p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 4, No. 9 September 2023 http://jist.publikasiindonesia.id/

Doi: 10.36418/jist.xxxx.xxx 1327

INDUSTRY-BASED ECONOMIC EDUCATION CURRICULUM 4.0 IN

VOCATIONAL HIGH SCHOOLS

Hariyono

Introduction

the younger generation as future leaders. However, with the development of Industry 4.0,

the economic education curriculum is considered to need to be updated to suit the

increasingly complex needs of the industry (Fitriyah & Ramadani, 2021).

terms of the demand for a reliable workforce that can face the challenges of the digital

era. Therefore, the economic education curriculum needs to be adapted to Industry 4.0 to

create graduates who are ready to face the increasingly changing world of work

require changes in education. The economic education curriculum based on Industry 4.0

is expected to prepare graduates who are ready to compete in the digital era (Sabaruddin,

2022).

relevant to industrial needs. This can be seen from the low number of public participation

in the industrial world, which shows a mismatch between the educational curriculum and

industry demands (Wardina, Jalinus, & Asnur, 2019).

economics (Nurjannah, 2022).

prepare graduates who are ready to face the demands of the digital era. The economic

education curriculum based on Industry 4.0 is expected to create graduates who have

skills that meet industry needs.

curriculum in SMK is the limitation of human resources and technology. There needs to

be a collaborative effort between the government, industry, and educational institutions

so that the curriculum can be implemented effectively (Wibowo, 2019).

development carried out by the government.

include the development of soft skills, such as communication skills, teamwork, and

leadership. This is important in preparing graduates who can adapt to change and compete

in an increasingly complex world of work.

and integration of information and communication technology in production and

manufacturing. In Industry 4.0, production systems are developed by utilizing cyber-

physical systems (CPS), big data, and artificial intelligence (AI) technology to create

efficient, flexible, and customized production according to market needs. This allows for

Industry 4.0 includes the integration of information technology and operational

technology in the production process, which aims to create a production system that is

flexible, efficient, and can adapt quickly to market changes (Karageorgou, 2022).

considering that Industry 4.0 has a broad impact on the economic and industrial sectors.

Therefore, the learning approach to Economic Education needs to prioritize active,

collaborative, and creative learning.

in the learning process, such as the use of digital learning media and business simulations.

related to Industry 4.0, such as digital literacy, communication skills development, and

understanding of data management.

Collection, namely by identifying and formulating research questions and research

objectives to be achieved. (2) Literature Search, namely searching scientific literature in

various databases such as academic journals, articles, books, and reports related to

Industry 4.0-based curriculum and economic education. (3) Literature selection, namely

reviewing abstracts and literature content to evaluate the relevance and quality of

information, as well as selecting literature that supports the conceptual framework of

research and helps answer research questions. (4) Literature Analysis, which groups

literature into categories based on emerging themes, such as teaching strategies, digital

competencies, and curriculum changes, and analyzes differences and similarities in

approaches taken in literature. (5) Synthesis and Writing, namely summarizing findings

Results and Discussion

can improve the quality of economic education in Vocational High Schools. The materials

taught in the curriculum include an introduction to the basic concepts of Industry 4.0, the

various methods, such as written examinations, presentations, projects, and attitude

assessments. These diverse assessment methods aim to measure not only students'

knowledge but also the abilities, skills, and attitudes needed in the Industry 4.0 era.

several obstacles in the implementation of the Industry 4.0-Based Economic Education

curriculum that need to be overcome, such as lack of support from schools, lack of

teaching staff who have competence in technology, and lack of access to adequate

technology. Therefore, it is necessary to evaluate and improve continuously to ensure that

the curriculum can provide maximum benefits for students and can prepare them well to

Schools. The following is a discussion of the research results:

has high relevance to the demands of today's job market. This can be seen from the new

materials taught in the curriculum, such as big data, the Internet of Things, and

augmented reality. In addition, the learning methods used are also more innovative and

adjust to the characteristics of the current digital generation.

improve students' skills in various aspects. Students are trained to be able to think

lack of adequate infrastructure and hardware, a shortage of educators trained in the use of

technology, and a lack of support from school principals and the government.

improving adequate infrastructure and hardware, providing training and debriefing to

effectively.

Education Curriculum has a significant influence on improving students' skills and

knowledge. These results support the hypothesis proposed that the implementation of the

Industry 4.0-Based Economic Education Curriculum will have a positive impact on

students' ability to understand modern economic concepts.

economic concepts that characterize Industry 4.0. Thus, students will become accustomed

to using modern technology and develop the necessary skills in an increasingly connected

and digital future work environment.

knowledge needed in the future work environment. Therefore, implementing this

curriculum should be supported and expanded in all vocational secondary schools to

produce a workforce ready and able to face the challenges of Industry 4.0.

Conclusion

Curriculum in Vocational High Schools has the potential to improve the quality of

education and prepare students to enter the increasingly complex world of work. The

learning methods used, such as project-based learning and the use of digital technology,

provide a learning experience that is more integrated and relevant to today's industrial

of this curriculum besides only the influence of Industry 4.0. Therefore, further research

is needed to explore these factors and develop more appropriate strategies for

implementing the Industry 4.0-Based Economic Education Curriculum in Vocational

High Schools.

Ilyas, Abustani, Pilo, Nashiruddin, & Mahmud, Hasibuddin. (2022). Perspektif

Karageorgou, Zoi. (2022). The Impact Of Knowledge Management Processes On