSTRI 4.0,” Jurnal Pendidikan 20, no. 1 (2019): 82–90, 
http://dx.doi.org/10.33830/jp.v20i1.240.2019. 



 
 

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performance. In revitalizing curriculum content, the government, educational institutions, and 

industry need to work together to produce a work-ready impact on graduates according to 

industry needs.  

 

Skills 

According to Ayu 12, to be able to improve students' understanding in facing RI4 is to 

revitalize the curriculum into the K13 national curriculum that adapts to 21st-century learning. 

21st-century learning integrates skills, attitudes of understanding knowledge, and information 

and communication technology. There are three important aspects of 21st-century learning: 1) 

life and career skills; 2) learning and innovation skills; 3) information, media, and skills. There are 

aspects of skills in learning innovation including a) critical thinking and problem-solving; b) 

communication and collaboration: c) creativity and innovation. These skills need to be possessed 

by students in facing RI4. 

Also, according to Lase 13, he explained that curriculum development in the RI4 era 

needed to complement the abilities of students and teachers in several skills. Student skills 

include skills that are explicitly seen, of course, academic abilities in the STEM field, ICT 

learning (internet of things, big data, and computers as well as entrepreneurship and internships, 

life skills together, think critically and creatively. Invisible skills such as interpersonal skills, skills 

think globally, as well as media and information literacy, Besides, the skills a teacher needs to 

possess are technology-friendly attitudes, collaboration, being creative and taking risks, 

considering face-to-face and online learning for all teachers who decide to conduct learning. 

According to Winch 14, several categories are needed in designing the curriculum. These 

categories can be seen from the skills, abilities, project management, knowledge, and personal 

characteristics that are relevant to the job (competence). This is very important as curriculum 

designers, especially vocational curricula. One of the categories in the curriculum design 

framework is job-appropriate skills. In this context, the skill in question is intelligence to face RI4 

which is needed by work. 

 

Industry Partners 

Also, according to Laguador & Ramos 15, industrial partners value the competence of 

graduates in terms of the relevance of student knowledge and skills in research and work 

discipline, communication skills, computer skills, while the least entrepreneurial skills are obtained. 

Industry partners love employees, who are loyal and committed to their jobs and functions. 

Responsible team member; with strong moral values and high professionalism. Employers select 

graduates who are proactive, trainable, cooperative team players, and who can assume all 

responsibilities easily and results-oriented individuals with a full appreciation of the achievement 

 
12 Putu Eka Sastrika Ayu, “Keterampilan Belajar Dan Berinovasi Abad 21 Pada Era Revolusi Industri 4.0,” 
Purwadita: Jurnal Agama dan Budaya 3, no. 1 (2019): 77–83. 
13 Delipiter Lase, “Pendidikan Di Era Revolusi Industri 4.0,” SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, 
Sains, Humaniora dan Kebudayaan 1, no. 1 (2019): 28–43, http://dx.doi.org/10.36588/sundermann.v1i1.18. 
14 Christopher Winch, “Towards a Framework for Professional Curriculum Design,” Journal of Education and 
Work 28, no. 2 (2015): 165–186, http://dx.doi.org/10.1080/13639080.2014.1001335. 
15 Jake M Laguador and Leon R Ramos, “Industry-Partners’ Preferences for Graduates: Input on Curriculum 
Development,” Journal of Education and Literature 1, no. 1 (2014): 1–8. 



 
 

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of the company's mission. Higher education graduates need to have competence in skills, 

attitudes, and behavior.  

 

Illustrations 

Learning Models 

• The Kwu-Kop model, according to other research in curriculum development to improve 

entrepreneurial skills it is necessary to use a learning model. One of the learning models 

according to Nurbudiyani16, , the development of the Kwu-Kop model is divided into two 

activities, the first is pre-development including the investigation stage, the design stage, the 

realization stage. Second, the model manual includes lesson plans, modules, job sheets, and 

evaluation tools 

• Teacherpreneur Model, according to Prihadi 17, one of the vocational learning models 

prepared to face the RI4 era in the Main Design is the teacherpreneur model which was 

originally composed of only three pillars, including competence, creativity, and effectiveness into 

four pillars with additional collaboration under the demands of the 21st century.  

• Model HO2S4C, also, one of the curriculum development designs within the framework of 

the Higher-Order Skills 'Four Cs' (HOS4C) model according to Siswanto et al.18, is 1) Creativity; 

2) Critical Thinking; 3) Communication; 4) Collaboration is necessary for vocational training. 

The results of his research state that HOS4C is a soft skill development of Human Resources 

(HR) which includes activities, objectives, methods/techniques, social dynamics, and 

psychological outcomes. This model can be called the Human Resources Development Model in 

the RI4 era to improve career development skills for vocational and professional education in 

any field.  

 

DISCUSSION 

Vocational School Curriculum Development Design 

Based on Law Number 20 of 2003 concerning SNP, Article 36 states that: (1) Curriculum 

development is carried out by referring to national education standards to realize the goals of 

national education; (2) The curriculum at all levels and types of education is developed with the 

principle of diversification according to the education unit, regional potential, and students; (3) 

The curriculum is prepared according to the level of education within the framework of the 

Unitary State of the Republic of Indonesia. (4) Provisions regarding curriculum development as 

referred to in paragraph (1), paragraph (2), and paragraph (3) shall be further regulated by a 

Government Regulation. 

Government Regulation Number 19/2005 Article 17 Paragraph 1 states that the 

curriculum at the level of SD / MI / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, 

SMK / MAK, or other equivalent forms is developed by the educational unit, potential area / 

 
16 Iin Nurbudiyani, “Model Pembelajaran Kewirausahaan Dengan Media Koperasi Sekolah Di SMK Kelompok 
Bisnis Dan Manajemen,” Jurnal Pendidikan Vokasi 3, no. 1 (2013), http://dx.doi.org/10.21831/jpv.v3i1.1577. 
17 Wisnu Rachmad Prihadi and Herminarto Sofyan, “PENGEMBANGAN MODEL TEACHERPRENEUR PADA 
SEKOLAH MENENGAH KEJURUAN,” Jurnal Pendidikan Vokasi 6, no. 2 (2016): 230, 
http://dx.doi.org/10.21831/jpv.v6i2.9553. 
18 Budi Tri Siswanto, Putu Sudira, and Wardan Suyanto, “Pengembangan Higher Order Skills Four Cs (HOS4C) 
Pendukung Industri Kreatif,” Laporan Penelitian (2013). 



 
 

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regional characteristics, socio-culture of the local community, and students. 

Revitalizing the curriculum by developing a new curriculum, namely Curriculum 2013 

(K13). The development of this curriculum is legally supported by Permendikbud Number 20 of 

2016 concerning Graduate Competency Standards (SKL) which states that every graduate of 

primary and secondary education units has competence in three dimensions, namely attitudes, 

knowledge, and skills. 

According to Afrina, et al in Verawadina, Jalinus, & Asnur (2019), the current curriculum 

preparation refers to the Indonesian National Work Competency Standards (SKKNI) or 

international standards. One of the 2017-2025 Indonesian vocational development policy 

roadmaps, namely where the curriculum is too general in vocational schools. So that curriculum 

development is carried out by SMK which is tailored to the needs of the RI era4. 

According to Suryani, Karmila; Jalinus 19, states that to realize SKL in the face of RI4 

curriculum changes to meet stakeholder needs by reconstructing CPL and CPMK; reviewing the 

profile of graduates under the demands of the job market with advances in knowledge in the RI 

era4; rearranging materials, strategies, evaluation techniques under the DIKTI curriculum guide; 

accommodate different individual abilities; holding workshops for educators in making lesson 

plans following the demands of the RI era4.  

From this explanation, it can be concluded that the SNP, PP, SKKNI, CPL, and CPMK 

reconstruction as a juridical basis for curriculum development for the vocational education level. 

Curriculum development needs to be adjusted to the competencies in the RI4 era, such as 

reviewing the profiles of graduates who are ready to work according to RI4 

 

CONCLUSION 

Based on the results and discussion, it can be concluded that in the design of curriculum 

development in the RI4 era, a monitoring and evaluation team is needed, teachers and 

technology literate students use learning designs such as the blended learning method and 

learning models such as kwu kop, teacerpreneur, and HO2S4C and skills. following the 21st 

century, namely a) critical thinking and problem-solving; b) communication and collaboration: c) 

creativity and innovation and engagement with industry partners. 

 

REFERENCES 

Andriani, Tuti. “Pengolahan Ikan Pati Menjadi Makanan Variatif Dan Produktif Di Desa 
Sawahan Kecamatan Kampar Utara Kabupaten Kampar.” Jurnal Kewirausahaan 13, no. 1 
(2014): 1–16. 

Ayu, Putu Eka Sastrika. “Keterampilan Belajar Dan Berinovasi Abad 21 Pada Era Revolusi 
Industri 4.0.” Purwadita: Jurnal Agama dan Budaya 3, no. 1 (2019): 77–83. 

Finch, Curtis R, and John R Crunkilton. Curriculum Development in Vocational and Technical 
Education. Planning, Content, and Implementation. ERIC, 1999. 

Hadromi, Suwahyo, M D Saputra, and B Setiaji. “Employability Skills for High School Students 
According to the Needs of Industry 4.0.” Proceedings of the 1st Vocational Education International 
Conference (VEIC 2019). Atlantis Press, 2019. 
http://dx.doi.org/10.2991/assehr.k.191217.026. 

Laguador, Jake M, and Leon R Ramos. “Industry-Partners’ Preferences for Graduates: Input on 

 
19 Wardina, Jalinus, and Asnur, “KURIKULUM PENDIDIKAN VOKASI PADA ERA REVOLUSI INDUSTRI 4.0.” 



 
 

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Curriculum Development.” Journal of Education and Literature 1, no. 1 (2014): 1–8. 
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http://dx.doi.org/10.36588/sundermann.v1i1.18. 

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SMK Kelompok Bisnis Dan Manajemen.” Jurnal Pendidikan Vokasi 3, no. 1 (2013). 
http://dx.doi.org/10.21831/jpv.v3i1.1577. 

Prihadi, Wisnu Rachmad, and Herminarto Sofyan. “PENGEMBANGAN MODEL 
TEACHERPRENEUR PADA SEKOLAH MENENGAH KEJURUAN.” Jurnal 
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Risdianto, Eko. “Analisis Pendidikan Indonesia Di Era Revolusi Industri 4.0.” Bengkulu: 
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A_DI_ERA_REVOLUSI_INDUSTRI_40/links/5cb4509b4585156cd7993519/ANALISIS-
PENDIDIKAN-INDONESIA-DI-ERA-REVOLUSI- (2019). 

Schwab, Klaus. The Fourth Industrial Revolution. Currency, 2017. 
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Cs (HOS4C) Pendukung Industri Kreatif.” Laporan Penelitian (2013). 
Triyono, Moch Bruri. “Tantangan Revolusi Industri Ke 4 (I4. 0) Bagi Pendidikan Vokasi.” 

Proceeding Semnasvoktek 2 (2017): 1–5. 
Wardina, Unung Vera, Nizwardi Jalinus, and Lise Asnur. “KURIKULUM PENDIDIKAN 

VOKASI PADA ERA REVOLUSI INDUSTRI 4.0.” Jurnal Pendidikan 20, no. 1 (2019): 
82–90. http://dx.doi.org/10.33830/jp.v20i1.240.2019. 

Winch, Christopher. “Towards a Framework for Professional Curriculum Design.” Journal of 
Education and Work 28, no. 2 (2015): 165–186. 
http://dx.doi.org/10.1080/13639080.2014.1001335. 

Badan Pusat Statistik, n.d. Accessed October 30, 2017. 
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“Lulusan SMK Mendominasi Tingkat Pengangguran Terbuka | Databoks.” Accessed December 
1, 2020. https://databoks.katadata.co.id/datapublish/2019/05/07/lulusan-smk-
mendominasi-tingkat-pengangguran-terbuka. 

“TEACHING FACTORY: Arah Baru Manajemen Sekolah Menengah Kejuruan Di Indonesia - 
Alexius Dwi Widiatna - Google Books.” Accessed December 1, 2020. 
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AQBAJ&redir_esc=y. 

 


