The role of industry to unlock the potential of the Merdeka curriculum for vocational school

Abstract

This research focuses on Indonesia’s newly introduced Merdeka (Independent) curriculum for vocational schools (VSs), emphasizing the crucial involvement of the industry in aligning, executing and evaluating the curriculum. The study utilizes a combination of qualitative analysis through a multicase design and quantitative insights using descriptive methodologies. The empirical findings highlight a complex connection between VS and the industry, clarifying the diverse contributions of industrial players. The importance of the industry is initially demonstrated through curriculum synchronization, which includes the submission of competence designs, the development of a Memorandum of Understanding (MoU), and the precise alignment of competencies with industry requirements. Afterward, the industry promotes curriculum adoption by cultivating a 5S work culture through seminars, workplace assistance, and reinforcement of essential work character traits. Moreover, the industry’s assessment of the Merdeka curriculum implementation is considered vital, covering areas such as collaboration, education and the quality of work produced. This study enhances curriculum management research by revealing the dynamic connection between vocational education and industry stakeholders. It offers insights into the collaborative and transformational processes that influence vocational education.

Keywords:

• Merdeka curriculum
• vocational school
• curriculum implementation
• curriculum evaluation

Reviewing Editor:

• John Chiang, Communication and Media, State University of New York, New York, USA

Subjects:

• Curriculum Studies
• Curriculum
• Vocational Education

1. Introduction

Vocational School (VS) emphasizes competency needs in the community or work competencies compared to general competencies, so competency orientation can reduce the possibility of future unemployment (Hoidn & Šťastný, 2021; M. Wu et al., 2022). Furthermore, a VS is an educational institution responsible for building character and attitudes, skills, and values to create a productive workforce in the workplace (Dardiri et al., 2020). Various Organizations of Economic Cooperation and Development (OECD) countries have successfully changed and developed industry-based VSs. The success of OECD countries is demonstrated by (1) open industry accommodating students for the implementation of fieldwork practices, (2) the government facilitating and ensuring that industry plays a good role in the continuity of learning in VS and (3) research institutions continue to conduct research related to collaboration between industries and VS (Haviland & Robbins, 2021; Schröder, 2019). School policy is the placement of regulations or rules enforced by the actual conditions in schools.

Considering several existing aspects, there is a need for relationships and adjustments to policies and strategies to improve the education system in VS efficiently (McGrath & Yamada, 2023). A good strategy guarantees that all stakeholders know and understand their respective abilities to work effectively (Lee & Gunderson, 2018). Furthermore, school policy is in the vortex/problem that considers strategies and support from various parties that support learning in schools so that the strategic policies and objectives of VS can be managed by developing human resources by increasing knowledge and skills (Zhao & Liu, 2023). VS has a heterogeneous nature compared to general education, evidenced by the many types of competencies and characteristics of the curriculum, which refer to every department in VS (P. Chen et al., 2021). Developments in the competencies contained in the curriculum always refer to current developments and technological advances (Mustafa Kamal et al., 2019; Tavares & Azevedo, 2022). The curriculum is a series of learning actions implemented in schools based on objectives and as a document designed by schools to describe and explain teacher tasks in the learning process.

The curriculum describes multifaceted dimensions and is oriented to various focal points in various manifestations (P. Chen et al., 2021). Six types of curriculum can be implemented by schools (Billett, 2020), including (1) hidden curriculum, which is defined as competencies that are not contained in curriculum documents; (2) the curriculum is excluded, which is defined as competencies that used to exist but were abandoned; (3) the recommended curriculum is a curriculum recommended by experts in the field; (4) written curriculum which is defined as a curriculum that has local content in that country; (5) supported curriculum, which is the curriculum that appears in the guidebook; and (6) the curriculum that has been tested is a curriculum that has been taught and delivered in a class and gets satisfactory results. The previous explanation noted that VS are diversified, with different departments having varied competencies and curricula (Calero López & Rodríguez-López, 2020). This diversity can make it challenging to keep the curriculum current with business and technology. This problem requires new curricula that are flexible, adaptable, and responsive to job market needs. The curriculum should include industry input, stimulate interdisciplinary learning, and highlight real-world skills to prepare students for various careers. A well-structured, comprehensive curriculum can also standardize and streamline VS departments, ensuring all students receive a high-quality, up-to-date education that prepares them for the workforce.

Indonesia has implemented a new Merdeka (independent) curriculum (Utami et al., 2023), equipping educators with the necessary tools to foster the growth of students’ reading, numeracy, and character development. The educational approach prioritizes the fundamental subject matter and fosters a commitment to achieving rigorous knowledge acquisition (Crysdian, 2022). This strategy allows instructors to customize education, enabling them to choose specific textbook chapters or include information from several grade levels to address their pupils’ distinct learning requirements. In addition to traditional instructional materials like textbooks, educators are urged to utilize various additional resources, including those accessible via the Merdeka Mengajar platform (Anselmus Dami et al., 2022). In addition to academic courses, the Merdeka curriculum also allocates specific time to cultivate character development following the concepts of Pancasila ideals. Merdeka’s dedication to a factory-like educational methodology emphasizing experiential learning via hands-on manufacturing of actual items makes it distinctive. This deviation from regular teaching techniques raises issues regarding its influence on education and, more crucially, student preparation for the modern labor market. This educational paradigm change elevates the sector to a revolutionary force. Unlike other curriculum implementations, industry engagement in the Merdeka curriculum is crucial. The industry’s impact is revolutionary, impacting the curriculum’s implementation and success.

Within the current State Of The Art (SOTA), research on VS has progressively acknowledged the crucial significance of industry partnership in building inventive curricular frameworks. Research conducted by Hodge et al. (2020) and Silitonga (2021) underscores the importance of competency-based methods in VS, emphasizing their capacity to mitigate the risks of unemployment. Furthermore, the documented research by (Abbas et al., 2021; Gomes et al., 2022; Klarin et al., 2021) highlights the significant impact achieved through collaborative efforts between industries, government facilitation, and continuous research in the establishment of industry-focused VS in various OECD countries. S. Wu and Lin (2020) emphasized the significance of adaptable school policies and effective tactics in effectively enhancing VS systems. This backdrop is vital for examining the industry’s involvement in implementing Indonesia’s Merdeka curriculum. The literature acknowledges the diverse characteristics of VS, as examined by Lund and Karlsen (2020) highlighting the need for an adaptable and prompt curriculum corresponding to contemporary technological progress.

A study by Shi et al. (2023) delves into the global landscape of vocational education, emphasizing the role of international collaborations and partnerships in shaping innovative curricular frameworks. Their research highlights the need for cross-cultural insights and practices that could contribute to the ongoing evolution of vocational education. In comparison, the present research distinguishes itself by focusing specifically on the Merdeka curriculum’s unique characteristics and the transformative role of industry engagement within the Indonesian context. Moreover, a comprehensive meta-analysis by Kim et al. (2023) has explored the efficacy of different pedagogical approaches in vocational education. The study provides insights into the effectiveness of various teaching methods but falls short in addressing the contextual nuances and industry-specific considerations that the Merdeka curriculum emphasizes. This divergence sets the current research apart, as it investigates the intricate connections between industry involvement and the distinctive pedagogical style of the Merdeka curriculum. Another notable research contribution by Barabasch and Cattaneo (2019) investigates the role of technology in vocational education, emphasizing the need for digital integration to prepare students for modern workplaces. While this research aligns with the broader themes of preparing students for the workforce, the Merdeka curriculum’s focus on experiential learning and hands-on manufacturing of actual items introduces a unique paradigm shift that previous studies have not explored.

While studies by Shi et al. (2023) lead us toward an understanding of international collaboration in vocational education, and the meta-analysis by Kim et al. (2023) introduces the idea of diverse teaching methods, both do not reach the depth and focus on the Merdeka Curriculum that characterizes this research. Similarly, research by Barabasch and Cattaneo (2019) exploring the role of technology in vocational education provides insights but does not delve into the paradigm shift introduced by the Merdeka Curriculum. This research breaks new ground by revealing the industry’s intricate relationship with the Merdeka curriculum’s distinctive teaching method in Indonesian VS. This research goes beyond prior findings to show how much the industry has helped implement the Merdeka curriculum. This research bridges a knowledge vacuum by introducing new ideas and findings, contributing to vocational education reform in Indonesia by examining theoretical and practical aspects.

Nevertheless, there is a notable deficiency of empirical studies examining the profound influence of corporate participation in implementing new curricula, such as the Merdeka curriculum. This research seeks to fill this void by comprehensively analyzing the industry’s significant contribution to implementing Indonesia’s Merdeka curriculum. It aspires to provide valuable perspectives to the ongoing discussion on vocational education. When analyzing how industrial engagement in Merdeka may improve the curriculum, the literature shortage becomes clear. Although the curriculum emphasizes accurate results and follows a factory-modeled instructional approach, nothing is known about how the industry’s engagement drives this transition. This study investigates the industry’s crucial role in implementing Indonesia’s Merdeka curriculum to fill this critical gap.

This research examines the complex relationships between the industry and the Merdeka curriculum to see how it transforms education. The research is driven by the need to comprehend this unique curriculum’s theoretical foundations and empirically analyze the industry’s practical contribution to inform educational policymakers, practitioners, and stakeholders. This research seeks to contribute to educational reform by examining the complex relationships between industry engagement and the Merdeka curriculum’s distinctive pedagogical style.

This study aims to thoroughly examine the industry’s important role in implementing Indonesia’s Merdeka curriculum. This study addresses a critical gap in empirical research by investigating how corporate involvement can bring revolutionary changes to new curricula. This research is motivated by the necessity to comprehend the theoretical underpinnings of this distinctive curriculum and empirically evaluate the tangible contributions of the industry. Its objective is to offer valuable insights to educational policymakers, practitioners, and stakeholders engaged in vocational education reform. This study aims to analyze the intricate connections between the industry and the Merdeka curriculum, explicitly exploring how this partnership influences education and enhances the unique teaching methods of the curriculum. The mixed-method approach, which combines qualitative and quantitative methodologies, thoroughly investigates the industry’s involvement. The study is divided into four main sections: an introduction that gives an overview of the Merdeka curriculum, a materials and methods section that explains the research approach, a results and discussion section that presents empirical findings, and a conclusion that summarizes key findings and suggests areas for future research.

This research consists of four main sections: The introduction presents an overview of Indonesia’s Merdeka curriculum, highlights a void in the existing literature about the transformative impact of the industry, and states the research’s objective. The following section, Materials, and Methods, comprehensively explains the mixed-method approach, the criteria for selecting participants, and the systematic data collection and analysis processes. The paper includes the Results and Discussion section, which presents empirical findings on the industry’s significant role in implementing the Merdeka curriculum. It also discusses how these findings have transformed conventional educational frameworks. The last section is the conclusion, summarizing the study’s key findings, contributions, and implications. It emphasizes the importance of industry collaboration in shaping innovative curricular frameworks and suggests potential areas for future research.

2. Materials and methods

This research uses a systematic and rigorous methodology to ensure the rigor and dependability of our examination of the industry’s critical involvement in implementing Indonesia’s Merdeka curriculum. Our study approach is outlined in Figure 1, which covers design, participant selection, data analysis, and sampling. Our mixed research method combines qualitative and quantitative descriptive methods to capture the phenomenon’s complexity. Strong participant selection standards assure the presence of experts and experiencers, promoting authentic insights. Our findings are rich because our broad participant group includes Human Resource Development (HRD) staff, students, and VS stakeholders. Triangulation analysis and proportional random sampling ensure data reliability and representativeness. Our study is more complete since we included interviews, Focus Group Discussions (FGDs), and questionnaires. The questionnaire’s four-point Likert Scale helps assess participants’ perspectives. Finally, our dedication to instrument validity and reliability provides measurement precision, consistency, and stability, boosting data quality trust. The transformational influence of industry engagement in Merdeka curriculum implementation is explored using this structured technique.

Figure 1. Research Methodology.

This mixed research method combined results with a qualitative and quantitative descriptive approach (Dawadi et al., 2021). During the participant selection process for this study, rigorous standards were employed. These standards encompassed the following criteria: (1) the informants were individuals with extensive experience and expertise in the specific field of study, (2) they were actively involved in the activities being investigated, (3) they possessed the necessary availability to engage in information sharing with the researcher, (4) informants were dedicated to providing genuine and unadulterated insights, and (5) they held an external perspective separate from that of the researcher. The participants in the study consisted of several individuals, including HRD personnel, supervisors of internship students, school administrators, vice principals responsible for public relations issues, deputy principals in charge of curriculum concerns, productive instructors, and students. The data analysis strategy employed in this study involves assessing the credibility or level of trust through triangulation analysis methodologies, encompassing data sources and method triangulation.

The data collection for this research was conducted in East Java, explicitly focusing on six industries where street vendors were situated. These industries include (1) PT. Boma Bisma Indra in Pasuruan, (2) PT. Kalitelu in Tulungagung, (3) PT. PAL Indonesia in Surabaya, (4) PT. Indospring in Gresik, (5) PT. Insastama in Kediri, and (6) PT. Artawena Sakti Gemilang in Malang. The participants in this study consisted of a group of industrial personnel who held supervisory positions for vocational students’ fieldwork activities. The study sample was obtained using a proportionate random sampling methodology. Proportionate random sampling selects a sample from a population so that the proportions of subgroups or strata represent the proportionate random sampling sample size formula (1). (1) $$\mathit{\text{Sample size}}\left(n\right)=(N\text{*}n\_s)/N\_s$$(1) where:$n$ = the sample size for the entire population$N$ = the total size of the population$n\_s$ = the size of the specific stratum (subgroup) you want to sample$N\_s$ = the total size of that stratum in the population

The sample size was determined using the empirical formula suggested by Isaac and Michael (1981) and Tichaawa et al. (2023). The sample selection was based on a confidence level of 0.05, with a population size of 124. The research sample consisted of 89 individuals, representing 71% of the population of industrial supervisors, as outlined in Table 1.

Table 1. Population and sample distribution.

No	Company	Population	Sample	Percentage (%)
1.	PT. Boma Bisma Indra in Pasuruan	25	18	71
2.	PT. Kalitelu Tulungagung	9	6	71
3.	PT. PAL Indonesia Surabaya	31	22	71
4.	PT. Indospring Gresik	32	23	71
5.	PT. Insastama Kediri	15	11	71
6.	PT. Artawena Sakti Gemilang Malang	12	9	71
Total		124	89	71

Source: Derived from Survey on January 13, 2022.

Research data collection methods were grouped based on data collection techniques, as shown in Table 2. The table highlights three studies on industry involvement in curriculum development and implementation. These studies examine how industry influences educational curriculum. These studies use qualitative and quantitative data collection methodologies. All three studies use qualitative data collection methods like interviews and FGDs to understand better educators, industry experts, and students’ experiences, attitudes, and insights. This qualitative data collection lets academics examine the industry’s multifaceted involvement in curriculum synchronization, implementation, and evaluation. The first two studies use qualitative and quantitative methodologies, including documentation and questionnaire research (Dardiri et al., 2020; Oksari et al., 2022). Researchers analyze records, reports, and curriculum documents to determine how industry influence affects writing. Structured questionnaires collect data from a broader sample of participants to provide quantitative insights and statistical analysis. Qualitative and quantitative data-gathering methods enable a complete study of the industry’s curriculum development and implementation role.

Table 2. Research Data Collection.

No	Research focus	Research Data Collection
		Qualitative			Quantitative
		Interview/ FGDs	Documentation	Observation	Questionnaire Study	Reference
1.	The Role of Industry in Curriculum Synchronization	✓	✓	✓	✓	(Dardiri et al., 2020)
2.	The Role of Industry in Curriculum Implementation	✓	✓	✓	✓	(Oksari et al., 2022)
3.	The Role of Industry in the Evaluation of the Implementation of the Merdeka Curriculum	✓	✓	✓	–	–

No quantitative methodologies are used in the third research, "The Role of Industry in the Evaluation of the Implementation of the Merdeka Curriculum," which uses solely interviews and FGDs. The research focuses on rich narratives, perspectives, and qualitative components of corporate involvement in curriculum implementation evaluation without using statistical or numerical data. These studies’ data-gathering methods reflect the researchers’ desire to study the topic’s complexity and draw human and statistical insights into the industry’s influence on school curricula. Broad data collection is essential to comprehend the complicated education–industry relationship.

The closed-ended questionnaire was developed using the Likert Scale with four scores in Table 3 and accessed via https://bit.ly/MerdekaCurriculum. A Likert scale is a prevalent survey instrument to evaluate individuals’ attitudes or opinions regarding a particular subject. Table 3 is a valuable instrument in survey research for quantifying and interpreting the attitudes or views of individuals. The Likert Scale employs a continuum of number ratings to indicate different levels of agreement or disagreement with particular claims. Within this framework, a rating of 4 is classified as "Strongly Agree (SS)," denoting a substantial and unambiguous agreement. The term "Agree (S)" denotes a rating of 3, indicating a level of agreement with a somewhat reduced intensity. A score of 2 is classified as "Disagree (TS)," suggesting a moderate level of disagreement, while the lowest score of 1 is labeled "Strongly Disagree (STS)," showing a firm and resolute disagreement. The structured scale offers researchers a methodical framework for quantifying respondents’ perceptions, enabling a more intricate study of survey data.

Table 3. Likert Scale.

Score	Category
4	Strongly Agree (SS)
3	Agree (S)
2	Disagree (TS)
1	Strongly Disagree (STS)

Source: Kriksciuniene et al. (2019).

The average value of respondents, if described as a percentage with a scale of 4, can be calculated using the P formula below as in (2). (2) $$P=r/k$$(2) where: $P$ = class interval scores; $r$ = range; $k$ = class highest score

This: ($r$) highest score lowest score = 4-1 = 3 ($P$) = $r/k$ = ¾ = 0.75.

The categorization method shown in Table 4 enables a nuanced comprehension of the attitudes or opinions of respondents by offering qualitative descriptions for various score ranges. Responses with values between 1.00 and 1.75 are classified as "Poor," suggesting a low degree of agreement or pleasure. The "Fair" category includes values ranging from 1.76 to 2.51, indicating reasonable agreement or pleasure. Scores falling within the range of 2.52 to 3.27 are categorized as "Good," indicating a significant degree of concurrence or contentment. The "Excellent" category encompasses ratings ranging from 3.28 to 4.00, indicating an extraordinarily high degree of agreement or pleasure. The systematic classification approach aids researchers in organizing and summarizing Likert Scale data, enabling a qualitative interpretation that enhances the study of survey replies.

Table 4. Likert Scale Category.

Average Score	Category
1.00 − 1.75	Poor
1.76 - 2.51	Fair
2.52 - 3.27	Good
3.28 - 4.00	Excellent

Source: (Kriksciuniene et al., 2019).

Conducting validity and reliability testing for an instrument is an essential stage in the research process. It ensures that the tool accurately assesses the desired measurements and produces consistent and predictable results. Once the tests confirm the instrument’s validity and reliability, they instill confidence in the study’s approach, enabling the research to proceed with a solid foundation.

The term "validity" pertains to the extent to which the instrument accurately assesses the intended construct. A proper instrument precisely captures the intended notion or variable. The term "reliability" refers to the degree of consistency and stability in the measurements obtained from the instrument. A dependable tool yields consistent outcomes when employed repeatedly with identical participants.

Once the validity and reliability tests confirm that the instrument accurately measures what it is intended to assess and consistently delivers reliable findings, the research tool is considered appropriate for the study. Researchers can enhance their confidence in the data’s quality, ensuring accuracy and consistency in the acquired information, thus enabling more solid and reliable conclusions.

3. Result and Discussions

The "Result and Discussions" section presents a thorough summary of the research findings about the involvement of the industry in aligning the curriculum at VS. The study uncovers various significant expressions of industry involvement, encompassing efforts such as teacher apprenticeship programs, promotion of industrial culture, curriculum alignment, and implementation of work-based learning. Curriculum alignment was identified as a primary concern, which entailed creating competency designs for the VS curriculum, establishing a Memorandum of Understanding (MoU), and mapping industry-specific competency requirements. The industry expects VS graduates to have diverse skills, including proficiency in operating different tools and machinery and adapting to machining and construction technology.

The study underscores the crucial mutual reliance between VSs and the corporate sector, emphasizing the necessity for robust partnerships and collaborations. These collaborations are considered vital for improving the abilities and proficiencies of graduates and gaining support from parents who support VS. The paper presents empirical information that supports the favorable results of the Merdeka curriculum planning. It highlights the notable influence of industrial participation in advancing VS.

The results highlight the need to align the curriculum with industry needs, but industrial collaboration encompasses more than just curricular synchronization. It also involves apprenticeship programs, cultural integration, and work-based learning. The study asserts that the interdependent association between VS and industry is crucial for attaining exemplary levels of VS, equipping graduates with essential skills for the job market, and cultivating a future where VS thrives as a dynamic hub for education and innovation. The commitment to these collaborations guarantees the sustainability of VSs as they persist in equipping students for triumph in an ever-changing labor market.

Subject matter experts, including educators and industry professionals, scrutinized the questionnaire in our study’s validation procedure to verify content validity. Their agreement confirmed that the questionnaire thoroughly addressed the crucial aspects of industry involvement in VS, in line with the study’s goals. The construct validity of the questionnaire was confirmed by conducting a factor analysis, which identified various components related to curriculum alignment and business collaborations. This research provided evidence that the questionnaire can measure different aspects of industry engagement. In terms of reliability, the internal consistency of the questionnaire sections was assessed using Cronbach’s alpha. The results showed significant correlations within each component, with values over 0.80 for both curricular alignment and industrial relationships. This demonstrates the reliable assessment of fundamental concepts. The test-retest reliability of the questionnaire was found to be strong, as indicated by participants’ consistent replies across time. The correlation coefficient, which exceeded 0.85, further supports the dependability of the questionnaire. Furthermore, the inter-rater reliability, important for subjective evaluations, showed significant consensus across the raters, with Cohen’s kappa above 0.70. The questionnaire’s strong validity and reliability outcomes confirm its effectiveness in precisely measuring and consistently producing dependable data for the study’s aims.

The statistical analyses used in this study were thoroughly evaluated to verify the reliability and validity of the findings. The Pearson correlation, performed on a sample of 29 people (N = 29), resulted in a correlation coefficient of 0.367. This coefficient indicates a modest positive association. In order to determine the statistical significance of this association, a threshold for significance was established at a value exceeding 0.367. This rigorous criterion was selected to guarantee that only correlations of significant significance were deemed meaningful. The measurement instrument’s internal consistency was examined using Cronbach’s Alpha, a widely acknowledged measure of reliability, at the same time. A Cronbach’s Alpha value greater than 0.6 is typically considered as evidence of instrument dependability. The investigation yielded a remarkable Cronbach’s Alpha value of 0.978, indicating an extraordinarily high level of dependability in the measurement. This highlights the strength and reliability of the research tool, instilling trust in the precision and uniformity of the gathered data. The careful integration of various statistical analyses not only enhances the accuracy of the findings but also emphasizes the rigorous methodological approach used to guarantee the legitimacy and dependability of the study results.

3.1 The role of industry in curriculum synchronization

The research findings unveiled several manifestations of industry engagement in VS, including teacher apprenticeship programs, industrial culture promotion, curriculum alignment, and work-based learning implementation. Curriculum alignment was identified as the most pressing issue of all the efforts considered. The process of curriculum alignment encompasses many essential steps. Firstly, it entails the submission of competence designs within the VS curriculum. Subsequently, it involves the development of MoUs.

Table 5 and Figure 2 present a significant finding from the data: implementing the Merdeka curriculum results in highly positive outcomes, with an impressive 67.28% falling into the 'good’ category. The positive outcomes highlight the significant impact of industrial involvement in developing the Merdeka curriculum, indicating a significant advancement in promoting VS.

Figure 2. Curriculum planning tabulation.

Table 5. Curriculum planning tabulation.

No. Question	Frequency								Respondents	Average F
	1	%	2	%	3	%	4	%
1	0	0	0	0	67	75.3	22	24.7	89	3.25
2	0	0	8	9	62	69.7	19	21.3	89	3.12
3	7	7.9	5	65.6	48	53.9	29	32.4	89	3.11
4	3	3.4	9	10.1	54	60.7	23	25.8	89	3.09
5	0	0	17	19.1	64	71.9	8	9	89	2.9
6	6	6.7	18	20.2	55	61.8	10	11.2	89	2.78
7	0	0	14	15.7	68	76.4	7	7.9	89	2.92
8	5	5.6	16	18	61	68.5	7	7.9	89	2.79
Average %		2.96		12.22		67.28		17.54		2.995
Category										Good

The interview and FGD findings support the “Good” results seen in Table 5, offering detailed insights into the influence of industrial involvement in creating and implementing the Merdeka curriculum. Participants constantly emphasized the profound impact of teacher apprenticeship programs, the cultivation of an industrial culture, and the careful alignment of the curriculum. By incorporating industry methods into the educational setting and providing immersive experiences, teachers acquired significant insights that improved the practical relevance of instruction. The joint endeavors in curricular alignment, as outlined in competency frameworks and MoUs, were praised for promoting collective accountability among educators and industry partners. The qualitative data highlighted the effective integration of theory and practice, demonstrating a significant change in vocational education. This is evident in the good results in Table 5 and the overall progress in promoting VS through the Merdeka curriculum.

Preferred material, education and vocational training field of study, Education policy and implementation of the methodology employed in this accomplishment entailed systematically disseminating a carefully designed survey to notable entities within the industry, such as PT. BBI Pasuruan, PT. Kalitelu Tulungagung, PT. PAL Indonesia Surabaya, PT. Indospring Gresik, PT. Insastama Kediri, and PT. Artawena Sakti Gemilang Malang. The findings obtained from these well-established companies provided a comprehensive overview of their performance, as evidenced by an average score of 2.995, which places them firmly in the 'good’ category, further supported by the representation of 67.28%.

Upon further examination of the data collected from the questionnaire survey, it becomes apparent that industrial participation in developing the autonomous curriculum for VS goes beyond ordinary engagement and occupies a crucial and praiseworthy position. These results indicate a convergence of goals, a mutual dedication to achieving high standards in education, and a true collaboration between the business and educational establishments.

The findings transcend mere numerical data, serving as a testimonial to the efficacy of collaborative efforts between VS and industry. These symbols represent the shared commitment toward the advancement of our students, who serve as the vital essence of our communities and the propelling force behind our economic sectors. Using this collaboration, we maintain a resolute commitment to delivering exceptional VS that equips our graduates with the necessary skills for triumph in a continuously changing labor market.

The findings encompass the mapping of industry-specific competency demands. The competency of the workforce in the industry is oriented toward competence in the field of technology and engineering, which includes (1) the use of calipers and micrometers, (2) the ability to read technical drawings according to the International Organization for Standardization (ISO) standards, (3) the ability to use Shielded Metal Arc Welding (SMAW) and Oxy-Acetylene Welding (OAW) welding machines, (4) the ability to turn using a lathe, (5) the ability to sharpen lathe chisels, (6) the ability to operate a hand grinding machine, (7) the ability to operate a lifting machine (Crain), (8) the ability to operate a bending machine, (9) the ability to operate a screw machine, (10) ability to operate plasma Computer Numerical Control/Numerical Control (CNC/NC) machines with the Sanghai control system, (11) ability to operate plate punching machines, (12) ability to operate blender machines, and (13) ability to use hand tools. The industry expects VS graduates to have qualified competence, be ready to work, and quickly adapt to machining and construction technology.

The interdependent connection between VS and business is crucial and influential in molding the educational achievements inside these academic establishments. According to Dardiri et al. (2020), pursuing graduates of exceptional calibre requires the development of strong partnerships between VS and the industrial sector. In order to achieve optimal outcomes in acquiring information and cultivating skills, VS must establish collaborative relationships with the industry and cultivate mutually beneficial connections with universities while actively involving industry stakeholders. The necessity of this joint endeavor, as emphasized by Lavía et al. (2021) and Romadin et al. (2022), is in its focus on extensive training, education, and the establishment of flagship programs specifically designed to enhance the skill sets of upcoming graduates.

The formation of these diverse collaborations between VS and businesses not only cultivates an environment of trust and assurance but also reinforces parental faith in the worth of VS. The studies conducted by Chen (2020) and Gessler et al. (2021) underscore the factors that drive and empower parents to actively endorse and champion their children’s participation in VS. By fostering collaboration among all stakeholders, the potential and advantages of VS may be actualized, ensuring a more hopeful future for students and the respective sectors in which they are engaged.

Based on the solid evidence from our study and input from industry experts, it is evident that the active involvement of varied companies is not just beneficial but crucial for obtaining excellent learning results at VS. The importance of developing strong partnerships between VS and Industry cannot be emphasized enough, especially considering this collaboration’s crucial role in producing highly skilled and dependable graduates. This achievement has a significant impact on the local community.

In VS, curriculum synchronization is crucial in ensuring effective industry participation. Our findings support and strengthen the conclusions of previous research that emphasize the crucial role of business involvement in developing a customized curriculum for VS. The empirical evidence shown in Table 5 provides strong confirmation, demonstrating how corporate participation significantly helps establish an educational atmosphere that promotes future VS groups’ success.

Furthermore, it is crucial to recognize that industrial collaboration goes beyond the boundaries of curricular synchronization. This extensive undertaking covers many measures, including apprenticeship programs, cultural integration efforts, and the adoption of work-based learning. Every aspect plays a crucial part in fostering the talents and capabilities of students, offering them a comprehensive educational experience beyond academic knowledge.

Essentially, the interdependent connection between VS and Industry is a crucial and essential component in our shared endeavor to improve standards in VS. We are fully dedicated to utilizing the extensive opportunities for working together with industry partners. This will lead to a future where our graduates have the necessary skills for the job market and embody the qualities of excellence and dependability that our communities and industries rightfully expect. Our unwavering commitment to collaboration ensures the ongoing strength of our VS, placing them as vibrant hubs for education, innovation, and unmatched opportunities.

3.2 Implementation of the 5S cultural program

The 5S concept originated in Japan as a framework of principles and practices to enhance workplace organization and efficiency. The Japanese workplace organization and maintenance methodology is denoted using the letter "S" to signify various terms. This systematic approach establishes a clean, efficient, and safe working environment. The 5S's comprise Seiri, which refers to sorting, and Seiton, which involves setting items in order. Seiso pertains to the shining or cleaning process, Seiketsu focuses on standardizing practices, and Shitsuke emphasizes sustaining these practices.

Implementing 5S principles in the industrial production sector is essential, as it considerably impacts production operations’ overall effectiveness and efficiency. The implementation of 5S practices in the industry offers a diverse range of tangible advantages. These include creating a conducive environment for workers, fostering a sense of accountability toward their tasks, mitigating work-related accidents, facilitating efficient execution of practical tasks, and instilling consumer trust in the produced goods.

Recognizing the significance of implementing 5S practices within the sector goes beyond personal preference and becomes an imperative obligation. The imperative for VS in Indonesia is seen as crucial and obligatory. VS assumes a significant role as a catalyst for societal transformation, equipping individuals with the necessary technical expertise and ingrained work ethos essential for success in the industrial realm.

Table 4 provides a comprehensive framework for seamlessly integrating 5S concepts into the Merdeka curriculum for VS. This framework emphasizes the importance of incorporating these ideas into VS, particularly emphasizing their tangible implementation. The objective is to equip students with the requisite competencies and understanding to navigate the industrial landscape effectively. Implementing the 5S idea in the industrial production department is of great significance, as it aims to impact the level of effectiveness and efficiency in the manufacturing process. The implementation of the 5S methodology in the industrial sector yields several advantages. These include establishing a conducive working environment for employees, fostering a sense of accountability toward their tasks, mitigating occupational hazards, facilitating the execution of practical tasks, and instilling a level of consumer trust in the manufactured goods.

Considering the significance of adopting the 5S methodology within the industrial sector, it is regarded as imperative and obligatory to incorporate this practice within VS in Indonesia. VS serves as a catalyst for societal transformation by equipping individuals with the necessary skills to meet the demands of the workforce, particularly within the industrial sector. The use of 5S in Indonesia’s Merdeka curriculum is shown in Table 6.

Table 6. Implementing 5S in the Merdeka curriculum.

No	Activity	Description	Application
1.	SEIRI/ Short	Activities to get rid of items that are not needed so that all items in the work location are only items that are needed in work activities	Maintain workshop equipment Pick up and use workshop equipment as needed Return equipment to its place Using workshop equipment by Standard Operating Procedures (SOP)
2.	SEITON/ Set in order	The activity of tidying up equipment or something that must be placed in a position and determined so that it is ready for use when needed	Organize workshop equipment in strategic places Tidy up workshop equipment according to the place Maintain tidiness in the work environment
3.	SEISO/ Shine	Activities to clean equipment and work areas so that all work equipment is maintained in good condition	Maintain the cleanliness of the workshop Maintain equipment and machine lubrication Cleaning after doing equipment Dispose of waste and used production into the trash
4.	SEIKETSU/ Standardize	Activities to maintain personal hygiene while complying with the previous stage	Keeping machines in prime condition Provides lubricant to the machine Perform periodic maintenance Analyze the service life of the machine
5.	SHITSUKE/ Sustain	Maintenance of personal discipline of each worker in carrying out all stages of 5S	Comply with work safety signs Implementing a concise work culture Implementing a Neat work culture Implementing a Clean Work Culture Implementing the Meeting work culture

The effectiveness of the 5S cultural idea in establishing workplaces that are both safe and efficient while also upholding health standards and minimizing product defects has been established in previous studies (Przystupa, 2019; Rizkya et al., 2019). In Indonesia, implementing the 5S culture by businesses and industries has yielded positive outcomes, including improved production value and excellent employee work safety (Prawira et al., 2018; Wibowo & Wahyudi, 2020). In addition, implementing the 5S culture within the industry is a systematic initiative to attain global benchmarks regarding industrial cleanliness and the acknowledgement of product excellence (Azzam et al., 2019; Rizkya et al., 2019). The methodology mentioned above has demonstrated significant efficacy within VS settings, imparting essential principles and occupational habits to pupils and equipping them with the necessary skills and mindset to navigate the demands of the working world from a young age (Hargiyarto et al., 2019).

The study’s conclusive findings and the expert opinions strongly emphasize the utmost significance of adopting the 5S culture in VS. This strategic approach aligns perfectly with the industrial sector’s primary goals of creating safe and efficient work conditions while prioritizing health and product quality. It has significant ramifications. When included in the VS curriculum, the 5S culture serves as a powerful catalyst, bringing about a thorough and pragmatic teaching approach.

Implementing the 5S culture in VS is not just a symbolic act but a significant improvement that provides students with essential practical skills and information necessary for success in the ever-changing modern workplace. This holistic approach surpasses academic knowledge by cultivating a practical mindset and strong work ethic that closely match the rigorous demands of the professional realm. VS assists students’ comprehensive growth by introducing the 5S culture at an early educational stage. This ensures that students acquire academic information and develop the necessary practical skills and mentality required to succeed in real-world employment situations.

The mutual relationship between the 5S culture and the VS curriculum produces graduates with strong academic skills and the self-assurance to effectively negotiate the complexities of the job market. As these individuals with enhanced abilities join the profession, they possess a distinct edge by internalizing the ideas of the 5S culture. Consequently, they effortlessly assimilate into workplaces, prioritizing efficiency, safety, and quality standards.

In the future, more research might investigate the long-term effects of incorporating the 5S culture into VS curricula. Examining the professional outcomes and impact on the organizational environment of graduates who possess these first building blocks would yield essential perspectives. Furthermore, investigating how the 5S culture is implemented in various VS and companies might provide a detailed comprehension of its flexibility and efficacy in unique educational and professional environments.

3.3 Implementation of safety work culture

Integrating a safety-conscious work culture into the VS setting begins with initiating workshop activities that involve industry support. The purpose of these workshops is to provide a fundamental introduction to the concept of Occupational Safety and Health (OSH). They aim to explain the prevailing industrial culture in the professional world, familiarize students with the specific conditions of the workshop, and actively seek input and suggestions from industry experts to inform the collection of workshop data.

The careful organization of workshop layouts is a joint endeavor, requiring the participation of educational institutions and industry stakeholders. The primary objective of this collaborative effort is to enhance the operational efficiency of the workshop by minimizing obstacles that hinder practical work, placing emphasis on the safety and well-being of workers and operators, optimizing the utilization of existing equipment, attaining optimal results within budgetary limitations, and streamlining the process of supervision.

In the context of the VS workshop setting, industrial aid is manifested through a sequence of actions. The industry is crucial in offering essential assistance for formulating Standard Operating Procedures (SOP) for machine operations, particularly emphasizing safety regulations and optimal methodologies. Additionally, the sector provides specialized knowledge on the development and execution of safety signs, hence reaffirming the significance of visual indicators for ensuring safety. Finally, the industry provides guidelines to promote a culture of work safety, highlighting its significance not only in the workshop context but also in its implementation within the broader educational setting of the school.

The assessment of OSH implementation in school environments is closely linked to companies’ expectations regarding OSH practices in educational settings. The evaluation is crucial in preserving consistency and ensuring schools adhere to OSH norms in workshops and classrooms. Maintaining this uniformity is paramount in cultivating a safety culture inside the educational institution. Furthermore, implementing OSH procedures in educational institutions has resulted in several favorable outcomes, highlighting its importance.

Using OSH concepts in the classroom yields various advantages. Establishing a secure and supportive environment is prioritized to safeguard the welfare of both students and staff members. Establishing a safety-conscious workplace contributes to enhancing student motivation, hence facilitating the process of effective learning. Moreover, the conscientious application of OSH practices fosters industry assurance when collaborating with educational institutions, ensuring the relationship adheres to established safety protocols. The presence of graduates with a strong understanding of OSH concepts enhances industry confidence while recruiting. In addition, OSH policies connect education and employment by establishing a harmonious work environment inside educational institutions that adhere to industry norms, facilitating students’ smooth integration into the professional sphere upon completion of their studies.

Figure 3 depicts the role of industrial assistance in implementing safety practices within the VS environment. It showcases the collaborative endeavors and procedures that facilitate the effective incorporation of OSH concepts into the educational context.

Figure 3. Implementation of a safe vocational school environment.

The establishment and promotion of an OSH culture within diverse industries in different countries are considered a crucial and essential measure to safeguard the welfare and security of employees, equipment, and the overall workplace environment (Ahmad Razali et al., 2020; Rahim et al., 2020; Sen et al., 2021). The vigilant supervision of OSH organizations and government mandates enhances the level of industry knowledge on implementing OSH measures. These entities consistently monitor and enforce OSH procedures in production facilities (Najib, 2020; Romadin et al., 2021a).

In light of the significant importance of OSH in industrial settings, VSs must embrace and promote a work culture centered around OSH within their educational environments. The requirement stems from recognizing that the likelihood of occupational incidents occurring in educational institutions parallels that observed in the professional realm. Establishing an OSH culture within VS serves a double objective. Firstly, it aims to guarantee the safety of students throughout their practical learning experiences. Secondly, it aims to provide students with fundamental information relevant to their future professional endeavors (Diao & Hu, 2022; Hussain et al., 2021).

The study’s results, supported by expert viewpoints, strongly endorse the proactive establishment of an OSH culture in organizations, beginning from the early stages of the educational system, particularly within VS. This strategic approach represents a fundamental change in thinking, resembling the methods used in the corporate sector, and promotes itself as a crucial step toward creating a safer and more secure educational environment. VS has a transforming role in educating future professionals with fundamental ideas that are academically significant and instantly applicable in their prospective industries by infusing students with a thorough OSH mentality.

Introducing an OSH culture in VS offers several advantages, fostering a mutually beneficial connection with the industrial sector and generating sound effects on the broader society. The educational environment serves as a crucible for cultivating safety-conscious individuals nurturing a proactive mindset toward workplace safety and health. Not only does this enhance the safety of the learning environment, but it also creates a positive impression within the community, particularly among industry experts who acknowledge the competence and dedication of graduates from VS.

Nevertheless, this endeavor of transformation is not without its hurdles. Establishing a complete OSH culture necessitates a collaborative endeavor, encompassing modifications to the curriculum, implementation of training initiatives, and fostering a pervasive safety mentality among students and instructors. Addressing opposition to change and guaranteeing the long-term viability of these programs present substantial obstacles. Moreover, businesses’ diverse characteristics and unique OSH prerequisites require a customized strategy that caters to the individual demands of various VS and its industry collaborators.

The potential benefits of increased cooperation between VS and the industry are extensive. Various programs that foster this collaboration, from apprenticeships to collaborative projects, enhance graduates’ employment prospects and contribute to a more dynamic and adaptable educational system. Upon completing their studies, graduates exposed to this enhanced teamwork join the professional domain with an elevated sense of confidence, equipped with practical expertise and a proactive attitude toward ensuring safety and health in the workplace.

In the future, more research might investigate the lasting effects of promoting an OSH culture in VS on the occupational safety practices of graduates in their jobs. Assessing the efficacy of various joint programs and identifying optimal methods for incorporating OSH ideas into the curriculum would offer educators, industry partners, and policymaker significant knowledge.

3.4 Strengthening work character in the teaching industry program

The research and expert comments corroborate these conclusions, underscoring the value of project-based learning. The pedagogical framework enables students to engage in active inquiry, exploration, and decision-making processes to understand the complex stages of product development. This approach aims to prepare students thoroughly for the challenges they may encounter professionally. Moreover, the analysis of questionnaire data investigating the industry’s contribution to facilitating the Merdeka curriculum at VS, specifically within the framework of the Merdeka curriculum, provides significant findings, as outlined in Table 7. Table 7 and Figure 4 significantly measure the effective execution of the Merdeka curriculum in VS, highlighting the indispensable contribution of the industry in this endeavor. Let us further explore the ramifications of these numerical values.

Figure 4. Tabulation of Merdeka Curriculum Implementation.

Table 7. Tabulation of Merdeka curriculum implementation.

No. Question	Frequency								Respondents	Average F
	1	%	2	%	3	%	4	%
1	3	3.4	30	33.7	56	62.9	0	0	89	2.60
2	2	2.2	11	12.4	70	78.7	6	6.7	89	2.90
3	5	5.6	11	12.4	64	71.9	9	10.2	89	2.87
4	3	3.4	25	28.1	52	58.4	9	10.1	89	2.75
5	2	2.2	9	10.1	75	84.3	3	3.4	89	2.89
6	3	3.4	13	14.6	70	78.7	3	3.4	89	2.82
7	5	5.6	16	18	60	67.4	8	9	89	2.80
8	3	3.4	19	21.3	63	70.8	4	4.5	89	2.76
9	3	3.4	20	22.5	59	66.3	7	7.9	89	2.79
10	5	5.6	29	32.6	47	52.8	8	9	89	2.65
11	2	2.2	21	23.6	60	67.4	6	6.7	89	2.79
12	0	0	22	24.7	60	67.4	7	7.9	89	2.83
13	0	0	25	28.1	50	56.2	14	15.7	89	2.88
14	2	2.2	7	7.9	47	52.8	33	37.1	89	3.25
Average %		2.98		19.68		64.56		12.78
Total Average										2.826
Category										Good

A comprehensive interview and FGD insights support Table 7 robust results. Participants regularly praised project-based learning in Merdeka, supporting the quantitative results. Participants discussed the practical benefits of active inquiry, exploration, and decision-making in the qualitative phase of the pedagogical framework. The interviews revealed how industry partnership has enhanced learning and prepared students for professional problems. The qualitative findings illuminate how the Merdeka curriculum, shown in Table 7, has been successfully implemented. The interview talks focused on the seamless integration of industry knowledge, educator-industry stakeholder collaboration, and practical implementation. Thus, the interview and FGD results confirm the “Good” outcomes in Table 7 and provide qualitative insight into industry involvement in developing an effective and responsive vocational education curriculum at the VS.

Implementing the Merdeka Curriculum achieved a rating of 66.86% in the Good category. This figure represents a noteworthy accomplishment within the field of education. The data demonstrates a significant success in implementing the Merdeka Curriculum in VS, as evidenced by a commendable rating of 66.86% in the "good" category. The achievement can be attributed to the collaborative endeavors of multiple stakeholders, encompassing educational institutions and, notably, the industry.

The achievement of this rating is contingent upon the industry’s active engagement and valuable contributions. The basis for this result is rooted in the methodology employed for data gathering, wherein a well-designed questionnaire was systematically disseminated among representatives from the relevant industry. The questionnaire is expected to cover various essential inquiries about the industry’s participation in curriculum creation, practical training, and alignment with the objectives of VS.

The mean score obtained is 2.828. The average score of 2.828 further substantiates the favorable influence of industry involvement. The obtained score indicates the sector’s positive responses to the questionnaire, implying that the industry has been actively implementing the Merdeka Curriculum and has offered significant assistance in attaining its objectives.

The industry’s role in the Merdeka curriculum, the rating of 66.86% classified as "good," and the average score of 2.828 jointly suggests that the industry’s engagement is not limited to a passive collaboration but rather a strong and essential one. The industry has significantly influenced and improved the Merdeka Curriculum within the VS educational setting. This engagement may span multiple dimensions, including developing educational programs, chances for hands-on training, and providing practical ideas and experiences from real-world contexts.

The collective endeavor is vital in developing a curriculum that not only adheres to academic benchmarks but also corresponds with the demands and anticipations of the industry. The active involvement of the industry in the formulation and execution of curriculum enhances students’ educational experiences, providing them with practical skills and information that are directly relevant to their prospective professional endeavors.

The successful implementation of the Merdeka Curriculum in vocational education has been achieved via the active engagement and involvement of industry stakeholders. This collaborative method can give graduates the necessary skills and knowledge to succeed in their respective professional domains.

The industry plays a crucial role in enhancing students’ work ethic in VS through a comprehensive approach that includes internship programs, industrial visits, and the unique practice of teaching industries. The teaching industry program is a noteworthy project highlighting the industry’s dedication to its expansion and the improvement of the local community. This program showcases the involvement of industry stakeholders in the thorough training of outstanding prospective professionals by combining educational interventions with the cultivation of work-related solid character attributes.

The character-strengthening program designed for VS students encompasses many learning activities, as depicted in Figure 5, and encompasses the distribution of industry knowledge via video profiles, providing a comprehensive introduction to modern industrial technologies. Students have essential exposure to the complexities of industrial work artifacts, so they are arming themselves with practical knowledge of industrial work ethos and a comprehensive comprehension of production methodologies. Moreover, this curriculum provides students with opportunities to engage in authentic, real-world situations, enabling them to familiarize themselves with the complexities of work objectives and the crucial element of ensuring product quality.

Figure 5. Work character strengthening chart in the teaching industry program.

Character education is a widely recognized pedagogical strategy effectively used in several educational settings (Tuma, 2021). The primary aim of this initiative is to cultivate core educational values and behaviors, including the acquisition of knowledge, increased consciousness of ethical conduct, and the practical implementation of moral principles based on disciplinary foundations within the educational setting (Haider et al., 2022).

Within the realm of secondary school, namely VS, a clearly defined area of study centers on cultivating, refining, and strengthening work-related attributes specifically customized to various professional domains (Apriana et al., 2019; Keijzer et al., 2022). Work character holds significant importance within education, as it is widely recognized as crucial in preparing graduates to succeed in the modern labor market (Palmer, 2007; Romadin et al., 2021b).

Based on a synthesis of empirical studies and expert perspectives, it is evident that incorporating work character development into executing the Merdeka curriculum at VS yields substantial advantages. The primary objective of this strategic plan is to intentionally promote the development of graduates who possess exceptional skills and knowledge, enabling them to excel in the very competitive contemporary labor market.

The character development program, integrated into the autonomous curriculum at the VS level, adheres to a well-defined framework. The process involves a progressive trajectory consisting of introduction, exposure, distribution of knowledge, and practical execution of the predominant work culture within the industry. Implementing this complete strategy guarantees that students not only get a solid understanding of academic concepts but also acquire practical experience and a deep understanding of the intricate dynamics of the professional realm. Consequently, this approach equips students with the necessary skills and knowledge to be well-prepared and competitive in the job market upon completing their studies.

The symbiotic association between the industry and VS supports product-based learning, a fundamental aspect of modern vocational education. Product-based learning, or industry-based learning, is an educational strategy involving students in genuine learning experiences closely connected to manufacturing in various learning contexts. The dynamic approach bridges the divide between theoretical knowledge and practical application, fostering an environment where students are not merely passive recipients of information but active participants who contribute to the productive processes within their fields of study.

An illustrative instance of the implementation of product-based learning may be observed in the Machining Engineering program, where the integration of theoretical knowledge and practical application occurs coherently. This pioneering program offers a comprehensive framework for integrating product-based learning into the educational curriculum. Figure 6 exemplifies the dynamic nature of product-based learning through its visually compelling depiction of various scenarios.

Figure 6. Product-based learning scenario.

In these given scenarios, students do not assume a passive role as mere information users; instead, they actively participate in addressing real-world issues that closely resemble the intricacies seen in their prospective professional environments. The individuals engaged in the conceptualization, design, and creation of products, thereby acquiring practical knowledge and skills throughout all stages of the production process. The immersion method employed in this context facilitates the development of a profound comprehension of the subject matter, concurrently nurturing crucial problem-solving abilities, critical thinking aptitude, and adaptability qualities in great demand within contemporary businesses.

The industry’s dedication to aligning curricula and incorporating product-based learning in VS enhances the educational process and empowers students with the essential practical skills and information required to succeed in their selected vocations. The method in question is comprehensive and aims to enhance the capabilities of the future workforce, guaranteeing that graduates possess strong academic skills and the ability to make valuable contributions to their respective industries immediately.

Figure 6 provides a complete analysis of the product-based learning scenario, clearly outlining its integration into three separate phases. These stages are crucial in developing an educational system that effectively integrates theoretical knowledge with practical application.

The initial (opening) stage of the lesson, which accounts for 10% of the total lesson hours, is called the initiation stage. At initiating the product-based learning process, an estimated 10% of the overall instructional time is allocated to fundamental activities. These encompass fundamental practices such as engaging in prayer, performing the national song, and cultivating a collective sentiment of patriotism. Significantly, this stage is a platform for acquainting pupils with the industrial realm. The individuals explore product literacy, gaining a deeper understanding of the complex craft of product manufacturing. Concurrently, acquiring industrial technology literacy facilitates a foundational comprehension of the manufacturing process. As students engage in decision-making, they undertake a significant endeavor in selecting the product they aim to develop. Industrial educators play a crucial role in disseminating prior learning experiences and articulating the anticipated learning outcomes. This phase serves as a precursor to future developments, stimulating cognitive receptiveness toward the extensive domain of industrial opportunities.

The primary component of the lesson plan consists of the core stage, which accounts for 80% of the total allocated lesson hours. The fundamental aspect of product-based learning constitutes the central element of this pedagogical methodology, encompassing a substantial proportion of 80% of the overall instructional duration. The educational experience shifts toward a more immersive and experiential approach in this context. The process begins with educators delivering thorough guidance using a briefing framework. This level involves a comprehensive and multifaceted strategy.

To begin with, educators explore the practical implementation of OSH concepts, fostering a prioritization of safety. The discourse centers around delineating work procedures and exploring the underlying incentives, fostering a profound sense of direction and fervor within the student body. The introduction of finished items provides early insights into the desired outcomes. Following this, students delve into the complexities of technical drawings, establishing the foundation for the sequential workflow and the utilization of essential equipment and technology. The concept of responsibility is prominently featured in this phase, as students actively develop materials and practical learning activities, which comprise about 60% of the total subject hours. At this juncture, individuals assume personal accountability by embracing a "one man, one tool" methodology. Upon completing their projects, students engage in a meticulous quality assurance procedure founded on their working drawings. Their industrial educators or professors obtain the ultimate validation. Collaborative efforts are employed to conduct tests on product feasibility and performance, facilitating a dynamic interaction between students and mentors from the industry. Simultaneously, students engage in the process of compiling thorough reports that provide a detailed account of their product outcomes.

The final stage of the learning process, the conclusion (closing) stage, accounts for 10% of the learning experience. As the product-based learning cycle approaches its culmination, approximately 10% of the overall learning duration is designated for wrap-up activities. The active participation of students in cleaning equipment and the workshop area underscores the need to uphold a clean and well-organized working environment. The individuals diligently maintain a comprehensive list of their intended product objectives, fostering a culture of responsibility and meticulousness. When products do not meet anticipated standards, students are advised to engage in introspection, discerning and acknowledging areas that necessitate enhancement. Ultimately, industrial teachers and instructors facilitate the conclusion of this stage and provide final instructions and guidance for future educational pursuits.

A project-based learning paradigm prioritizes students as active participants in their educational journey. This student-centered approach is a beneficial change, giving students a key role in defining their educational experiences. This technique tries to cultivate a feeling of purpose and a strong work ethic in pupils by emphasizing the development of tangible consequences. Although the text recognizes the advantages of developing a mentality that prioritizes achieving concrete results, it might provide more precise information on the particular abilities and expertise students are expected to gain for their selected careers.

Furthermore, the essay should comprehensively analyze how project-based learning fosters continuous learning and development. Further details on the factors that promote ongoing evolution in this model will enhance comprehension. Moreover, it would be advantageous to include specific instances or research demonstrating the effectiveness of project-based learning in promoting skills acquisition and ongoing learning. To summarize, the article highlights the benefits of a project-based learning approach. However, providing more information on the particular skills, competencies, and methods for continuous learning will improve the depth and clarity of the topic.

3.5 The role of industry in the evaluation of the implementation of the Merdeka curriculum

The evaluation process is a crucial and essential stage in the development of any program. The program’s durability and ultimate success are greatly influenced by its relevance. Within the framework of the Merdeka curriculum implemented at VS, the involvement of the industry assumes a pivotal role in the assessment procedure. Figure 7 shows the industry’s role in evaluating the three critical dimensions of the Merdeka curriculum.

Figure 7. Evaluation of the Merdeka Curriculum.

The first is program evaluation. The industry actively evaluates cooperation efforts. This assessment will critically assess VS and industry partners’ collaborations to ensure they meet curricular goals and improve its efficacy. Learning administration, cooperation, workshop, and outreach activities are program assessment indicators. Learning administration involves creating student learning outcomes and instructional modules. Cooperation indicators evaluate joint program clarity and implementation. Workshop and outreach metrics measure workshop execution and schoolwork culture promotion. Workshop and mentorship indicators measure the integration of attitudes, expectations, goals, and demands in VS-industry partnership.

Another important evaluation factor is learning outcomes. The industry examines how the curriculum affects students’ knowledge and skills. The evaluation ensures learning outcomes by assessing the curriculum’s ability to prepare students for the workforce. Learning evaluation in continuous learning implementation includes various indications. One sign is meeting learning objectives. If learning objectives are not completely met, technological restrictions must be considered. Technical issues are multifaceted. First, kids still lack focus on learning. Second, educational product learning results contain mistakes. Finally, learning machines have continuing challenges that delay fixes. The upcoming examination will also focus on working time. Students’ issues engaging with the educational product autonomously are causing the present work time allocation to be ineffective.

Finally, the industry evaluates student outputs for quality and relevance. This review ensures that work products meet industry standards, preparing students for real-world employment. Educators and industry trainers evaluate student-created products in the final phase. The product evaluation method draws broad judgments and compares student-produced and industry-produced products. Student product standards are comparable to industry norms. Industrial product standards cover several important factors. The results of these goods must be precise with a modest tolerance of 0.05. Second, items must fulfill work goals. Finally, student products undergo performance trials.

Organizational evaluations determine product improvement and success. Evaluation activities examine, manage, and improve completed and unfinished projects to inform future improvements (Stacey et al., 2021). Assessment activities include planning, execution, analysis, solution formulation, and follow-up based on results. Stakeholders must evaluate program objectives to inform future activities (Borch et al., 2020; Hofmann et al., 2020).

The Merdeka curriculum in VS relies on assessment to stay effective. Industry participation in this assessment procedure assures collaborative program efficacy, educational aims achievement, and high-quality work outputs. This collaborative approach improves the curriculum’s capacity to equip graduates for employment and strengthens VS's collaboration with industry stakeholders.

This research correctly identifies the independent curriculum assessment program as a crucial tool for monitoring learning outcomes. The discourse is clarified by emphasizing the evaluation’s focus on curricular alignment and educational objectives, particularly quantitative results. However, describing Merdeka curriculum learning outcomes and objectives more clearly will enhance the language.

Recognizing visible accomplishments and providing examples or quantitative indicators of how they are judged is vital. While the language acknowledges student-created items, it would be more persuasive to explain their nature and how they support curricular goals.

The book also deserves recognition for identifying Merdeka curriculum implementation improvements. To strengthen its critical viewpoint, it should identify areas that require improvement and provide practical remedies. A more complete analysis would result. This may include instructors, students, and industry stakeholders involved in program execution.

The research confirms that assessment is essential for continuous improvement. Expanding on how evaluation results inform program revisions and optimizations would improve the debate. Including examples or studies of real curricular improvements in similar circumstances may also provide valuable views.

To conclude, this study stresses the importance of assessment in independent curricular evaluation. However, presenting more precise learning goals, actual examples, and thorough insights into areas for development and tactics for advancement will strengthen the argument. Merdeka Curriculum for VS SWOT analysis is shown in Figure 8.

Figure 8. SWOT analysis for the Merdeka Curriculum for VS.

The Merdeka Curriculum for VS's internal and external strengths, weaknesses, opportunities, and dangers are shown in Figure 8. The Merdeka curriculum in VS has several features that make it preferable. A deep connection with industries stimulates reliable relationships and leads to the development of specific modules that appropriately represent actual business processes. The emphasis on pragmatic education gives students valuable practical experience through seminars and on-the-job training. Flexible curriculum adapts to new technology and business advancements, keeping its relevance.

However, many weaknesses must be addressed, such as the difficulty of implementing the curriculum, which requires rigorous instructor preparedness, and the uneven distribution of supplies between schools. Different local circumstances and infrastructure may cause standardization issues. Thank goodness, the curriculum can increase VS, industry, and research cooperation by introducing industry-specific cooperative programs.

Technology integration into the curriculum allows for digital learning, preparing pupils for a tech-heavy workforce. Long-term curriculum success requires reducing resistance to change, managing resource constraints, and continuously monitoring industry developments. Industry integration, implementation challenges, collaboration, technological investment, and industry trends are all part of a strategic strategy. That way, the Merdeka program stays current and influential in the ever-changing world of VS.

The Merdeka curriculum in VS, built for Indonesia, follows global trends and best practices established in past VS research. Industrial engagement is vital, as international studies show. Merdeka emphasizes industrial participation. Project-based learning is widespread in vocational curriculum globally because it connects academic knowledge to real-world applications. International VS studies emphasize curricular synchronization to meet industrial standards. Many studies stress the significance of adapting educational curricula to changing industrial needs to prepare students for the workforce.

International efforts to teach vocational students safety include incorporating the 5S culture and OSH concepts into the Merdeka curriculum. This aligns with global occupational safety goals by giving people the skills and information to succeed in safe and productive workplaces.

It is important to note that the Merdeka curriculum is unique since it meets local industrial and cultural needs. Indonesia’s VS curriculum incorporates global best practices for a unique and locally relevant approach. By showing Merdeka’s practical implementation and results, this study advances the worldwide vocational education discourse. It offers insights for other VS initiatives globally.

Ultimately, the Merdeka curriculum distinguishes itself as an innovative strategy that effectively caters to the distinct requirements and goals of vocational education in Indonesia. The Merdeka curriculum presents a distinctive framework that has not been extensively examined by previous researchers, despite the valuable insights provided by various studies, such as the recent Spanish research (Olazaran et al., 2019), the investigation in Norwegian manufacturing regions (Lund & Karlsen, 2020), and the study on dual education in Kazakhstan (Doskeyeva et al., 2024), regarding different aspects of vocational education and industry collaboration.

The Spanish study examines the connections between industry and education, specifically investigating the involvement of small and medium-sized enterprises (SMEs) with VS in the Basque Country. Nevertheless, the contextual conditions, educational objectives, and curricular structure may vary considerably from the Merdeka curriculum, which prioritizes experiential learning, practical application, and active partnership between education and business.

The study on Norwegian manufacturing areas investigates the contribution of vocational education institutions to regional innovation systems and the significance of proficient workers in implementing novel industrial technology. The Merdeka curriculum not only acknowledges the need for vocational education in meeting present and future manufacturing demands but also takes it a step further by actively fostering collaboration between the education sector and industry to improve the effectiveness of the curriculum.

Similarly, the research conducted on dual education in Kazakhstan emphasizes the favorable results of dual education in enhancing academic achievement and mitigating youth unemployment. However, the Merdeka curriculum stands out by prioritizing education-business collaboration to enhance the quality and relevance of vocational education. This includes academic success, practical skills, industrial relationships, and experiential learning.

The Merdeka curriculum offers a unique and all-encompassing approach beyond conventional vocational education models, making it a fresh and inventive addition to the industry. The program’s focus on industry collaboration, practical skills, and preparing students for the ever-changing job market distinguishes it from past studies, establishing it as an innovative framework for vocational education, especially in Indonesia.

4. Conclusion

Ultimately, this research highlights the crucial significance of education-business collaborations in effectively executing the Merdeka curriculum in Indonesian VSs. The main advancement lies in the thorough investigation of how active industry involvement dramatically improves the effectiveness of the curriculum, offering a diverse approach to vocational education. The results emphasize the crucial significance of promoting partnerships between educational institutions and businesses to enhance the caliber and applicability of the curriculum. The research promotes a cooperative strategy that enhances the quality of the curriculum and fosters inclusivity in the educational environment. This approach equips students with the necessary skills to navigate the ever-changing job market. The significance of these findings lies in their focus on the necessity of policies that promote and enhance the connection between education and business, along with the provision of adequate financial resources. The focus on policy recommendations provides a practical aspect to the research, proposing concrete measures to improve the implementation of the Merdeka curriculum.

Nevertheless, it is crucial to recognize specific limitations in the research. Although the study effectively acknowledges the significance of education–business relationships, it does not thoroughly examine the direct influence of industry involvement on student achievement and employment results. Future research should investigate the precise impact of industry collaboration on these essential characteristics to close this gap. Moreover, the research indicates the need to prioritize teacher training and professional growth in order to achieve mastery of the curriculum’s adaptable teaching methods. However, it lacks comprehensive insights into the precise tactics and methodologies for practical teacher training. Further investigation is needed to discover the most effective strategies and techniques for enhancing educational partnerships between institutions and industry stakeholders.

The report briefly mentions the necessity of analyzing technology and digital resources to address the digital era’s difficulties. Nevertheless, future studies should undertake a comprehensive examination of these factors. Investigating how technology might be integrated into the Merdeka curriculum to enhance its relevance and effectiveness would contribute significantly to the continued evolution of vocational education. To summarize, this research offers valuable insights into the significance of education–business partnerships in implementing the Merdeka curriculum. However, future research should address the identified gaps by investigating the specific effects on student outcomes, improving teacher training strategies, and exploring the incorporation of technology for ongoing curriculum development.

Author contributions

All authors have equal contributions to the paper. All authors have read and agreed to the published version of the manuscript.

Acknowledgments

Thank you to DIKTI and Universitas Negeri Malang (UM) for supporting this research.

Disclosure statement

None decalred.

Data availability statement

Data are available on request from the authors.

Additional information

Funding

Direktorat Jenderal Pendidikan Tinggi, Riset, dan Teknologi (DIKTI).

Notes on contributors

Yoto

Yoto is working as a lecturer at the Faculty of Engineering Universitas Negeri Malang. He is a member of the Technology and Vocational Education Research Group and has research interests in Technology and Vocational Education Management. He can be reached at [email protected]

Marsono

Marsono is working as a lecturer at the Faculty of Engineering Universitas Negeri Malang. He joins the Technology and Vocational Education Research Group with research interests in Technology and Vocational Education Learning. He can be reached at [email protected]

Agus Suyetno

Agus Suyetno is working as a lecturer at the Faculty of Engineering Universitas Negeri Malang. He joins the Technology and Vocational Education Research Group, which has research interests in the Technology and Vocational Education Curriculum. He can be reached at [email protected]

Puteri Ardista Nursisda Mawangi

Puteri Ardista Nursisda Mawangi is working as a lecturer at the Faculty of Engineering Universitas Negeri Malang. Joins the Technology and Vocational Education Research Group with research interests in the Technology and Vocational Education Curriculum. She can be reached at [email protected]

Achmad Romadin

Achmad Romadin research interests are in Mechanical Engineering Education and Technology and Vocational Education. He can be reached at [email protected]

Paryono

Paryono is working as a lecturer at SEAMEO VOCTECH, Brunei Darussalam, with research interests in Vocational education. He can be reached at [email protected]