Demokrasi Industri dan Pendidikan Vokasi dalam Membangun Budaya Partisipatif dan Keadilan Sosial di Dunia Kerja
DOI:
https://doi.org/10.36312/1rvpst35Keywords:
Demokrasi Industri, Partisipasi Pekerja, Kompetensi Sosio-PolitikAbstract
Penelitian ini mengkaji pengintegrasian konsep Demokrasi Industri (DI) ke dalam pendidikan vokasi Indonesia untuk mengatasi keterbatasan pendekatan link and match yang terlalu instrumental. Meskipun model link and match berhasil mencetak lulusan yang kompeten secara teknis, ia gagal membekali mereka dengan kompetensi sosio-politik (seperti kesadaran hak pekerja, negosiasi, dan pemahaman hubungan industrial), membuat lulusan rentan dan minim partisipasi dalam pengambilan keputusan di tempat kerja. Konsep DI, yang menekankan prinsip kesetaraan, akuntabilitas, dan pembagian kekuasaan, terbukti efektif memperkuat rasa memiliki dan meningkatkan kualitas keputusan dalam organisasi. Oleh karena itu, fokus kajian diarahkan pada bagaimana mengintegrasikan kompetensi sosio-politik termasuk kemampuan berunding dan kesadaran partisipatif ke dalam pembelajaran vokasi tanpa mengabaikan keterampilan teknis. Solusi strategis diwujudkan melalui tiga pilar utama: integrasi kurikulum, kolaborasi industri, dan dukungan kebijakan. Penelitian ini berargumen bahwa pendidikan vokasi yang berorientasi DI tidak hanya meningkatkan relevansi lulusan terhadap tantangan industri modern dan digitalisasi, tetapi juga berkontribusi langsung pada kesejahteraan sosial pekerja.
Industrial Democracy and Vocational Education in Building a Participatory Culture and Social Justice in the World of Work
Abstract
This research examines the integration of the concept of Industrial Democracy (ID) into Indonesian vocational education to address the limitations of the overly instrumental link and match approach. While the link and match model successfully produces technically competent graduates, it fails to equip them with socio-political competencies (such as awareness of workers' rights, negotiation skills, and understanding of industrial relations), rendering graduates vulnerable and limiting their participation in workplace decision-making. The ID concept, which emphasizes the principles of equality, accountability, and power-sharing, has proven effective in fostering ownership and improving the quality of organizational decisions. Therefore, the study focuses on how to integrate socio-political competencies including negotiation abilities and participatory awareness into vocational learning without neglecting technical skills. The strategic solution is realized through three main pillars: curriculum integration, industry collaboration, and policy support This research argues that ID-oriented vocational education not only enhances the relevance of graduates to the challenges of modern industry and digitalization but also directly impact the social welfare of workers.
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