Reconstruction of Chemistry Curriculum Elements of Vocational School (SMK) of Mechanical Engineering Study Program

Received: 07 June 2021 Revised: 04 Oct 2021 Accepted: 19 Oct 2021 Published online: 24 Oct 2021 To support the productive subject of expertise field, chemistry curriculum elements and materials in SMK need to be reconstructed. This study aims to produce an integrated chemistry syllabus of Mechanical Engineering in SMK. This study uses a development research method with research subjects: 2 chemistry education experts, 6 chemistry teachers, 4 productive teachers and 2 vice curriculum principals at SMKN Bandung. The results show the relevant chemistry KD to the Mechanical Engineering KD includes knowledge and skill competencies: explaining, describing, applying, determining, identifying, classifying, analyzing, constructing, proposing ideas, designing and conducting experiments. The compositions of chemical content that is relevant are types, physical and chemical properties, symbols, roles, handling of hazardous chemicals, and standard chemical safety and security in the work environment (5.9%), redox reactions (11, 8%), electrochemistry (11.8%), thermochemistry (11.8%), physical and chemical properties of metals, pure metals and alloys (11.8%), electron configurations and the periodic system (5.9%), bonding chemical (5.9%), corrosion (5.9%), metallurgy (5.9%), hydrocarbons (5.9%), petroleum (5.9%), polymers (5.9%), and reaction rate affecting factors (5.9%). The learning strategy is a scientific approach of discovery learning, project-based learning, problem-based learning, and guided inquiry. The evaluation results are the competence of knowledge, skills and attitudes assessment.


Introduction
 Chemistry is a subject that is not only taught in high school (SMA) but also in vocational high schools (SMK). In SMK, it is given to the students to implement scientific methods through experiments and to have basic chemistry skills as a foundation for developing competence in each area of expertise (Widodo, 2017).
Chemistry subjects are a group of basic vocational subjects aim to be a support and foundation for expertise program subjects so it is important for vocational students to master the basic concepts in chemistry (Wiyarsi, Hendayana, Firman, & Anwar, 2015;Yuliastini, Rahayu, Fajaroh, & Mansour, 2018). Chemistry is also one of the basic subjects for studying engineering (Sönmez, 2014).
The main challenge for the vocational level is the ability to meet the changing skills of individuals and the work field. This is in accordance with the principle of lifelong learning (Hrmo, Miština, & Krištofiaková, 2016). Based on the facts, students at the vocational level with low scores in chemistry think that chemistry subjects are not relevant to their vocational fields (Boddey & Berg, 2015). The problems also occur in 2013 curriculum of Indonesia. Several research also show some problems such as the delivery of material sometimes does not match the planned syllabus, a lot of material addition but the time is limited, errors in the curriculum content, and students in SMK assume that chemistry subjects are not important or useful because they are not relevant to their vocational fields and the lack of links between chemistry and everyday life (Haryanti & Wiyarsi, 2017;Kastawi, Widodo, & Mulyaningrum, 2017;Murwindra, Yuhelman, & Musdansi, 2017;Arungpadang, Longdong, & Patras, 2018;Lia & Isnaeni, 2018). The change in a curriculum is also only focuses on changing the document, rather than the implementation, evaluation or assessment of learning (Jatmoko, 2013).
Another problem seen is that there are almost no differences between the material taught in SMK and SMA, which impacts learning motivation of students at the SMK level (Hartanto & Fordiana, 2018). Based on the results of a pre-research conducted by Aeni (2019) in an SMK, 84% of students did not like chemistry lessons, due to a lack of interest in these subjects. In other words, the irrelevance of chemistry subjects with vocational interests for students can result in low interest, motivation and achievement of chemistry students. To increase student interest in learning in SMK, more meaningful selection of chemical materials according to the needs of students at the SMK level is needed (Haryanti & Wiyarsi, 2017). To obtain chemistry material that is relevant to SMK level, having relevance between the materials and various elements in the chemistry curriculum and the vocational curriculum is important. This is in accordance with the function of the curriculum as a method used to achieve educational goals (Fauzan, 2017).
Based on the description, the adaptive chemistry material in SMK does not support productive subjects in the field of expertise. Thus, elements of the chemistry curriculum, especially in Mechanical Engineering, need to be reconstructed including basic competencies, content, strategies and learning evaluation. The research aims is to produce an alternative syllabus that integrates elements of the chemistry curriculum with the vocational elements in the Mechanical Engineering study program.

Methodology
The method used is Development Research (DR) with the stages of design, development, and evaluation. The subjects in this study were based on the purposive sampling technique (Sugiyono, 2015) with a composition consisting of 2 chemistry education experts, 6 SMK chemistry teachers, 4 productive teachers, and 2 Deputy Head of Curriculum (Wakakur) / at SMK Mechanical Engineering expertise study program. This research was conducted at SMKN 2 Bandung and SMKN 6 Bandung. The research object consists of educational standards in the Mechanical Engineering for SMK, chemical teaching materials for Mechanical Engineering for SMK, teaching materials for the basic subject group of the Skills Program (C2) of Mechanical Engineering for SMK, Chemistry subject syllabus, and C2 Mechanical Engineering syllabus for subjects. The research instrument uses a basic competency (KD) validation format, content, knowledge and design dimensions and evaluation of chemistry learning. The research data was analyzed qualitatively with the stages of data reduction, data presentation and drawing conclusions.

Basic Chemistry Competencies that are Relevant to the Demands for Basic Competencies of SMK Mechanical Engineering Study Program
The data obtained in this section is the basic competence (KD) of chemistry that is relevant to the demands of KD in the basic subject group of the skill program (C2) in the SMK Mechanical Engineering expertise study program, which includes the subjects of Basic Mechanical Engineering Work (PDTM) and subjects Basic Mechanical Engineering Design (DPTM) contained in the attachment to the Regulation of the Director General of Primary and Secondary Education of the Ministry of Education and Culture Number: 07/D.D5/KK/2018 .
Based on the Regulation of the Director General of Primary and Secondary Education of the Ministry of Education and Culture Number 464/D.D5/KR/2018, the KD of the SMK subjects in the Mechanical Engineering study program group C2 is divided into 3 subjects with details in table 1 below    Analyzing the factors that influence the occurrence of corrosion and how to overcome them (D)  Proposing ideas to prevent and overcome corrosion of metals (D) Che 9  Explaining the processing of metals from the earth's crust (metallurgy) Che 10  Analyzing the structure and properties of solid, liquid, and gaseous fuels with their impact on the environment and health and how to overcome them (RD) Che 11  Explaining the principle of petroleum processing (RD)  Identifying the technical process for separating petroleum fractions (RD) Che 12  Analyzing the structure, properties and uses of synthetic and natural polymers (RD)  Identifying synthetic and natural polymers used as engineering materials (RD) Che 13  Analyzing the factors that affect the reaction rate in metal heat treatment (D) Description: RD : Redesigned ; D: Designed Based on the table, the relevant KD of chemistry to Mechanical Engineering SMK KD includes knowledge and skill competencies: explaining, describing, applying, determining, identifying, classifying, analyzing, constructing, proposing ideas, designing and conducting experiments. Table 3 shows the percentage data on the relevance of chemistry KD with vocational Mechanical Engineering in the C2 subject group. Meanwhile, based on the validation results, the validator agrees that chemical KD is integrated with KD Mechanical Engineering Vocational School that has been developed. However, several validators were not relevant to some of the chemical basics that were developed along with suggestions. In addition, some validators only provide advice but still agree to the chemical KD integrated with the vocational KD. Suggestions given by the validator are in table 4. The suggestions given can improve the product to obtain an integrated chemistry KD design with vocational.

Chemical Content that is Relevant to the Demands of the Mechanical Engineering Study Program
The data includes chemical content that is relevant to the vocational content required by the Mechanical Engineering Vocational School. The chemical content formulated is based on the chemical KD developed through information related to the vocational KD (vocational content) in the Mechanical Engineering SMK book. Table 5 shows the percentage of chemical content that is relevant to vocational content.

CHE 13
Factors affecting the reaction rate in metal heat treatment.  Based on table 5 and figure 1, the largest percentage of chemical content required by Mechanical Engineering SMK in the C2 subject group is redox reactions; electrochemistry; thermochemistry; physical properties and chemical properties of metals, pure metals and metal alloys in engineering materials as supports. While the smallest percentage is on type content, physical and chemical properties, symbols, roles, and handling of hazardous chemicals, as well as standard procedures for chemical safety and security in the work environment; electron configurations and the periodic system of elements; chemical bonds; corrosion; metallurgy; hydrocarbons, petroleum; polymer; and the factors that affect the reaction rate.
According to the validation results of the integrated chemical content formulation of Mechanical Engineering Vocational School, almost all validators agree on the relevance of chemical content to vocational content. However, 2 validators do not agree on the relevance of 1 chemical content towards vocational content. The validators give suggestions in table 6. Suggestions given on the content of redox and electrochemical reactions in metal welding used as product improvements to obtain content that is integrated with Mechanical Engineering Vocational School.

Dimensions of Factual, Conceptual, Procedural and Metacognitive Knowledge on Chemical Content Relevant to the Needs of Vocational Schools of Mechanical Engineering Expertise Program
The data are factual, conceptual, procedural, and metacognitive dimensions of vocational integrated chemistry content. The formulation of this knowledge dimension is based on Anderson and Krathwohl's Taxonomy (Anderson & Krathwohl, 2017).
The dimensions of factual knowledge in this study formulated based on facts related to chemical content at Mechanical Engineering Vocational Schools. Meanwhile, conceptual knowledge is in the form of essential concepts related to the integrated chemical content of Mechanical Engineering Vocational School. The formulation of the procedural dimension is a series of steps to be followed regarding the application of chemistry at the Mechanical Engineering Vocational School. Metacognitive knowledge in the form of knowledge of awareness and cognition of students in their efforts to improve memory skills and understanding of chemical content related to Mechanical Engineering skills.
Based on the results, all validators agree on the overall formulation of the knowledge dimension. It shows good relevance of knowledge dimension and in accordance with the demands and needs of the Mechanical Engineering Vocational School.

Learning Design and Evaluation of Chemistry Learning at SMK Mechanical Engineering Expertise Program
This design is focused on knowledge, skills, and attitudes; learning resources and places of learning; learning experience; learning strategies; and evaluation of learning. The first part consists of knowledge, skills and attitudes. The knowledge section contains chemical concepts that students must possess or achieve in vocational integrated chemistry content. The skills section contains developed skills and practices for students in vocational integrated chemistry content. Meanwhile, the attitude section contains the students' attitudes in achieving vocational integrated chemistry content learning.
The second part is the source and place of learning. It contains books, website addresses, and places of the teaching and learning process of chemistry learning that is adapted to the integrated chemistry content of the Mechanical Engineering Vocational School.
The third is a learning experience that contains the activities of students in gaining knowledge. While the fourth is a learning strategy that contains approaches and models of chemistry learning with its syntax according to the integrated vocational chemistry content consisting of a scientific approach and various learning models including discovery learning, project-based learning, problembased learning, and guided inquiry. A scientific approach used as it is an important characteristic in the development of the 2013 curriculum (Setiadi, 2016). The characteristics of discovery learning are in the discovery itself by providing opportunities for students to be able to find and build their own knowledge (Miatun, 2018). While the advantages of project-based learning increase student learning outcomes, students not only developing cognitive abilities, and achieving connections with real problems (Efstratia, 2014). Janson et al. (2015) stated that the purpose of PBL learning is to improve students' generic learning skills such as collaboration, synthesis, communication and problem solving. Meanwhile, Inquiry based learning is a system that can develop students' problem solving and critical thinking skills (Maxwell, Lambeth, & Cox, 2015).
The last part is a learning evaluation includes an assessment of students' knowledge, skills and attitudes to the integrated chemistry content of Mechanical Engineering Vocational School. The knowledge competency assessment consists of a written test and assignments. Skills assessment consists of performance in the lab, performance appraisal, project appraisal and product appraisal. Meanwhile, attitude assessment consists of attitude observation and peer assessment.
According to the results, all validators agreed to the overall design formulation and evaluation of chemistry learning that could be used as a reference in chemistry learning in SMK. It proves that the learning design and evaluation in chemistry learning in Mechanical Engineering Vocational School that has been formulated has good relevance to the vocational integrated chemistry content with some validators' suggestions. However, 2 validators still provide suggestions related to learning resources, places to study and evaluation of learning. One validator suggested that the proposed learning resource is a learning resource used as reference material for both chemistry teachers and productive teachers at Mechanical Engineering Vocational Schools. In addition, optimizing the learning place in the classroom by using various media is also suggested. Another validator, suggesting that places of study can be added with DUDI. It means that students can learn directly in the business and industrial world. Another suggested adding an assessment with a portfolio, especially in the evaluation of learning. Portfolio is an assessment of the collection of process and work sample documents providing information students' abilities development within a certain period of time (Firman, 2018). Suggestions given can be used to improve the product of good relevance between the formulated chemistry learning design and vocational integrated chemistry content.

Conclusion
Based on the results of data analysis and discussion, KD of chemistry relevant to the KD of SMK Mechanical Engineering study program includes knowledge and skills: explaining, describing, applying, determining, identifying, classifying, analyzing, constructing, proposing ideas, designing and conducting experiments. Meanwhile, the chemical content that is relevant to the demands of the SMK Mechanical Engineering study program consists of types, physical properties, chemical properties, symbols, roles, and the repetition of hazardous chemicals, and standard procedures for chemical safety and security in the work environment; redox reactions; electrochemistry; thermochemistry; physical and chemical properties of metals, pure metals and metal alloys; electron configurations and the periodic system of elements; chemical bonds; corrosion; metallurgy; hydrocarbons; crude oil; polymer; and the factors that affect the rate of the reaction. The knowledge dimension is based on chemical knowledge related to Mechanical Engineering Vocational School. The learning strategy is a scientific approach with various learning models: discovery learning, project-based learning, problem-based learning, and guided inquiry. Meanwhile, the learning evaluation contains an assessment of the competence of knowledge, skills and attitudes. The knowledge competency assessment consists of a written test and assignments. Skills assessment consists of performance in the lab, performance appraisal, project appraisal and product appraisal. In addition, the attitude assessment consists of attitude observation and peer assessment.