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Abstrak :
[ABSTRAK
Pada tahun 2005 Kemdikbud mengeluarkan kebijakan penguatan pendidikan vokasional, yaitu target perbandingan 70:30, untuk 70 persen jumlah siswa SMK lebih banyak daripada jumlah siswa SMA pada tahun 2015. Argumentasi kebijakan tersebut adalah mengatasi masalah ketenagakerjaan yang berkaitan dengan keterampilan yang spesifik dan mengentaskan pengangguran. Sampai beberapa tahun terakhir ini, jumlah siswa dan sekolah SMK tumbuh relatif cepat. Konsekuensinya anggaran yang dikeluarkan untuk menyelenggarakan pendidikan SMK jumlahnya lebih besar daripada SMA. Namun data menunjukkan bahwa tingkat pengangguran lulusan SMK masih lebih tinggi dari lulusan SMA, sedangkan tingkat upah tidak berbeda signifikan. Penelitian ini menggunakan analisis deskriptif dan analisis biaya-manfaat. Hasil penelitian menunjukkan bahwa tingkat pengangguran tamatan SMA dengan SMK tidak terlalu besar perbedaannya, dan perubahan proporsi jumlah siswa 70:30 merupakan kebijakan yang kurang tepat.

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ABSTRACT
In 2005 the Ministry of Education and Cultural issued a policy to strengthen vocational education. The target policy is to change the proportion of student from vocational high school and general high school to 70:30 in 2015. The policy argument is addressing the employment issues relating to the specific skills and alleviate unemployment. Until the last few years, the number of students and vocational school grew relatively fast. The consequences is, the budget spent by the government on vocational school expenses is higher than general school. How ever, the data showed that the unemployment rate for vocational graduate is higher than general school graduate, meanwhile the wage levels did not differ significantly. This study are using descriptive analysis and cost-benefit analysis. Results show that the comparation of unemployment rate between general school and vocational school graduates is not to high, and the the changing proportion of 70:30 students are ineficient policies;In 2005 the Ministry of Education and Cultural issued a policy to strengthen vocational education. The target policy is to change the proportion of student from vocational high school and general high school to 70:30 in 2015. The policy argument is addressing the employment issues relating to the specific skills and alleviate unemployment. Until the last few years, the number of students and vocational school grew relatively fast. The consequences is, the budget spent by the government on vocational school expenses is higher than general school. How ever, the data showed that the unemployment rate for vocational graduate is higher than general school graduate, meanwhile the wage levels did not differ significantly. This study are using descriptive analysis and cost-benefit analysis. Results show that the comparation of unemployment rate between general school and vocational school graduates is not to high, and the the changing proportion of 70:30 students are ineficient policies, In 2005 the Ministry of Education and Cultural issued a policy to strengthen vocational education. The target policy is to change the proportion of student from vocational high school and general high school to 70:30 in 2015. The policy argument is addressing the employment issues relating to the specific skills and alleviate unemployment. Until the last few years, the number of students and vocational school grew relatively fast. The consequences is, the budget spent by the government on vocational school expenses is higher than general school. How ever, the data showed that the unemployment rate for vocational graduate is higher than general school graduate, meanwhile the wage levels did not differ significantly. This study are using descriptive analysis and cost-benefit analysis. Results show that the comparation of unemployment rate between general school and vocational school graduates is not to high, and the the changing proportion of 70:30 students are ineficient policies]

Abstrak :
Intellectual Humility (IH) merupakan suatu sifat kebajikan yang baru-baru ini dikembangkan dalam bidang ilmu psikologi dan dipercaya dapat membantu para siswa Sekolah Lanjutan Tingkat Atas (SLTA) mengelola dirinya saat bertemu dengan perbedaan berpendapat. Dewasa ini, alat ukur The Comprehensive Intellectual Humility Scale (CIHS) telah teruji secara komprehensif mampu mengukur konsep IH yang terdiri atas empat aspek yang berbeda, yaitu; Independence of Intellect and Ego (IIO), Openness to Revising One’s Viewpoint (OROV), Respect for Others’ Viewpoints (ROV), Lack of Intellectual Overconfidence (LIO). Tujuan dari penelitian ini adalah mengadaptasi alat ukur CIHS ke dalam versi bahasa Indonesia pada siswa SLTA di Indonesia. Metode penelitian kuantitatif dilakukan dalam beberapa tahap berdasarkan pedoman adaptasi alat ukur dari International Test Commission (ITC). Penelitian ini melibatkan 411 partisipan berusia 14-19 tahun (M = 16.10) dipilih melalui convenience sampling. Prosedur pengujian reliabilitas dan validitas melalui internal consistency dan confirmatory factor analysis (CFA) telah dilakukan. Hasil perhitungan reliabilitas menunjukkan alat ukur CIHS versi Bahasa Indonesia tidak memiliki item-item dengan nilai konsistensi internal yang tinggi, baik secara keseluruhan maupun pada dua aspek yang termasuk di dalamnya. Sementara itu, hasil uji validitas dengan menggunakan CFA menunjukkan model good fit, dengan memenuhi 2 dari 3 kriteria yang berlaku. Pengembangan alat ukur ini masih diperlukan terutama dalam meningkatkan nilai reliabilitasnya. Meskipun demikian, alat ukur CIHS versi Bahasa Indonesia valid dalam mengukur konstruk Intellectual Humility. Hasil penelitian ini dapat digunakan sebagai acuan penelitian adaptasi alat ukur, pengembangan konstruk Intellectual Humility di kemudian hari, serta pengembangan lebih jauh dari penelitian ini dapat membantu guru dan para psikolog sekolah dalam proses asemen pengukuran Intellectual Humility untuk pengembangan karakter siswa SLTA di Indonesia. ......Intellectual Humility (IH) is a virtue that was recently developed in the field of psychology and is trusted to be able to help high school students manage themselves when facing disagreements. Currently, The Comprehensive Intellectual Humility Scale (CIHS) has been tested comprehensively to be able to measure the IH which consists of four different aspects, namely; Independence of Intellect and Ego (IIO), Openness to Revise Someone's Point of View (OROV), Respect for Other Perspectives (ROV), Lack of Too Intellectual Trust (LIO). The purpose of this study was to adapt the CIHS into an Indonesian version for secondary school students in Indonesia. The quantitative research method was carried out in several stages based on the guidelines for adapting measuring instruments from the International Test Commission (ITC). This study involved 411 participants aged 14-19 years (M = 16.10) who were selected by convenience sampling. The procedure for testing the reliability and validity through internal consistency and confirmatory factor analysis (CFA) was carried out. The results of reliability calculations show that the Indonesian version of the CIHS does not have items with high internal consistency, both as an overall score and on the two aspects included in it. Other than that, the results of the validity test using the CFA showed a good fit, by meeting 2 of the 3 criterions. The development of this measurement is still needed, especially in increasing its reliability score. However, the Indonesian version of the CIHS is valid in measuring the construct of intellectual humility. The results of this study can be used as a reference for measuring instrument adaptation research, the development of the intellectual humility construct in the future, and further development of this study can assist teachers and school psychologists in the process of measuring Intellectual Humility for building characters of secondary school students in Indonesia.