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"[ABSTRAKPada tahun 2005 Kemdikbud mengeluarkan kebijakan penguatan pendidikanvokasional, yaitu target perbandingan 70:30, untuk 70 persen jumlah siswa SMKlebih banyak daripada jumlah siswa SMA pada tahun 2015. Argumentasikebijakan tersebut adalah mengatasi masalah ketenagakerjaan yang berkaitandengan keterampilan yang spesifik dan mengentaskan pengangguran. Sampaibeberapa tahun terakhir ini, jumlah siswa dan sekolah SMK tumbuh relatif cepat.Konsekuensinya anggaran yang dikeluarkan untuk menyelenggarakan pendidikanSMK jumlahnya lebih besar daripada SMA. Namun data menunjukkan bahwatingkat pengangguran lulusan SMK masih lebih tinggi dari lulusan SMA,sedangkan tingkat upah tidak berbeda signifikan. Penelitian ini menggunakananalisis deskriptif dan analisis biaya-manfaat. Hasil penelitian menunjukkanbahwa tingkat pengangguran tamatan SMA dengan SMK tidak terlalu besarperbedaannya, dan perubahan proporsi jumlah siswa 70:30 merupakan kebijakanyang kurang tepat.

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ABSTRACTIn 2005 the Ministry of Education and Cultural issued a policy to strengthenvocational education. The target policy is to change the proportion of studentfrom vocational high school and general high school to 70:30 in 2015. The policyargument is addressing the employment issues relating to the specific skills andalleviate unemployment. Until the last few years, the number of students andvocational school grew relatively fast. The consequences is, the budget spent bythe government on vocational school expenses is higher than general school. However, the data showed that the unemployment rate for vocational graduate ishigher than general school graduate, meanwhile the wage levels did not differsignificantly. This study are using descriptive analysis and cost-benefit analysis.Results show that the comparation of unemployment rate between general schooland vocational school graduates is not to high, and the the changing proportionof 70:30 students are ineficient policies;In 2005 the Ministry of Education and Cultural issued a policy to strengthenvocational education. The target policy is to change the proportion of studentfrom vocational high school and general high school to 70:30 in 2015. The policyargument is addressing the employment issues relating to the specific skills andalleviate unemployment. Until the last few years, the number of students andvocational school grew relatively fast. The consequences is, the budget spent bythe government on vocational school expenses is higher than general school. However, the data showed that the unemployment rate for vocational graduate ishigher than general school graduate, meanwhile the wage levels did not differsignificantly. This study are using descriptive analysis and cost-benefit analysis.Results show that the comparation of unemployment rate between general schooland vocational school graduates is not to high, and the the changing proportionof 70:30 students are ineficient policies, In 2005 the Ministry of Education and Cultural issued a policy to strengthenvocational education. The target policy is to change the proportion of studentfrom vocational high school and general high school to 70:30 in 2015. The policyargument is addressing the employment issues relating to the specific skills andalleviate unemployment. Until the last few years, the number of students andvocational school grew relatively fast. The consequences is, the budget spent bythe government on vocational school expenses is higher than general school. However, the data showed that the unemployment rate for vocational graduate ishigher than general school graduate, meanwhile the wage levels did not differsignificantly. This study are using descriptive analysis and cost-benefit analysis.Results show that the comparation of unemployment rate between general schooland vocational school graduates is not to high, and the the changing proportionof 70:30 students are ineficient policies]"

"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 denganperbedaan berpendapat. Dewasa ini, alat ukur The Comprehensive Intellectual Humility Scale (CIHS) telah teruji secara komprehensif mampu mengukur konsep IHyang 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 penelitianini adalah mengadaptasi alat ukur CIHS ke dalam versi bahasa Indonesia pada siswaSLTA di Indonesia. Metode penelitian kuantitatif dilakukan dalam beberapa tahapberdasarkan pedoman adaptasi alat ukur dari International Test Commission (ITC).Penelitian ini melibatkan 411 partisipan berusia 14-19 tahun (M = 16.10) dipilihmelalui convenience sampling. Prosedur pengujian reliabilitas dan validitas melaluiinternal consistency dan confirmatory factor analysis (CFA) telah dilakukan. Hasilperhitungan reliabilitas menunjukkan alat ukur CIHS versi Bahasa Indonesia tidakmemiliki item-item dengan nilai konsistensi internal yang tinggi, baik secarakeseluruhan maupun pada dua aspek yang termasuk di dalamnya. Sementara itu, hasiluji validitas dengan menggunakan CFA menunjukkan model good fit, denganmemenuhi 2 dari 3 kriteria yang berlaku. Pengembangan alat ukur ini masihdiperlukan terutama dalam meningkatkan nilai reliabilitasnya. Meskipun demikian,alat ukur CIHS versi Bahasa Indonesia valid dalam mengukur konstruk IntellectualHumility. Hasil penelitian ini dapat digunakan sebagai acuan penelitian adaptasi alatukur, pengembangan konstruk Intellectual Humility di kemudian hari, sertapengembangan lebih jauh dari penelitian ini dapat membantu guru dan para psikologsekolah dalam proses asemen pengukuran Intellectual Humility untuk pengembangan karakter siswa SLTA di Indonesia.

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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."