Diyan Sakti Purwanto, Suci Purwandari, Eni Lestari, Ersyafaat Huda

IMPLEMENTATION OF TEACHER INTERNSHIPS IN THE INDEPENDENT CURRICULUM TO STUDENT MENTALITY FOR BKK VOCATIONAL SCHOOLS IN SURAKARTA

Introduction

Implementation of teacher internships in the independent curriculum to student mentality for bkk vocational schools in surakarta. Teacher internships in Surakarta's BKK Vocational Schools enhance student mentality under the Independent Curriculum. Create engaging, industry-aligned learning systems to boost quality and achievement.

Abstract

Implementation of an independent curriculum in schools is carried out simultaneously in the academic year 2023, from elementary school to upper secondary school. The curriculum structure in the Merdeka Curriculum is based on three things, namely: competence-based, flexible learning, and Pancasila character. This independent curriculum policy affects the psychological condition of students affected by curricular changes, so that teachers are expected to have the ability to cope with the condition. The solution and goal of this dedication activity is that the school is able to create a learning system in an independent curriculum that is attractive so that it can be accepted by students. The methodology used is the method of lectures, demonstration/training, and discussion. Dedication to the community related to the implementation of the independent curriculum, how the implementation of teacher internship encourage student mentality for BKK (Special Job Exchange) Vocational Schools Surakarta that school should be able to create a learning system that meets the demands of the world of work but remains based on an independent currency that is attractive and acceptable to students. From this activity, the entire school academic community is provided direction and builds students' mentality, which will have an impact on increasing the school's achievements and quality and be in line with the needs of industry.

Review

The paper addresses a timely and significant topic concerning the implementation of the Independent Curriculum (Merdeka Curriculum) in vocational schools, specifically focusing on its psychological impact on students and the role of teachers. The emphasis on BKK (Special Job Exchange) vocational schools in Surakarta is particularly relevant, as these institutions play a critical role in preparing students for the workforce, making student well-being and adaptive capacity crucial. The stated goal of developing attractive and acceptable learning systems, alongside building student mentality to align with industry needs, underscores a pragmatic and student-centered approach to curriculum transition. Despite the pertinent subject matter, the abstract raises several clarity and methodological concerns that limit its scholarly rigor. The title's central concept of "teacher internships" is not adequately elaborated in the abstract; it appears as a vaguely defined component or a general activity rather than a specific intervention with a clear structure or objective. The abstract describes a "dedication activity" utilizing lectures, demonstrations, and discussions, which are delivery methods, not robust research methodologies capable of assessing implementation or impact in a scholarly context. There is no mention of data collection, participant numbers, assessment of student mentality, or evaluation of the 'internships' themselves. Furthermore, the term "student mentality" is overly broad and lacks specific operationalization, making it difficult to ascertain what psychological aspects were targeted or measured. The direct link between "teacher internships" and "student mentality," especially within the context of BKK vocational schools, requires much clearer articulation and empirical evidence. In its current form, this submission reads more like a report on a community service initiative rather than an empirical study or a detailed conceptual paper. While the underlying premise of supporting students and teachers through curricular change is valuable, the paper would benefit immensely from a clearer definition of "teacher internships," a more rigorous methodological framework for assessing their implementation and impact, and a precise operationalization of "student mentality." Future iterations should articulate how these internships directly contribute to fostering specific psychological traits in students and how their effectiveness was measured, particularly within the unique demands of vocational education. Addressing these points would transform the work into a more substantial contribution to the literature on curriculum implementation and teacher professional development.

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