In their excellent volume on community-based research (CBR) centered at the University of Victoria in British Columbia, editors Etmanski, Dawson, and Hall (2014) introduce a table of twenty-eight terms and traditions associated with CBR, among them action research, engaged scholarship, knowledge translation, and participatory evaluation. The follow-up has been to establish a network of regional hubs of excellence to advance research and its applications to public policy at regional and national levels with standards of excellence derived from the summit serving as guiding principles for best practice. The invited participants drawn from different stakeholder groups from across Canada addressed the development of standards of excellence for community engaged research based on the breadth and depth of previous work and exemplified by seminal regional case studies. In November 2014, CBRC partnered with the Centre for Community Based Research in Waterloo, Ontario to host a very successful national summit on Pursuing Excellence in Community-Campus Research. Building on a strong research community across the country, Community Based Research Canada (CBRC) supports a national network of university and community researchers working with their partners on a broad range of programs and projects addressing issues of high priority on the research and societal agendas. The Social Sciences and Humanities Council of Canada (SSHRCC), one of the three federal granting councils, has played a lead role and has made partnership research one of the three main components of its funding architecture. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.Ĭanada has a strong track record of community engaged research in our universities and colleges. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. The needs of the procurement very urgent and important to be Results of the review in the field stated that theĪssessment system is needed to the sustainability of chemical material adaptive as of The teacher's knowledge of the position of the chemical in the learning process ongoing

Pattern then to develop chemistry in vocational assessment should be preceded with Chemical subjects taught should be inĪccordance with the material the field of productive or fields of expertise leaner.Ĭhemical materials will have different implications for each different skill.

Vocational school, having meaning that lesson chemical focused to give the provision for

Chemical subjects as of matter adaptive (A unit of curriculum level of education/KTSP )Īnd the base of fields of expertise (curriculum-2013/K-13 ) in Vocational school shouldīe having specific characteristic which in contrast to high school.

Permendiknas no 23 tahun 2006