Challenges And Innovations In Curriculum And Assessment Management In Vocational Education: A Qualitative Study

Abstract

This study aims to analyze the curriculum management and education assessment system in Vocational High Schools (SMK) and Vocational Aliyah Madrasah (MAK) in Tangerang Banten. Using a descriptive qualitative approach, this study collected data through interviews with principals, teachers, and related education stakeholders, observations at several SMKs and MAKs, and literature studies. The main findings of this study show that although the implemented curriculum is oriented towards the development of practical competencies and tries to be adjusted to industry needs, there is still a mismatch between the existing curriculum and the rapid development of the industrial world. In addition, the assessment system applied in most schools still relies on written exams, with practical and portfolio assessments not yet optimally implemented. The study also found limitations in industry involvement in curriculum development and assessment, as well as challenges in managing practicum assessment in accordance with competency standards. Based on these findings, the study provides recommendations for strengthening school-industry partnerships, improving the competency-based assessment system and updating the curriculum to be more responsive to dynamic industry needs. It also suggests that education policy should be more supportive of innovation in curriculum management and assessment in SMK and MAK