PENERAPAN MODEL RASIONAL-KOMPREHENSIF DALAM PERENCANAAN BERBASIS SEKOLAH DI SMK NEGERI 1 KUALA KAPUAS
DOI:
https://doi.org/10.23969/jp.v11i01.43443Keywords:
rational–comprehensive model, school-based planning, vocational education, effectiveness, efficiency, industry partnershipAbstract
This study aims to analyze the implementation of the Rational–Comprehensive Model in school-based planning at SMK Negeri 1 Kuala Kapuas, particularly in the preparation of the School Work Plan (RKS) and the School Activity and Budget Plan (RKAS), as well as its impact on the effectiveness and efficiency of vocational education programs. The research employed a descriptive qualitative approach, with data collected through in-depth interviews, participatory observation, and document analysis. The research participants included the principal, vice principals, teachers, administrative staff, and representatives from industry partners.
The findings indicate that the Rational–Comprehensive Model has been implemented through systematic stages, including needs assessment based on school quality reports and performance data, analysis of alternative programs, priority setting, implementation, monitoring, and evaluation. The planning process has become more evidence-based, participatory, and aligned with industry demands. Key priority programs include student internships (PKL), competency certification, vocational competency examinations, teacher professional development, and the procurement of practical training equipment.
Despite challenges such as limited financial resources, time constraints for teachers, and performance-based evaluation limitations, the application of this model has improved program effectiveness by ensuring that activities are goal-oriented and needs-based. It has also enhanced budget efficiency through clear prioritization. Overall, the Rational–Comprehensive Model serves as a strategic approach to strengthening accountability, improving educational quality, and increasing the relevance of vocational education to labor market demands.
Downloads
References
Ahmad, R., & Suryadi, A. (2021). Evidence-based planning in Indonesian vocational schools: Case studies and lessons learned. Journal of Educational Policy, 36(3), 211–230.
Asia Pacific Education Review. (2021). School-based planning and vocational education: Aligning curriculum with industry needs. Asia Pacific Education Review, 22(3), 45–59.
Brown, C., & Green, T. (2022). Technology integration in vocational education: Planning for student readiness. Journal of Career and Technical Education, 37(1), 15–34.
Educational Management, Administration and Leadership. (2021). Strategic school management and evidence-based planning in vocational schools. EMA&L Journal, 49(2), 120–135.
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing teachers for the digital era: Evidence-based strategies. Stanford: Learning Policy Institute.
Hallinger, P., & Wang, W. (2020). Leadership for learning in schools: Evidence from Southeast Asia. Educational Management Review, 48(3), 201–220.
Hargreaves, A., & Shirley, D. (2021). Leading schools in times of change: Evidence-based practices. London: Routledge.
International Journal of Educational Research. (2021). Rational-comprehensive planning in vocational schools: Bridging the skills gap. IJER, 105, 101–115.
Johnson, R., & Brown, S. (2021). Comprehensive school planning: Theory and practice in secondary education. New York: Routledge.
Journal of Educational Administration. (2021). Comprehensive planning models and resource management in vocational education. JEA, 59(4), 302–318.
Journal of Vocational Education & Training. (2021). Vocational education and industry alignment: Evidence-based approaches in school planning. JVET, 73(1), 1–20.
Kurniawan, D., & Prasetyo, A. (2022). Evaluasi penerapan perencanaan berbasis sekolah di SMK Indonesia: Studi kasus di Kalimantan. Jurnal Pendidikan Vokasi, 12(2), 101–115.
Lee, M., & Chan, Y. (2022). Integrating soft skills and technical competencies in vocational education. Asia Pacific Journal of Education, 42(4), 378–395.
Leithwood, K., Harris, A., & Hopkins, D. (2021). Seven strong claims about successful school leadership revisited. London: Sage Publications.
Nashihuddin, W., Hidayatullah, F., & Putra, K. A. D. (2020). Analisis informasi penerbitan dan topik populer terbitan berkala ilmu perpustakaan dan informasi di Indonesia. Jurnal Ilmu Informasi, Perpustakaan Dan Kearsipan, 22(2), 6.
Nguyen, T. T., & Dang, H. A. (2022). School-based planning effectiveness in vocational high schools in Southeast Asia. Asian Education Studies, 7(2), 55–70.
OECD. (2020). Vocational education and training in the 21st century: Policies for improving school-industry linkages. Paris: OECD Publishing.
OECD. (2023). Education at a glance 2023: Vocational education and workforce readiness. Paris: OECD Publishing.
Patel, S., & Singh, R. (2023). Evidence-based decision making in vocational education. International Journal of Educational Management, 37(5), 602–618.
Setiawan, B., & Lestari, P. (2023). Penguatan kurikulum SMK berbasis industri dan teknologi digital. Jurnal Pendidikan Kejuruan Indonesia, 15(1), 23–38.
Supriyadi, E., & Wijaya, A. (2021). Manajemen perencanaan berbasis bukti di sekolah vokasi. Jurnal Administrasi Pendidikan, 28(2), 87–102.
Smith, J., & Lee, K. (2020). Strategic planning in vocational education: Aligning curriculum and industry demands. International Journal of Vocational Education, 12(4), 45–61.
UNESCO. (2021). Global education monitoring report: Skills for work in the digital era. Paris: UNESCO Publishing.
UNESCO-UNEVOC. (2021). Trends in technical and vocational education and training: Evidence from global practice. Bonn: UNESCO-UNEVOC.
UNESCO. (2022). Technical and vocational education and training (TVET) in the digital age: Strategies for effective implementation. Paris: UNESCO Publishing.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
