This study is to describe comprehensively the design of vocational high school curriculum as a work culture institution. The results of the study five things. First, the important content of work culture values for vocational school students. Second, curriculum developers are encouraged to modify the work culture, which leads to the values of hard work, work ethic, discipline, responsibility, creativity, cooperation, morality, to ethical and aesthetic standards. Third, curriculum developers are encouraged to redefine the essence of industrial work practices carried out by students. Fourth, the growth of work culture in schools is designed with shared commitment through systems, structures, regulations, and daily practices. Fifth, strengthening the work culture can be implemented in two ways, namely internalizing the values of work culture and creating a friendly school environment with a work culture. Study it conclude that the design of the vocational high school curriculum must generate students with capability in transforming moral and performance-based work culture institutions.

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Studi ini menggambarkan model pengembangan nilai-nilai pendidikan karakter pada satuan pendidikan rintisan tahun 2010 yang diselenggarakan oleh Pusat Kurikulum. Studi berbentuk kajian deskriptif dengan analisis wacana kritis, di mana data utama diolah berdasarkan program kegiatan, pelaksanaan kegiatan, dan laporan hasil kegiatan di seluruh satuan pendidikan rintisan implementasi karakter bangsa. Informasi dikumpulkan melalui berbagai sumber seperti dokumentasi, fokus grup diskusi, dan keterlibatan langsung peneliti dalam kegiatan rintisan. Teknik analisis data yang dipergunakan, yaitu deskripsi, dan interpretasi. Hasil kajian menunjukkan bahwa satuan pendidikan rintisan umumnya berhasil menerapkan nilai-nilai karakter yang dapat diamati secara kasat mata langsung (tangible) seperti religius, peduli lingkungan (bersih, rapi, aman, nyaman, indah, teduh dan sejuk), disiplin, empati, kerja sama, sopan santun, ramah, senyum, salam, dan sapa. Keberhasilan tersebut diperoleh dari adanya tahapan kegiatan yang terorganisir, terkoordinasi, dan terkondisi, melalui sosialisasi kebijakan pengembangan model dan pelatihan, pelaksanaan magang di satuan pendidikan pengalaman terpetik (best practice), penyusunan kurikulum tingkat satuan pendidikan, dan supervisi. Kata kunci: kesadaran, komitmen, penanaman nilai, dan pembudayaan.

This study is to examine the empirical facts of multicultural curriculum implementation in primary schools in South Tangerang City. The method used was descriptive qualitative and the main data were collected from focus group discussions and school observation. Data analysis techniques using descriptive statistics. The study was conducted from July 2016 to November 2016. The population of this study were teachers and elementary school students in the city. The sample was taken by purposive sampling.The result show that the existing curriculum documents have significantly integrated multicultural values and the teachers and principals' understanding of multicultural knowledge lies in a significant category. Concerning the implementation of the curriculum, it is revealed that it is not significantly controlled in schools, it has not significantly encouraged the reinforcement of multicultural values, and it has not voiced significant harmony for educational culture, school curriculum, and multiculturalism through empowerment. In conclusion, the implementation of multicultural curriculum in primary schools in this city has not changed for the better direction.

The purpose of this research is to comprehensively examine the views of special school teachers in the development of special educational curricula on the design and principles. The research involved fourty three teachers froms eight different special schools.Data was collected through forum group discussion dan analyzed by descriptive qualitative method. The results show, first, from the teacher's point of view, that in designing a special educational curriculum for learners with special needs it should contain practical knowledge, moral character qualities and performance, essential skills, competence, art, and literacy praxis. Secondly, flexibility, functionality, independence, literacy, and vocational are the principles of developing a special education curriculum for learners with special needs.Keywords: teachers' views, curriculum development, curriculum principles, special education Abstrak: Penelitian ini bertujuan untuk mengkaji secara komprehensif pandangan guru sekolah luar biasa dalam pengembangan kurikulum pendidikan khusus pada dimensi perancangan dan asasnya. Penelitian melibatkan empat puluh tiga guru sekolah luar biasa dari delapan sekolah. Data dikumpulkan dengan menggunakan teknik diskusi kelompok terpumpun dan teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa dari sudut pandang guru dalam perancangan kurikulum pendidikan khusus untuk peserta didik berkebutuhan khusus harus mengandung muatan-muatan pengetahuan praktis, kualitas karakter moral dan kinerja, keterampilan penting, kompetensi, seni, dan praksis literasi. Selain itu, keluwesan, fungsional, kemandirian, literasi, dan kejuruan merupakan asas-asas pengembangan kurikulum pendidikan khusus bagi peserta didik berkebutuhan khusus.