Penelitian ini dilatarbelakangi oleh masalah pengangguran yang masih didominasi oleh lulusan Sekolah Menengah Kejuruan (SMK). Untuk mengatasi permasalahan tersebut melalui Instruksi Presiden (Inpres) Nomor 9 Tahun 2016 tentang Revitalisasi SMK, pemerintah melakukan revitalisasi pada komponen-komponen yang ada salah satunya kurikulum berbasis industri kreatif yakni kurikulum yang diselaraskan dengan kebutuhan industri. Tujuan penelitian ini untuk mendeskripsikan, menelaah serta menganalisis perencanaan kurikulum berbasis industri kreatif, pelaksanaan kurikulum berbasis industri kreatif serta evaluasi kurikulum berbasis industri kreatif di Kompetensi Keahlian Kriya Kreatif Logam dan Perhiasan.

            Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian studi kasus. Subjek dalam penelitian ini adalah Kepala Sekolah, Wakil Kepala Sekolah Bidang Kurikulum, Ketua Kompetensi Keahlian Kriya Kreatif Logam dan Perhiasan, Ketua Bengkel, Guru dan Peserta Didik. Teknik pengumpulan data yang digunakan yakni Wawancara, Observasi dan Studi Dokumentasi. Pengecekan keabsahan data meliputi uji kredibilitas dengan teknik triangulasi sumber, triangulasi teknik serta membercheck, uji transferabilitas, uji dependabilitas dan uji konfirmabilitas.

Hasil penelitian ini menunjukkan bahwa: 1) Perencanaan kurikulum berbasis industri kreatif dilakukan melalui rapat koordinasi dengan melibatkan pihak industri melalui kegiatan link and match dan rapat sosialisasi untuk memberikan pemahaman kepada semua pihak; 2) Pelaksanaan kurikulum berbasis industri kreatif melalui pembelajaran yang berbasis kreativitas yang dilaksanakan dikelas (bengkel) dan juga diluar kelas (Prakerin). Untuk mewujudkan pelaksanaan pembelajaran yang kreatif ini maka dibutuhkan kesiapan guru dalam mengajar dengan peningkatan kompetensi guru melalui magang guru, expert dengan perusahaan serta guru melakukan percobaan terlebih dahulu sebelum menyampaikan bahan ajar kepada peserta didik. 3) Evaluasi kurikulum berbasis industri kreatif ini disetiap pembelajaran terdapat assesment dari guru terkait ketercapaian peserta didik, evaluasi di semester 1 dan 2 melalui ujian-ujian baik berupa tes lisan, tes tertulis maupun unjuk kerja dan evaluasi yang melibatkan pihak eksternal yakni industri terkait melalui Ujian Kompetensi Keahlian (UKK).

Kata Kunci: manajemen kurikulum, kurikulum berbasis industri kreatif.

This study was purposes by the problem of unemployment which was still dominated by graduates of Vocational High School. To overcome these problems through presidential instruction number 9 of 2016 concerning the revitalization of Vocational High School, the government revitalizes the existing components, one of which was the creative industry-based curriculum which was a curriculum that was aligned with the needs of the industry. The purpose of this study was to describe, review and analyze the planning, implementation and evaluation of creative industry-based curriculum in creative metal and jewelry craft competencies.

This study used qualitative approach with case study method. The subjects of this studi were Headmaster, Vice Principal of Curriculum, Chair of creative metal and jewelry craft competencies, Chair of workshop, Teacher, and student. Data collection techniques used interview, observation, and documentation. Data validity checks included credibility test with source triangulation technique, method and membercheck, transferability test, dependability test and confirmability test.

The results of this study indicated that, 1) the planning of creative industry-based curriculum through coordination meetings involving industry parties through activities link and match, and socialization meetings to provide understanding to all parties; 2) The implementation of a creative industry-based curriculum through creativity-based learners conducted in classroom (workshop) and outside the classroom (field industrial practice). To realize the implementation of this creative learning, the readiness by increasing teacher competency through teacher internship, expert with companies and teachers conduct experiment before submitting the teaching material to the student; 3) Evaluation of a creative industry-based curriculum in every learner there was an assessment from the teacher related to the achievement of students, as well as evaluations in semester 1 and 2 through examinations in the form of oral tests, written tests and performance and evaluations involving external parties namely related industries through skills competency exam.

Keywords: curriculum management, curriculum based creative industry.