RELEVANSI KURIKULUM SMK KOMPETENSI KEAHLIAN TEKNIK KOMPUTER DAN JARINGAN DENGAN TUNTUTAN SKKNI : Studi Evaluatif pada Kurikulum TKJ

The high unemployment rate of graduates of Vocational High Schools compared to graduates of other levels of education is the background for doing this research. With the rapid development of technology, almost all offices, government agencies, educational institutions and up to the level of housing have used information technology, especially computers as daily necessities. Therefore, researchers are interested in seeing and knowing how the relevance of the computer and network engineering skills competency curriculum that has the most closely related to computers and networks with Indonesian National Work Competency Standards demands. The focus of this research is on four aspects of the curriculum component contained in the vocational curriculum document. The general problem formulation in this study is the extent to which the relevance of the computer and network engineering competency curriculum with Indonesian National Work Competency Standards demands? there are four specific problem formulations in this study, namely; 1) what is the relevance of the objective formula in the computer and network engineering competency curriculum with Indonesian National Work Competency Standards demands? 2) what is the relevance of content in the computer and network engineering competency curriculum with Indonesian National Work Competency Standards demands? 3) how is the relevance of the learning process in the computer and network engineering competency curriculum with Indonesian National Work Competency Standards demands? 4) how is the relevance of learning evaluation in the computer and network engineering competency curriculum with Indonesian National Work Competency Standards demands? The research method used is descriptive evaluative with qualitative and quantitative approaches. Data collection techniques consist of documentation studies, interviews, observations and questionnaires. The results of the study indicate that the computer and network engineering competency curriculum is not fully relevant to the SKKNI demands. Thus, the school needs to evaluate and refine the curriculum, so that the creation of links and matches between the competencies possessed by students and the needs of employment. Keywords : Curriculum Relevance, Computer and Network Engineering Competency Curriculum, Indonesian National Work Competency Standard

Design and technology – a decade of integrated curriculum development in product design at the University of Wolverhampton

This paper is a retrospective analysis of the development of an integrated curriculum in product design at Wolverhampton which brings together creative design, technology, materials, manufacture and computing. In the late 1980s the Schools of Art and Design, Engineering, Technology and Computing decided to introduce what at that time was a new type of degree in product design with a multidisciplinary approach that drew from expertise across the institution. The BSc (Hons) in computer aided product design which had its first student intake in 1989 aimed to develop a product designer with a richer blend of skills between design, technology and engineering, but which also put the student at the centre and developed a curriculum that fostered independent learning. Over the last decade a group of undergraduate honours awards have grown out of the successful computer aided product design degree including a BA in industrial design, a BSc in computer aided industrial design, and a BSc in computer aided engineering design. This paper reflects on the evolution of this curriculum in design over the last 10 years, concentrating on the following innovative areas: 1. development of independent learning to foster academic and practical design skills 2. integrating the technological and creative elements in the design project work 3. meeting future design, technological, and sociological needs through curriculum development

Academic Programs Adequate For The Software Profession?

According to the Bureau of Labor Statistics, close to 1.8 million people, or 77% of all computer professionals, were working in the design, development, deployment, maintenance, and management of software in 2006.  The ACM model curriculum for the BS in computer science proposes that about 42% of the core body of knowledge be dedicated to software engineering, including programming.  An examination of the curriculum of a typical computer science department shows that, excluding programming courses, no courses specific to software engineering are required for the BS, although several are available as elective courses.  Academics typically resist the demands of the industry, in part because some of them are for specific software tools, design methods, or programming languages whose use does not last.  Under market pressure, more required software engineering courses may slowly be included in the curriculum.  The usual solution is for businesses to offer their software professionals needed courses in software engineering

Development of a Low-Cost Robotics Platform that Facilitates the Enhancement of Microcomputer Structures and Interfacing Learning Objectives

Robotics has become a common educational tool to teach basic concepts in mathematics, science, engineering, technology, world affairs, and much more. Programs such as For Inspiration and Recognition of Science and Technology (FIRST) robotics are demonstrating that the recipe for student inspiration and learning involves robotics, problem solving, teamwork, and friendly competition. The successes of FIRST robotics programs and results from universities that have integrated robotics platforms into their curriculum provide evidence that infusing robotics platforms and curriculum into engineering departments better their capabilities and increase attractiveness to current and future students. This effort details the design and development of a low-cost robotics platform and seamless set of supporting curriculum. The platform and seamless curriculum set is implemented in the West Virginia University\u27s Lane Department of Computer Science and Electrical Engineering (LCSEE) microcomputer structures and interfacing laboratory, an undergraduate computer engineering course. The results provide detailed information on the robotics platform as well as detailed information on the seamless set of modules that make up the curriculum. The results demonstrate that a subset of students become significantly more motivated and are more willing to work additional hours to improve upon their design as compared to traditional laboratory sessions. These results are significant and demonstrate that robotics and seamless curriculum sets provide a solid platform to introduce computer engineering concepts that inspire and motivate students

A Spiral Computer Engineering Lab Framework

This development establishes a “spiral” lab framework, in which the key concepts are revisited at increasing levels of sophistication and interconnection, for Computer Engineering curriculum. The development is addressing a serious deficiency – lack of integration skill – in engineering curriculum. The framework connects and integrates the individual courses through a coherent sequence of lab experiments and projects across the entire curriculum. These lab experiments and projects are designed to illustrate and reinforce key theoretical concepts and their complexities and abstraction levels gradually grow as students progress through the curriculum. The framework is based in three cohesive themes: video, audio, and touch sensor, and individual projects are eventually evolved into a complete set of IP (intellectual property) cores that form customizable I/O subsystems and can be incorporated into any FPGA (field programmable gate array) based computer system. The development uses low-cost prototyping board and can be easily incorporated into existing curriculum. The improved curriculum will enhance students\u27 integration skill, make them aware of the big context, and keep them interested and motivated. This project is currently implemented and evaluated in two institutions in parallel and two new book manuscripts with the developed materials are under preparation

Biomedical Engineering Education Study: Developing Computer Science Acceptance in the Student Population

This Interactive Qualifying Project was undertaken in order to improve the Biomedical Engineering undergraduate computer science experience while also gaining an understanding of student sentiment towards the subject. Determining how students felt about the current computer science curriculum would provide key information in the development of future classes. A focus on integrating MATLAB into future classes could allow students and teachers alike to utilize the software while granting the students the ability to hone their skills. The results of this project provide a data set to view current student sentiment towards the computer science curriculum as well as opportunities and examples of areas for achievable refinement

The ethics of curriculum development:Engineers and technicians in a context of development: Engineers and technicians in a context of development

South African higher education has, for the last twenty years, attempted to confront the legacy its past, particularly the lack of access to science, technology, engineering and mathematics-based (STEM) education by the vast majority of potential students. The current policy environment is dominated by a drive towards high skills jobs and innovation that links research to new forms of production and new services. With the promulgation of a new "Higher Education Qualifications Sub-framework" (HEQSF, 2013) in South Africa there has been considerable curriculum development work across a number of fields and disciplines to enable the "high skills" agenda. Many programs that served as entry qualifications to employment as computer engineering technicians have been subject to upward re-curriculation towards engineering programs. A concern is the lack of clarity around appropriate qualifications and skills levels for a developing country and what might differentiate engineering technician programs from professional engineering programs. There are deep concerns in South Africa about the need to transform society, in particular to ensure that the legitimate aspirations of black South Africans are met and that talented young citizens are able to access higher education and obtain qualifications that enable them to enter the workplace and contribute meaningfully to development. In this paper we discuss the ethics of curriculum development, and argue for an ethical framework to assist institutions to guide curricular decision-making in engineering. A methodology for curricular comparison was developed from the work of Karl Maton on "semantic waves" that was used to construct a systematic comparison between a technician and engineering programme in the field of computer engineering. We show distinct knowledge differences between two programs, one a technician's diploma and the other an professional engineering degree program. We use the findings to illustrate wider concerns about the ethics of/in engineering curriculum development in South Africa as a developing country with a transformation agenda

07-19-2019 Evert Attends NSF High Performance Computing Community Event

Dr. Jeremy Evert, assistant professor in the Southwestern Oklahoma State University Department of Computer Science & Engineering Technology, was one of a small group of faculty from 10 states to participate in the 2nd annual Community Building for High-Performance Computing Curriculum Development event held recently in Tulsa

Development of a SPOC of Computer Ethics for students of Computer Science degree

Technology brings different benefits to society and involves challenges and ethical dilemmas that must be considered during any technology development. In this sense, graduates must recognise the social, legal, ethical and cultural issues inherent to the discipline of computer science. However, there is a lack of integration of computer ethics in the computer science curriculum in Spanish universities. This work introduces a pilot experience to develop a Small Private Open Course (SPOC) to introduce computer ethics as an extracurricular activity in the Bachelor’s Degree of Computer Engineering at the University of Salamanca