Exclusivity of Animation Industry Education Curriculum Raden Umar Said Vocational School Kudus

This research was conducted based on observations of Raden Umar Said Vocational High School (SMK), which was originally a suburban Vocational School turned into an international standard superior school with a level of progress in the animation industry education curriculum in the applied learning process. The purpose of this study was to analyze the learning process in the implementation of the animation industry education curriculum at Raden Umar Said Kudus Vocational School. This type of research uses descriptive qualitative methods with a phenomenological approach to reveal more deeply the phenomenon of the industrial education curriculum and the learning process as curriculum implementation at Raden Umar Said Kudus Vocational School. Data collection techniques are carried out by means of observation, interviews, and documentation. The source of this research data is primary data obtained from interviews with the Principal, Deputy Head of Curriculum, teachers, and students at SMK Raden Umar Said Kudus. Research data validity techniques using method triangulation and theory triangulation. The results of the study can be concluded that the learning process uses a teaching factory based on project based learning (PjBL) and PBL which develops the entrepreneurial spirit of its graduates. Students find conceptual understanding after going through the practical process in the studio. Fun studio and learning space by combining general and productive material (thematic learning) with the essential curriculum. Learning is supported by complete and sophisticated facilities from the animation room, recording room, sound editing, color grading room, mini theater. Teaching factory learning uses job sheets, block schedules, there are products and markets with assessments in the form of final assignments and work exhibitions. Industrial learning with a block learning system with learning target achievements determines the duration of learning time. Curriculum development carried out at RUS began with: 1) integrated/ synchronous curriculum alignment with industry; 2) essential curriculum (non-productive curriculum that supports major material); and 3) one competency material in the major concerned.

Keywords: Curriculum, Curriculum Development, Animation Industry Education.