Abstract

The investigation aims in this study were to reveal the implementation of physics practical work by the teachers and the conformity of the practical work material with the existing expertise competence in a vocational high school (SMK). This study focused on the vocational high schools in an Expertise Concrete and Stone Construction Engineering. The research method used a literature review, analysis of curriculum and research result, as well as semi-open-interview that involved about 13 SMK from 7 districts in Central Java Province, Indonesia. The Vocational High School are involved, consisted by 6 Private SMK and 7 Public SMK, with 26 physics’ teachers (N = 26). Based on the analysis result of existing curriculum in SMK Tujuh Lima 1 Purwokerto and SMK Negeri 2 Purwokerto, as well as the research results, showed that the physics practicum based expertise competence can be developed, by connected the basic competence of physics and the expertise field or productive group. The research results and semi-open interview are obtained that 22 teachers or 84.46% agreed, if the physics learning in SMK is supported by the physics practical work activities- expertise competency based, using the natural sand material of Logawa River, to develop no-fines concrete technology. The description percentage of teachers’ opinion is as followed: make easy of concept understanding (19.23%), more attractive to students (3.84%), increase the creativity of students (3.84%), associate the physics material with a competence or expertise (38, 46%), students can be apply the theory and the practical work (3.84%). The description percentage of teachers who do not agree were : too difficult for students (7.69%), lack of the teachers’ ability and make difficult for teachers (7.69%). The development tested of physics practical work- expertise competence requirement based in SKM Seven Five 1 Purwokerto, equiped the students with the science process skills such as: the observe ability, the ability to interpret the results of observation, communication skill, ability to classify, predict ability, the ability to plan the study, the hypothesis explaining skill, the ability to use the tools and materials, as well as the ability to carry out the experiment.

Authors and Affiliations