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Rekognisi Pembelajaran Lampau Weighted Scoring

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Rekognisi Pembelajaran Lampau Weighted Scoring REKOGNISI BIOGRAFI PENULIS Fuad Abdillah lahir di PEMBELAJARAN Kabupaten Grobogan Propinsi Jawa Tengah REKOGNISI PEMBELAJARAN LAMP LAMPAU DENGAN tanggal 04 Desember 1973. Jenjang pendidikan WEIGHTED dasar ia tempuh di Madrasah Ibtidaiyah SCORING (tahun 1980-1986) dan di Madrasah Tsanawiyah di kabupaten Demak REKOGNISI (tahun 1987-1989). Adapun jenjang Pendidikan menengahnya di SMA (tahun 1989-1992). Kemudian, ia melanjutkan kuliah di Universitas Muhammadiyah Surakarta PEMBELAJARAN (tahun 1993-1998) mengambil program studi teknik mesin. Setelah wisuda, pada bulan oktober tahun 1998 ia bekerja disalahsatu perusahaan perkebunan nasional di LAMPAU Kalimantan Barat sebagai pengawas alat-alat berat. Tidak membutuhkan waktu yang lama DENGAN bekerja pada sektor industri perkebunan karena ia lebih tertarik untuk menjadi seorang pengajar pada Program Studi Teknik Mesin AU DENGAN WEIGHTED SCORING WEIGHTED Universitas Muhammadiyah Pontianak pada tahun (1999-2003). Selanjutnya pada tahun 2003 ia pindah SCORING mengajar pada Program Studi Teknik Mesin Universitas Muhammadiyah Semarang (2003- 2011) yang selanjutnya ia meneruskan studi pada jenjang S2 pada Magister Teknik Mesin fakultas Teknik Universitas Diponegoro Semarang dengan spesifikasi metalurgi otomotif (2008-2010). Oleh karena ketertarikan pada pendidikan kejuruan maka ia memutuskan untuk pindah mengajar pada program studi pendidikan Teknik Mesin Otomotif Universitas Ivet (dahulu IKIP Veteran Semarang) sampai sekarang dan untuk lebih dapat berperan dalam pengembangan pendidikan vokasional ia melanjutkan studi pada program Pascasarjana (S3) Program Studi Pendidikan Teknologi dan Kejuruan ISBN 978-602-7534-55-1 Universitas Negeri Yogyakarta dengan mengambil konsentrasi Ketenagakerjaan Dr Vokasional (2015-2019), Desertasi yang ia . Fuad tulis adalah Development Model Recognition of Prior Learning (RPL) for Education Teacher Vocational. Selain ia aktif sebagai pengajar ia Abdillah, MT 9 786027 534551 juga aktif pada organisasi profesi yaitu Persatuan Insinyur Indonesia (PII), maupun Asosiasi Dosen dan Guru Vokasi Indonesia (ADGVI) . Dr. Fuad Abdillah, MT. REKOGNISI PEMBELAJARAN LAMPAU DENGAN WEIGHTED SCORING Dr. Fuad Abdillah, MT. REKOGNISI PEMBELAJARAN LAMPAU DENGAN WEIGHTED SCORING © All Rights Reserved Hak cipta dilindungi undang-undang Penulis: Dr. Fuad Abdillah, MT. Penyunting: Dhega Febiharsa, S.ST., M.Pd. Desain & Tata Letak: Tim Penerbit Cerdas Ulet Kreatif ISBN : 978-602-7534-55-1 Cetakan Pertama : 2020 Penerbit : Cerdas Ulet Kreatif Jl. Manggis 72 RT 03 RW 04 Jember Lor - Patrang Jember - Jawa Timur 68118 Telp. 0331-4431347, 412387 Faks. 4431347 e-mail : [email protected] Distributor Tunggal: Cerdas Ulet Kreatif Jl. Manggis 72 RT 03 RW 04 Jember Lor - Patrang Jember - Jawa Timur 68118 Telp. 0331-4431347, 412387 Faks. 4431347 e-mail : [email protected] Undang-Undang RI Nomor 19 Tahun 2002 Tentang Hak Cipta Ketentuan Pidana Pasal 72 (ayat 2) Barang Siapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu ciptaan atau barang hasil pelanggaran Hak Cipta atau hak terkait sebagaimana dimaksud pada ayat (1), dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp. 500.000.000,00 (lima ratus juta rupiah). ii PRAKATA Pembangunan pendidikan nasional dilandasi oleh paradigma membangun manusia Indonesia seutuhnya, yaitu manusia yang memiliki kapasitas untuk mengaktualisasikan potensi dan dimensi kemanusiaan secara optimal. Upaya membangun manusia Indonesia seutuhnya melalui pendidikan menempatkan guru sebagai pendidik professional yang memiliki tugas utama yaitu mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah. Dalam upaya membantu permasalahan guru kejuruan (SMK) dari dimensi kualifikasi pada bidang pendidikan dengan prinsip keterjangkauan dan kesetaraan dalam memperoleh kualifikasi pendidikan bagi para guru SMK yang belum berkualifikasi S1, perlu kiranya mengembangkan model pendidikan guru Kejuruan melalui mekanisme program penyetaraan capaian pembelajaran guru SMK yang dicapai sebelumnya baik melalui pendidikan formal, non-formal, informal atau pelatihan-pelatihan terkait dengan pekerjaannya maupun yang dilakukan secara otodidak dalam pengalaman hidupnya yang disebut Recognition of Prior Learning atau Rekognisi Pembelajaran Lampau (RPL). Penyusunan buku ini bertujuan untuk memberikan referensi atau gambaran tentang regulasi, implementasi dan system Rekognisi Pembelajaran iii Lampau yang bisa diterapkan di perguruan tinggi pada program studi kependidikan kejuruan. Dalam buku ini disertai dengan contoh-contoh implementasi, kurikulum, dan desain pembelajaran. Semoga buku ini dapat bermanfaat. Penulis, Dr. Fuad Abdillah, MT. iv DAFTAR ISI PRAKATA ..................................................................................................................... iii DAFTAR ISI ...................................................................................................................v REKOGNISI PEMBELAJARAN LAMPAU .................................................................... 7 A. MENGAPA REKOGNISI PEMBELAJARAN LAMPAU? .......................................... 7 B. PENGERTIAN REKOGNISI PEMBELAJARAN LAMPAU (RPL) ............................... 9 C. MODEL PENDIDIKAN GURU KEJURUAN MELALUI RPL ................................... 10 D. DASAR PELAKSANAAN ................................................................................... 11 E. URGENSI PELAKSANAAN ................................................................................ 11 F. TUJUAN .......................................................................................................... 12 G. PRINSIP PENYELENGGARAAN ........................................................................ 12 H. PERSYARATAN MENJADI MAHASISWA .......................................................... 14 I. SISTEM DAN TEMPAT PERKULIAHAN .......................................................... 14 J. KONVERSI MATA KULIAH DAN PENGURANGAN SKS ...................................... 15 K. PERENCANAAN PROSES DAN DESAIN PEMBELAJARAN ................................ 15 L. SUSUNAN ORGANISASI ................................................................................. 16 M. STRUKTUR ORGANISASI ................................................................................. 17 METODE WEIGHTED SCORING .............................................................................. 18 A. DEFINISI WEIGHTED SCORING ....................................................................... 18 B. BAGAIMANA WEIGHTED SCORING DIGUNAKAN? ......................................... 19 C. BAGAIMANA MENGGUNAKAN SKOR TERTIMBANG? .................................... 20 PENGAKUAN JUMLAH SKS DAN MATAKULIAH ..................................................... 21 A. KUALIFIKASI AKADEMIK ................................................................................. 22 v B. PENDIDIKAN DAN PELATIHAN ....................................................................... 23 C. PENGALAMAN MENGAJAR ............................................................................ 26 D. PERENCANAAN DAN PEMBELAJARAN ........................................................... 27 E. PRESTASI AKADEMIK ...................................................................................... 28 1. Lomba dan karya akademik ........................................................................ 28 2. Karya Monumental ..................................................................................... 28 3. Sertifikat Keahlian/ Keterampilan dan/ atau capaian skor TOEFL ............... 29 4. Pembimbingan kepada teman sejawat ....................................................... 31 F. KARYA PENGEMBANGAN PROFESI................................................................. 32 1. Karya Tulis .................................................................................................. 32 2. Penelitian .................................................................................................... 33 3. Media dan Alat pembelajaran .................................................................... 33 4. Karya Teknologi dan pameran teknologi .................................................... 34 G. KEIKUTSERTAAN DALAM FORUM ILMIAH/ORGANISASI PROFESI .................. 35 H. PENGHARGAAN YANG RELEVAN DENGAN BIDANG PENDIDIKAN .................. 36 1. Penghargaan ............................................................................................... 36 2. Pengalaman mendapatkan tugas tambahan .............................................. 36 CONTOH PROSEDUR DAN TEKNIS PELAKSANAAN ............................................. 38 A. MEKANISME RPL PADA PERGURUAN TINGGI ................................................ 38 B. DIAGRAM ALUR IMPLEMENTASI PSKK-RPL .................................................... 39 C. KETENTUAN NILAI SKOR TERHADAP PENGAKUAN SKS KANDIDAT DAN NILAI ANGKA .................................................................................................................... 40 D. KURIKULUM PROGRAM AFIRMASI ................................................................ 40 E. DISKRIPSI MATAKULIAH ................................................................................. 50 F. DESAIN PEMBELAJARAN .............................................................................. 123 DAFTAR PUSTAKA ................................................................................................
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