How to design a household waste management training curriculum

International Journal of Advanced Science and Technology
Vol. 29, No. 4s, (2020), pp. 1601-1611
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC 1601
How to Design a Household Waste Management Training Curriculum
Yayan Sudrajat*1
, Rusmono2
, Khaerudin3
1
Department of Educational Technology Universitas Negeri Jakarta, and Indonesia Education
Laguage Departement, Indraprasta PGRI University, Jakarta, Indonesia
2,3
Department of Educational Technology Universitas Negeri Jakarta, Rawamangun muka street,
Rawamangun Pulogadung, East Jakarta 13220, Indonesia
Abstract
The purpose of this study is to design training curriculum for household waste management. The
methodology used in this research is the research and development (R&D) method. Research and
Development is used to design new products and procedures, then apply research methods to field
trials, evaluate and refine products and procedures to meet effective, quality and standardized criteria.
The results of the training on curriculum design training on waste management produce the following
studies: 1) Curriculum as a substance. 2) Curriculum as a system, namely the curriculum system. 3)
Curriculum as a field of study that is the field of curriculum studies. In conclusion, the training on
curriculum design for waste management is very important to manage household waste in Indonesia.
Keywords: curriculum, management, waste, household
Introduction
Currently, waste has become an important part of our economy as a by-product of economic activity. If
waste is managed using appropriate management techniques, it can be used as input for economic
activities, for example through material or energy recovery. However, the waste generated from all
these activities has local and global effects. People who throw away trash can become the main source
of environmental pollution. At present many campaigns are being carried out to promote waste
recycling in order to reduce environmental pollution.
Garbage is the remnants of human daily activities and / or solid natural processes. (Law Number
18, 2008). Rubbish that is piled up will cause an odor that has an impact especially during the summer
when the average temperature in Indonesia can exceed 32 ° C. Another example when a vehicle's tires
are dumped in a landfill collecting water allows mosquitoes to breed, increasing the risk of diseases
such as malaria or dengue fever. Meanwhile, uncontrolled combustion of garbage at the garbage
disposal site will release fine particles which will cause smog and become a major cause of respiratory-
related diseases.
Another fact that we cannot avoid is that garbage that is familiar with our daily lives has a negative
impact on the environment and public health. Open landfills release methane from the decomposition
of biodegradable rubbish under anaerobic conditions.
The local economy of the household has an impact on the composition of waste, because high-
income groups use more packaging products, resulting in higher volumes of plastic, paper, glass, metals
and textiles.
Waste itself can also be used as raw material for recycling companies. Waste collection can be
utilized as an opportunity for companies, especially in big cities in Indonesia. Increasing waste
collection and transportation infrastructure in Indonesia will create jobs, improve public health, and
improve tourism.
Waste is a potential resource and effective waste management with resource extraction is
fundamental to effective sustainable waste management. Extracting values from waste can be in the
form of materials, energy or nutrition, and this can provide a livelihood for many people.
The transition from waste to resources can only be achieved through investment in household
waste. This is because it relies on a series of coordinated actions to develop markets and maximize the
recovery of materials that can be reused or recycled. Recovery of materials, energy and nutrition must
be the goal of infrastructure development in Indonesia. Resources can be recovered from waste using
existing technology and Indonesia has a very effective recycling tradition.

Vol. 29, No. 4s, (2020), pp. 1601-1611
It's no longer a secret, Indonesia is now a state of emergency plastic waste. As reported Among
others, Director of the Indonesian Center for Environment Law (ICEL), Henry Subagyo, said that
Indonesia was ranked second after China as the country that produced the most plastic waste. Team of
Scientists from the Indonesian Institute of Sciences (LIPI) predicts that in 2050 the amount of plastic
waste will exceed the number of fish in Indonesian waters. It is not surprising that recent research found
microplastics in fish bodies in a study conducted in 13 Indonesian waters. If this condition continues to
deteriorate and does not change, it is not impossible that humans will eat their own plastic waste
(Kompas, 2/3). (http://jpicofmindonesia.com/2019/03/indonesia-darurat-sampah-plastik/ access
02/17/2019 at 11:10)
Changes in the composition of waste can have a significant impact on waste management
practices. Household waste has dangerous contents such as pesticides, paints, used drugs and batteries.
Organic compost including fruits, vegetables and leftovers. Health care waste contains disposable
syringes, sanitary materials and textiles that contain blood. The main source of waste in Indonesia is
household waste, most of which (50-70%) is easy to decompose waste originating from food scraps,
fruit skins, vegetables, etc. (Windraswara F & Dyah, 2017)
Jakarta, Kompas.com - DKI Jakarta Environmental Service Office estimates that the
Bantargebang Integrated Waste Disposal Site (TPST), Bekasi, West Java will no longer be able to
collect waste in the next three years or 2021. Bantargebang will be full because it will receive 7,500
tons of house waste stairs from Jakarta per day. Meanwhile, the amount of waste that is successfully
processed is not proportional to the garbage received per day. The number is also expected to continue
to increase along with the lifestyle changes of the capital city people. "We only move waste in Jakarta
and put it in Bantar Gebang and the capacity will be reduced. It is feared that the next three years will
be full in Bantargebang," said Acting Head of the DKI Jakarta Environment Agency, Andono Warih in
the launch of the Jakarta Less Waste Initiative program at JSC Hive , Kuningan, South Jakarta, Thursday
(06/13/2019).
Another fact that we cannot avoid is that garbage that is familiar with our daily lives has a
negative impact on the environment and public health. Waste sorting is carried out by scavengers as
their work to be able to meet their daily needs. However, scavengers cannot properly manage or treat
waste because they are not educated and trained to be able to have the competence to manage waste.
After researchers observed the last landfill in Indonesia located in Bantar Gebang West Java, Cipeucang
Setu Bekasi West Java, Jatiwaringin Mauk Tangerang Banten, Muara Fajar Rumbai Riau, Putri Cempo
Surakarta Central Java, Benowo Surabaya East Java, Bulusan Banyuwangi East Java, Bukit Bukit
Banyuwangi East Java, Bukit Pinang Samarinda, East Kalimantan, Aji Goods Semarang, Central Java,
Tamangapa Makassar, South Sulawesi, Talangagung Malang, East Java, and Sukawinatan Palembang,
South Sumatra.
Sustainable waste management requires a combination of skills and knowledge of physics and
engineering together with economics, ecology, human behavior, entrepreneurship and good
governance.
The problem of managing household waste is the biggest challenge for small and large city
authorities in developing countries. This is mainly due to increased piles of waste and city budget
burdens. In addition to high costs, waste management is associated with a lack of understanding of
various factors that affect the overall handling system. (Abdel-shafy & Mansour, 2018)
The importance of community participation in waste management is not because of the inability
of the government in overcoming waste problems, but because it is recognized that the community has
the right and potential to recognize and determine the solutions to the problems it faces. Therefore,
community participation in overcoming the problem of solid waste is absolutely necessary, so it is
expected that there is a harmonious cooperation between the government and the community in
realizing cleanliness. (Biology, University, Jakarta, No, & East, 2015).
At present, only the informal sector has a key role in extracting value from waste. About 90%
of residual waste is currently disposed of rather than being properly stockpiled. Waste is an urgent need
to move into sustainable waste management and requires a new management system and waste
management facility. This is and has a negative impact on public health, the environment and the
economy. Regulations on waste management and handling in Indonesia are introduced by the Ministry
of Environment, although compliance varies and is limited.

Vol. 29, No. 4s, (2020), pp. 1601-1611
Properly engineered waste disposal protects public health and protects key environmental
resources such as ground water, surface water, soil fertility and air quality. For good household waste
management in an area, it requires educated and trained human resources so that the threat from
household waste can be used as an opportunity so that waste can become more than just garbage.
The technology that converts waste to energy is most widely used for residual waste using
combustion to produce combined heat and power. Adopting maximum recycling with waste-to-energy
technology in an integrated waste management system will significantly reduce waste disposal in
Indonesia. Available waste-to-energy technology can process unregulated low-calorie waste, and
industries are interested in exploiting this technology in Indonesia. Several waste-to-energy projects
that use incineration of low-calorie, unsorted waste are being developed. Alternative heat treatment
processes for combustion include gasification, pyrolysis, waste-derived fuel production and gas-plasma
technology.
In addition to the availability of professional experts in waste management, the implementation
of waste management training has limitations in sustainable waste management marked by the lack of
accountability in the current training system. The responsibility for processing waste must be balanced
with the costs associated with developing appropriate collection, storage, management and disposal of
waste. The lack of a strategic waste management plan, waste collection and separation, and a
government financial regulatory framework, are the main obstacles to achieving effective sustainable
waste management in Indonesia. Limited environmental awareness combined with low motivation has
hampered innovation and adoption of new technologies that can change waste management in
Indonesia. Public indifference towards waste is also a major barrier to improving sustainable waste
management.
Although the focus is on waste prevention, the measurement is quite unclear. In general,
statistics report the amount of waste but will not report on waste prevention. Any waste reduction can
be the result of a waste prevention policy but can also be a result of an economic crisis or accidental.
(Bartl, 2014)
The core of the vision for waste management in Indonesia is the use of waste as a resource with
increased value extraction, recycling, recovery and reuse. Without clear regulation and enforcement,
improvements will not occur. Strong waste regulation can encourage innovation. The waste
management sector needs to include attractive and profitable businesses with clear performance
requirements that are imposed with financial sanctions applied when waste management services do
not function effectively. Finance for waste management companies and funding for infrastructure must
be obtained from waste producers through waste taxes.
Information about the amount and characterization of waste in the future becomes very
important because it determines the suitability of various waste management and management options.
Country-level equipment and vehicle procurement is required for primary and secondary waste
collection with an effective system for monitoring collection, travel and disposal.
Long-term waste management planning requires the development of visionary projects by the
government, the private sector, and vocational high schools managing household waste. Roles and
responsibilities for delivering a sustainable system need to be defined by monitoring and evaluation to
see its development. Comprehensive waste management, whether on land or sea, is closely related to
the quality of human resources (HR) as the main key of waste management that is currently being
carried out by Indonesia. Without qualified human resources, it is believed that the handling of waste
management will not work and could even be worse.
Training and seminars have often been carried out by related agencies in this case the
environmental and sanitation department, but the results of these activities have not become a
benchmark that household waste will decrease in volume into a waste that ultimately is only disposed
of without being managed properly, especially by housewives, even though there are garbage banks in
several neighborhoods, they are not comprehensive.
Household waste management must be done seriously and correctly so that it needs a careful
planning and held by staff who are already educated and skilled in managing household waste so that it
can become an outcome that can be added value in everyday life.
Based on population projections according to age group and gender in 2015-2019 (BPS 2017,
2017), it will be able to calculate the need for educated and trained personnel from human resources for
household waste management using the yans formula, as follows:

Vol. 29, No. 4s, (2020), pp. 1601-1611
Y = average number garbage per day
S = total population in the age of 15-54
S1 = total population age 14-19
S5 = total population age 35 -39
N = number of provinces in Indonesia
B = needs of educated workers managing household waste
B = (s1 + s2 + s3 + s4 + s5 + s6 + s7 + s8 x N
Y
B = (22294.2 + 21917.6 + 21228.0 + 20582.2 + 20265.8 + 19366.7 + 17694.3 + 15438.1 X 34
7500 tons
B = 158786.9 X 34
7500 tons
B = 21 171 educated workers needed in 34 provinces of Indonesia
So, it can be concluded that it needs 21 educated and trained workers as many as 21 171 educated
personnel needed to be able to manage household waste in 34 provinces in Indonesia. Whereas based
on data from the 2017 statistical center bureau regarding population projections according to age groups
and sex both men and women as follows:
Table 1.1
Population projections by age group and sex in 2015-2019
Indonesia Male and female
Age Year
2014 2015 2016 2017 2018 2019
0-4 24 086.8 24 065.5 23 960.1 23 848.4 23 729.6 23 604.9
5-9 23 109.5 23 330.4 23 559.5 23 733.9 23 878.5 23 974.0
10-14 22 360.2 22 461.5 22 577.1 22 713.1 22 878.7 23 057.1
15-19 22 024.7 22 095.4 22 161.0 22 212.9 22 242.9 22 294.2
20-24 21 352.4 21 447.9 21 569.0 21 703.6 21 823.3 21 917.6
25-29 20 716.3 20 810.4 20 911.4 21 022.2 21 125.3 21 228.0
30-34 20 430.9 20 448.3 20 497.0 20 509.1 20 528.2 20 582.2
35-39 19 587.1 19 816.1 19 936.5 20
072.5 20
45-49 15 867.4 16 266.5 16 657.0 17 028.0 17 375.4 17 694.3

Vol. 29, No. 4s, (2020), pp. 1601-1611
50-54 13 313.7 13 766.5 14 179.0 14 601.5 15 025.4 15 438.1
55-59 10 518.1 10 972.7 11 457.1 11 903.3 12 326.6 12 749.8
60-64 7 518.8 7 955.3 8 397.8 8 870.5 9 352.8 9 818.2
65-69 5 253.4 5 489.6 5 742.8 6 035.4 6 365.9 6 731.8
70-74 3 757.0 3 852.0 3 963.5 4 082.2 4 218.6 4 384.9
75+ 4 263.8 4 388.5 4 526.9 4 670.1 4 817.2 4 967.0
TOTAL 252 164.8 255 461.7 258 705, 0
258705.0
265 015.3 268 074,6
Source: (BPS 2017, 2017)
From the data and calculations above, the researcher can conclude that for the management of
household waste, a formal institution in the form of SMK PSRT is needed so that daily household waste
can become an opportunity because it is managed by educated staff in managing household waste.
To be able to print these HRs, vocational high schools in household waste management (SMK)
are required with majors such as compost, recycling, and residue majors. The Vocational School was
named PSRT Vocational School with the acronym for Household Waste Management. The PSRT
Vocational School requires a cross-race called the curriculum, the curriculum used by the PSRT
Vocational School is called the PSRT curriculum.
Planning for household waste management will be packaged into a vocational high school
(SMK) so it is hoped that SMK students can become the pioneers in the creation of more directed and
comprehensive household waste management. This Household Waste Management Vocational School
requires a reference or guideline in the implementation of learning called the curriculum. The
Vocational School Waste Management curriculum will be included in the engineering technology
spectrum of a vocational school in accordance with the availability of the spectrum that has been created
by the directorate of vocational guidance or PSMK.
Planning for household waste management will be packaged into a vocational high school
(SMK) so it is hoped that SMK students can become the pioneers in creating more directed and
comprehensive household waste management. This Household Waste Management Vocational School
requires a reference or guideline in the implementation of learning called the curriculum. The
Vocational School Waste Management curriculum will be included in the engineering technology
spectrum of a vocational school in accordance with the availability of the spectrum that has been created
by the directorate of vocational guidance or PSMK.
The curriculum contains important components which later as a guide to achieving learning
objectives. On the other hand, the validity of the curriculum is important to note. Indonesia has
experienced a lot of curriculum development. At this time, Indonesia has entered the 2013 curriculum.
However, whether the curriculum is relevant to the times because in reality the level of learning in
Indonesia is still below the standards as evidenced by the Central Statistics Agency (BPS) data that
states the number of unemployed based on learning levels, namely Middle School ( SMP) by 5.36%,
Senior High Schools (SMA) by 7.03%. Vocational High School (SMK) 9.27%. Diploma III (D3) of
6.35%, and universities 4.98%. Unemployment is a problem that needs to be addressed. (Januaryyansah,
2017)
Efforts to produce vocational graduates in this case SMKs that are in line with the demands of
the world of work, need to be supported with a curriculum that is designed and developed with due
regard to the needs of the workforce.
Curriculum Vocational High School (SMK) in Indonesia one of which specializes in processing
household waste materials. The curriculum must be relevant to the times. DUDI as a graduate user

Vol. 29, No. 4s, (2020), pp. 1601-1611
institution has been exposed to the issue of the industrial revolution 4.0. in this revolution there will
certainly be many changes both from the work culture, the employee's work skills needed, and the
technologies used. If it refers to the old curriculum, of course this needs to be linked in order to create
graduates who have a profile according to industry needs. On the other hand the curriculum must also
adjust to the existing generation. Indonesia is currently also in the millennial generation, which is a
generation that has good information technology capabilities. Actually Indonesia has noticed this with
the issuance of Presidential Instruction No. 9 of 2016 concerning the revitalization of Vocational High
Schools (SMK). This has become important to overcome the rapid development of the times. However,
curriculum development is not well understood by all teachers. (Januaryyansah, 2017).
The curriculum is often interpreted as a complex design of activities to achieve learning
objectives. From a number of opinions about the curriculum, it can be concluded that the curriculum is
a cross drive of planned learning activities that contain syllabi, lesson plans, modules, and teaching
materials to achieve certain learning objectives. Based on its objectives, the curriculum can be
considered successful if the objectives of learning are achieved. This can be a separate indicator for the
parties involved in learning. Ineffective curriculum needs improvement, other than that development
can be done based on the times.
The curriculum framework for vocational learning remains based on the behavior of the
objectives and learning process. A curriculum that focuses on results or account behavior usually guides
learning and assessment of measurable results. Governments, government agencies, and industry often
support these arrangements. These results are seen as a guarantee offer in learning management,
teaching and learning learners.
Cognitive 'revolutions' have little impact on the position of vocational learning or the
elaboration of its goals. Government policy largely ignores its contribution. An exception, however, is
broad interest in identifying, teaching and assessing generic or key competencies that are considered
valid for each work situation.
Competence can be understood as the capacity to carry out activities efficiently in one of these
domains (for example certain academic disciplines or work practices). However, securing the basis of
adaptability to the broader domain of activity (eg remote transfers) remains largely an unrealized goal
from a cognitive perspective. Instead of being unified and objectively formed, the area of human activity
has a variety of genes, values, and forms, even when apparently common activities (eg work practices)
are formed and applied in certain circumstances. More than adaptability that is centered on the
manipulation of knowledge of skilled individuals, there is a need to understand something about the
diversity of types of practices that can be used to apply that knowledge. (Billett, 2005)
The consequences of the vocational and pedagogical curriculum that arise are multiplied.
Potentially, they provide a basis for considering at what level of practice the curriculum vocational
goals should be formulated, on what grounds should be considered adaptability, what should consist of
the basics for assessment and how the provision of vocational learning practices goes well. This is
discussed in the next section.
The map of potential areas to form a vocational curriculum for household waste management
is located in Jakarta because the center of community activities and the amount of household waste is
the highest compared to other provinces in Indonesia.
From a number of backgrounds above, it is felt that there is a need for more intensive waste
management which must be included in a formal education so that waste management is not expected
to be the responsibility of several parties but all parties.
Research Methodology
Judging from its purpose, this research can be said to be research development (Research and
Development). Research and Development is used to design new products and procedures, then apply
research methods to field trials, evaluate and refine products and procedures to meet effective, quality
and standardized criteria (Borg & Gall, 2007).
This research was conducted at Bantar Gebang TPST, Cipayung TPST, Boyolali TPST, Vocational
High School Development (PSMK), Environmental and Forestry Service

Vol. 29, No. 4s, (2020), pp. 1601-1611
Research Results and Discussion
Curriculum concepts develop in line with the development of learning theories and practices, also vary
according to the flow or theory of learning adopted. There are three concepts about curriculum,
curriculum as substance, as a system, and as a field of study. (Finch & Crunkilton, 1984)
1) Curriculum as a substance. The curriculum is seen as a plan of learning activities for learners in
school, or as a set of goals to be achieved. A curriculum can also refer to a document that contains
the formulation of objectives, teaching materials, teaching and learning activities, schedules, and
evaluations. A curriculum can also be described as a written document as a result of mutual
agreement between the curriculum compilers and policy holders of learning with the community. A
curriculum can also cover a certain scope, a school, a district, a province, or an entire country.
2) The curriculum as a system, namely the curriculum system. The curriculum system is part of the
school system, the learning system, even the community system. A curriculum system includes the
personnel structure, and work procedures on how to develop a curriculum, carry out learning,
evaluate, and perfect it.
3) Curriculum as a field of study that is the field of curriculum studies. This is the field of study of
curriculum experts and learning and teaching experts. The aim of the curriculum as a field of study
is to develop knowledge about the curriculum and curriculum system. Those who study the
curriculum, learn basic concepts about the curriculum. Through library studies and various research
and experimental activities, they discover new things that can enrich and strengthen the field of
curriculum studies. According to the old view, the curriculum is a collection of subjects that must
be delivered by teachers or studied by learners. This assumption has been around since ancient
Greece. In certain environments or relationships this view is still used today, namely the curriculum
as "... a racecourse of subject matters to be mastered".(Zais, 1976) There is another opinion saying
that the curriculum: "a course, as a specific fixed course of study, as in school or college, as one
field to a degree". (Webster, 1993)
From the various definitions of the curriculum, it can be concluded that the curriculum is a
planned system that contains a syllabus, lesson plans, modules, and teaching materials that give rise to
learning experiences so that learning objectives can be achieved effectively and skillfully.
According to (Finch & Crunkilton, 1984) there are several characteristics of the vocational
learning curriculum, namely:
1. Orientation
Vocational education curriculum has been oriented towards the process and results or
graduates. The main success of the vocational education curriculum is not only measured by the
success of the education of learners in schools, but also by the results of work performance in the
world of work. Finch and Crunkilton (1984: 12) suggest that: Vocational education curriculum is
oriented towards the process (experience and activities in the school environment) and outcomes
(the effect of these experiences and activities on learners).
2 justification
The development of vocational education programs needs clear reasons or justifications.
Justification for vocational education programs is the real need for labor in the workforce or in the
business and industrial world. The basis of the truth / justification of vocational education according
to Finch and Crunkilton (1984: 12), extends to the school and community environment. When the
curriculum is oriented towards the development of vocational education programs there needs to be
a clear reason or justification. Justification for vocational education programs is the real need for
labor in the workforce or in the business and industrial world. The basis of the truth / justification of
vocational education according to Finch and Crunkilton (1984: 12), extends to the school and
community environment. When the curriculum is learner-oriented, support for the curriculum comes
from employment opportunities available to graduates, so support for the curriculum comes from
employment opportunities available to graduates.
3 focus
The focus of the curriculum in vocational education cannot be separated from the development
of knowledge about a particular field, but must simultaneously prepare productive learners. Finch
and Crunkilton (1984: 13) suggest that: Vocational education curriculum is directly related to
helping learners to develop a broad level of knowledge, skills, attitudes and values. Each of these

Vol. 29, No. 4s, (2020), pp. 1601-1611
aspects eventually increased in some graduate work abilities. The vocational education learning
environment strives to develop learner knowledge, imitation skills, attitudes and values and the
incorporation of these aspects and their application to the actual work environment.
All of the abovementioned abilities can be mastered by the learner through the learning
experience provided, in the form of stimuli applied both to the work situation that is simulated
through the teaching and learning process at school or the actual work situation in the business or
industry world (learning in the world of work). From the results of learning or abilities that have
been mastered are expected to contribute to the self-development of learners, so they are able to
work in accordance with the demands of the business world and industry.
4 in-school success standards (Standards of success in school)
The criteria for determining the success of a vocational education institution are measured by
the success of the learner in school, regarding several aspects that he will enter. Assessment of
success in learners in schools must be on the actual assessment or ability to do a job. In other words
that in the standard of school success must be closely related to the expected success in work, with
the criteria used by teachers with reference to standards or work procedures that have been
determined by the world of work (the business world and the industrial world)
5. out-of-school success standards (Standards of success outside of school)
The determinants of success are not limited to what happens in the school environment. Success
standards outside of school are related to work or work skills that are usually carried out by the
business world or the industrial world. According to Starr (1975), that: Although standards of
success vary between schools and between countries, such success often takes the form of employee
satisfaction with graduate expertise, a high percentage of graduates find work in the preparatory field
or in related fields, job satisfaction of graduates, progress experienced by graduates.
For example, to determine success outside of school that has been carried out at Vocational
Schools is to carry out a level test for classes X and XI, as well as a competency test for class XII
conducted by business or industry based on national competency standards according to the area of
expertise.
Outside school graduation standards(out-ofschool successstandards)conducted by business and
industry that refers to the standard of competence for the field of expertise or products produced by
each industry.
6 school-workplace-community relationships(cooperationwith the public relations)
An educational endeavor must relate to society, likewise vocational education has a
responsibility in maintaining strong relationships with various fields of expertise that develop in the
community.
The understanding of the society used is the business world and the industrial world. The
implementation of vocational education must be relevant to the demands of work in the business or
industrial world, so the problem of the relationship between educational institutions and the business
or industry is an important characteristic for vocational education.
The realization of reciprocal relationships in the form of the willingness of the business world
or industry, accommodating learners to get the opportunity to experience learning in the workforce
or industry, is a form of mutually beneficial cooperation.
7. federal involvement, (central government involvement)
The involvement of the central government is related to the education funding that will be
allocated, because this will affect the curriculum. For example: Provisions on specific vocational
teaching hours and certain types of equipment used in workshops or laboratories can foster a higher
level of quality.
8. responsiveness,
High commitment to always be oriented to the world of work, vocational education must have
the characteristics of sensitivity or suai to the development of society in general, and the world of
work in particular. The development of science and technology, innovation and new discoveries in
the fields of production and services, have a profound effect on the development of vocational
education. For this reason, vocational education must be proactive responsive to the development of
science and technology, with efforts to put more emphasis on the nature of adaptability and
flexibility to face learners' career prospects in the long run.

Vol. 29, No. 4s, (2020), pp. 1601-1611
9. logistics,
Vocational education curriculum in the implementation of learning activities needs to be
supported by adequate learning facilities, because to create a learning situation that can reflect the
situation of the work world realistically and educatively, a lot of equipment, facilities and logistics
are needed. Workshops and laboratories are the main equipment in vocational schools that must be
available as a facility for students to develop work skills in accordance with the demands of the
business and industrial world.
The need for coordination of vocational programs that work closely with industry in the
community, closely related to establishing and maintaining work centers for learners, shows a set of
logistical problem units.
10 Expense (expenses)
Routine expenditures as education costs in vocational education that support learning activities,
including the cost of electricity, water, maintenance and replacement of equipment, transportation
costs to the location / industry (work practice / apprenticeship) far from school. In addition, the
equipment must be updated periodically as well as the teacher hopes to provide a true learning
experience for learners as is the case in the industry, so this can be expensive. The last thing that
must also be a concern is the purchase of consumable materials as practicum materials that are
used routinely in accordance with the expertise program developed at each Vocational School.
From the description of the characteristics of vocational education extracted from Finch and
Crunkilton (1984) above, it can be used as a reference in the development of vocational education
curriculum in Indonesia. Vocational education curriculum developed in Indonesia should refer to the
following characteristics:
a. Vocational education is directed to prepare students for employment
b. Vocational education is based on the needs of the world of work
c. The focus of the content of vocational education is emphasized on the mastery of knowledge, skills,
attitudes and values needed by the world of work.
d. The real assessment of the success of the learner must be on "hands-on" or performance in the world
of work
e. A close relationship with the world of work is the key to the success of vocational education
f. Good vocational education is responsive and anticipatory to technological progress
g. Vocational education is more emphasized on "learning by doing"
h. Vocational education requires state-of-the-art facilities to practice according to the demands of
business and industry
Another source of curriculum preparation is children. In education or teaching, the child is
learning. Education or teaching is not to give something to children, but to grow the potentials that
already exist in children. Children become a source of teaching activities, they become a source of
curriculum. There are three approaches to children as a source of curriculum, namely the needs of the
learner, the development of the learner, and the interests of the learner. So, there is curriculum
development based on the needs of the learner, the levels of learner development, and the things that
are of interest to the learner
After analyzing the needs, there are some learning problem solving at the Vocational School for
Household Waste Management which are adjusted to the characteristics of the learner, the learning
problem and the learning environment.
Development Phase
1). Curriculum Development
The curriculum is developed based on the concept of curriculum development that has been
previously determined and then compiles a draft andproduction prototype productthat will be used by
students to learn.

Vol. 29, No. 4s, (2020), pp. 1601-1611
Drafting is done by mentioning the subjects that have been compiled in the concept of curriculum
development and translated into a specific format with the delivery language and technical terms that
have been understood.
2). Prototype Production
In producing the PSRT Vocational School curriculum requires equipment in the form of
computers, printers, editing programs, layout programs and binding equipment. The computer or laptop
used has the specifications of being a Lenovo YOGA laptop, the software used is Microsoft Office
Word 2016, Adobe Photoshop CS6, and a video editing program using the After Effect application. To
print a module that has been processed requires a printer. The printer used is a printer that can paint
color with high resolution in this case the researchers used the Epson L360 printer.
3). Creating a web activity information document
Web event Information Document (WID) is a document designed to record basic information
related to curriculum design that will be developed in the form of an APK.
4). Determine the design approach
Determine the tools used to help learners complete a variety of activities that have been
designed as part of web-based learning material. Among them:
a) Browser software
b) Media player
c) Whiteboard or notepad for student notes
d) Access the bulletin board
e) Address Email
5). Inserting all learning material using templates predetermined.
Evaluation Phase
1) Self evaluation
Self- evaluation is to do a student analysis, analysis of devices or materials to be developed.
2). Expert review
At thestage expert review, the products that have been designed are examined, assessed and
evaluated by experts. 1). The validation is carried out by media experts, design experts, and material
and language substance experts. At this stage, the responses and suggestions from the experts
(validators) about the designs that have been made are written on the validation sheet as revising
material and states that this design has been valid or not, so that it can be known weaknesses of the
products made and subsequently revised
Conclusion
1) Curriculum as a substance. The focus of the curriculum in vocational education cannot be separated
from the development of knowledge about a particular field, but must simultaneously prepare
productive learners 2) The curriculum as a system, namely the curriculum system. 3) Curriculum as a
field of study that is the field of curriculum studies. In conclusion, the training on curriculum design
for waste management is very important to manage household waste in Indonesia.
References
[1] Abdel-shafy, H. I., & Mansour, M. S. M. (2018). Solid waste issue : Sources , composition ,
disposal , recycling , and valorization. Egyptian Journal of Petroleum, 27(4), 1275–1290.
https://doi.org/10.1016/j.ejpe.2018.07.003
[2] Bartl, A. (2014). Moving from recycling to waste prevention: A review of barriers and
enables. Waste Management and Research, 32, 3–18.
https://doi.org/10.1177/0734242X14541986
[3] Billett, S. (2005). Vocational Curriculum and Pedagogy: An Activity Theory Perspective.

Vol. 29, No. 4s, (2020), pp. 1601-1611
European Educational Research Journal, 2(1), 6–21. https://doi.org/10.2304/eerj.2003.2.1.11
[4] Biologi, J., Universitas, F., Jakarta, N., No, P., & Timur, J. (2015). dengan Partisipasi
Mahasiswa Biologi dalam Pengolahan Sampah, 8(1), 47–50.
[5] BPS 2017. (2017). Proyeksi Penduduk Indonesia 2010-2035. https://doi.org/10.1055/s-2008-
1040325
[6] Finch, C., & Crunkilton, J. (1984). Curriculum development in vocational and technical
education. pearson. https://doi.org/Nahkoda Leadership dalam organisasi konservasi
[7] Januariyansah, S. (2017). Pedoman pengembangan kurikulum smk secara sederhana dan
relevan dengan perkembangan zaman. Yogyakarta: Researchgate.
https://doi.org/10.13140/RG.2.2.25734.42568
[8] Meredith D. Borg, Joyce P. Gall, W. R. (2007). Educational Research an Introduction eighth
edition. Boston: pearson.
[9] Undang-Undang Nomor 18, 2008. (2008). Undang-undang nomor 18.
[10] Webster. (1993). Webster’s New International Dictionary. ttp. GC Company.
[11] Windraswara F, R., & Dyah, P. A. B. (2017). Analisis potensi reduksi sampah rumah tangga
untuk peningkatan kualitas kesehatan lingkungan, 6(1), 1–10.
[12] Zais, R. S. (1976). Curriculum : Principles and foundations. New York: Thomas Y. Crowell.

How to design a household waste management training curriculum

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to How to design a household waste management training curriculum

Similar to How to design a household waste management training curriculum (20)

Recently uploaded

Recently uploaded (20)

How to design a household waste management training curriculum