Rekontekstualisasi Pembelajaran Vokasional melalui Program Guru Tamu dan Kelas Industri
Abstract
Vocational education continues to face a persistent challenge: translating workplace knowledge, professional judgment, and work culture into coherent school-based learning. This intrinsic qualitative case study examines how Guest Teacher and Industry Class Programs recontextualize industry knowledge at SMK Negeri 2 Ponorogo, Indonesia. Data were generated through semi-structured interviews with 18 students, seven alumni, and additional school- and industry-based stakeholders, complemented by 15 hours of participatory observation over six weeks and document analysis. Reflexive thematic analysis produced six interconnected themes concerning teacher-role transformation, authentic student learning, curriculum adaptation, pedagogical change, workplace-culture internalization, and sustainability and equity. The findings show that recontextualization operates as an iterative process linking school-industry relationships, knowledge exchange, curriculum reconstruction, pedagogical mediation, and authentic learning. Participants perceived these processes as supporting familiarity with workplace expectations and work readiness, but the study does not establish causal effects. The conceptual synthesis therefore elaborates Bernstein’s recontextualization framework by foregrounding relational and institutional conditions that enable or constrain transformation. Practically, the study highlights the need for sustained partnerships, teacher capacity development, and equitable access to industry-engaged learning.
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