Kajian Epistemologis Evaluasi Psikomotorik pada Pelatihan Vokasi Balai Diklat Industri Yogyakarta
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Abstract
Evaluasi psikomotorik dalam pelatihan vokasi sering diperlakukan sekadar sebagai pengisian nilai keterampilan, padahal secara epistemologis evaluasi mencakup cara lembaga membangun bukti dan membenarkan klaim bahwa peserta telah kompeten melakukan pekerjaan. Artikel ini bertujuan mengkaji dasar epistemologis evaluasi psikomotorik pada pelatihan vokasi di Balai Diklat Industri Yogyakarta. Kajian menggunakan pendekatan kualitatif berbasis analisis dokumen dengan empat sumber utama, yaitu artikel proses Diklat 3-in-1, dokumen Program Pelatihan Berbasis Kompetensi Operator Stitching/Operator Jahit, formulir evaluasi peserta, serta lembar evaluasi pengajar dan penyelenggara. Data pendukung diperoleh dari laman resmi BDI Yogyakarta, LSP P1 BDI Yogyakarta, dan standar pelayanan Diklat 3-in-1. Analisis meliputi reduksi data, pengodean tematik, pemetaan bukti performa, serta pembacaan epistemologis terhadap sumber pengetahuan, objek evaluasi, validitas, dan justifikasi keputusan kompeten. Hasil kajian menunjukkan bahwa evaluasi psikomotorik memiliki fondasi dokumenter yang kuat pada standar dan tugas melalui kriteria unjuk kerja, praktik kerja, penerapan K3, mutu hasil jahitan, dan sertifikasi kompetensi. Namun, dokumen yang tersedia belum sepenuhnya menampilkan rubrik operasional, pembobotan indikator, standar toleransi mutu, dan mekanisme kalibrasi penilai. Kebaruan penelitian ini terletak pada penggunaan perspektif epistemologi untuk memetakan rantai standar, tugas, bukti, penskoran, dan keputusan kompeten dalam evaluasi psikomotorik pada pelatihan vokasi industri. Secara teoretis, penelitian ini menempatkan evaluasi psikomotorik sebagai proses pembentukan dan pembenaran pengetahuan tentang kompetensi; secara praktis, hasilnya menyediakan dasar pengembangan matriks keterlacakan dan rubrik analitik berbasis performa agar evaluasi lebih transparan, konsisten, dapat diaudit, dan selaras dengan kebutuhan industri.
Psychomotor evaluation in vocational training is often treated as skill-score recording, although epistemologically it concerns how institutions construct evidence and justify competence claims. This article examines the epistemological basis of psychomotor evaluation in vocational training at the Yogyakarta Industrial Training Center. The study used qualitative document analysis of four main sources: an article on the 3-in-1 training process, the competency-based training program for stitching/sewing operators, the participant evaluation form, and the instructor and organizer evaluation form. Supporting data came from the official BDI Yogyakarta and LSP P1 BDI Yogyakarta websites and the public service standard for 3-in-1 training. The analysis included data reduction, thematic coding, performance-evidence mapping, and epistemological interpretation of knowledge sources, objects of evaluation, validity, and competence decisions. The findings show that psychomotor evaluation has a strong documentary foundation in standards and tasks through performance criteria, workplace practice, occupational safety and health, stitching quality, and competency certification. However, the available documents do not fully present operational rubrics, indicator weighting, quality-tolerance standards, or rater-calibration mechanisms. The novelty of this study lies in using an epistemological perspective to map the chain linking standards, tasks, evidence, scoring, and competence decisions in psychomotor evaluation within industrial vocational training. Theoretically, the study positions psychomotor evaluation as a process of constructing and justifying knowledge about competence; practically, it provides a basis for developing a traceability matrix and an analytic performance-based rubric to make evaluation more transparent, consistent, auditable, and aligned with industrial needs.
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