The objective of this research is to provide an
in-depth explanation of the development of a curriculum centered around the
fourth industrial revolution at the Toyota Indonesia Community Academy.
The research was carried out utilizing descriptive
qualitative research at the Toyota Indonesia Community Academy. The informants
in this research study included the director of the community academy, the
deputy director of curriculum, the deputy director of student affairs, and the
head of the teaching factory unit. Information was gathered through interviews,
observations, and documentation analysis. The acquired data is subsequently
evaluated using the methodology outlined by Miles and Huberman, which includes
the stages of data collection, data condensation, data display, and conclusion.
The findings of the research
are as follows: (1) The Competency Standards for Graduates of the Toyota
Indonesia Community Academy Diploma in Two Four-Wheeled Vehicle Assembly
Operations Management defines the role of an operator in the four-wheeled
vehicle assembly production process at a level equivalent to KKNI level four.
(2) The Toyota Indonesia Community Academy collaborates with the industry to
build the agreed Competency-Based Learning. (3) The curriculum structure and
learning system have undergone various improvements. These include organizing
the courses for each semester in a systematic sequence, starting with
fundamental courses and incorporating introductory courses. (4) The viability
and efficacy of a curriculum based on Industrial Revolution 4.0 can be observed
through indicators such as a 100 percent employment rate for graduates within
three months, consistent recruitment, increasing interest from prospective
students each year, and the alignment of knowledge and connections with
industry requirements.