Educating for Character in Work Readiness Through Vocational Higher Education in the Digital Era

摘要

This paper discusses the implementation of a new curriculum in the Financial and Banking Administration Study Program at the Universitas Indonesia's Vocational Education Program, and more specifically, aspects of educating students in the area of character for work readiness in this digital era. It is a strategy aimed at producing graduates who are ready to compete within a challenging labor market. This study aims to explain the process and content of educating for character in the learning activities in the study program. The data were derived from primary and secondary sources. Data and information from the primary sources were collected through interviews and observation. Interviews were conducted with lecturers of subjects in the study program, as well as with students who were involved in the learning activities. The collected data were analyzed using a content analysis method. Results of the study describe three stages in the implementation, including the preparation stage, implementation stage, and evaluation or reflection stage. The object of the core content of educating for character is to educate and train students regarding respect and responsibility values. This can be elaborated into four major skills that should be developed, namely, personal skills, interpersonal skills, group skills, and information technology skills. Development of the content of educating for character in work readiness was based on the curriculum of vocational education that relates to society and industry as well as to the digital era. It involves collaboratively integrating activities in the classroom with activities of serving the community, as well as the internship program. After completing the course in educating for character for work readiness, the graduates of the Vocational Education Program of Universitas Indonesia have a strong personal character, practical experience of work skills, and a positive attitude, as well as practical knowledge.