Analisis Penerapan 5S pada Praktik Sistem Rem di Sekolah Menengah Kejuruan

Mochamad Irsyal Mahardhika; Yusep Sukrawan; Tatang Permana; Ridwan Adam Muhamad Noor

doi:10.36312/panthera.v6i4.1501

Authors

Mochamad Irsyal Mahardhika Program Studi Pendidikan Teknik Otomotif, Fakultas Pendidikan Teknik dan Industri, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi Nomor 299, Bandung, Jawa Barat 40154, Indonesia
Yusep Sukrawan Program Studi Pendidikan Teknik Otomotif, Fakultas Pendidikan Teknik dan Industri, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi Nomor 299, Bandung, Jawa Barat 40154, Indonesia
Tatang Permana Program Studi Pendidikan Teknik Otomotif, Fakultas Pendidikan Teknik dan Industri, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi Nomor 299, Bandung, Jawa Barat 40154, Indonesia
Ridwan Adam Muhamad Noor Program Studi Pendidikan Teknik Otomotif, Fakultas Pendidikan Teknik dan Industri, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi Nomor 299, Bandung, Jawa Barat 40154, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i4.1501

Keywords:

5S Work Culture, Vocational Education, Brake System Practice, Vocational High Schools

Abstract

The brake system practice at SMK Taruna Mandiri Cimahi faces obstacles in optimizing the internalization of the 5S work culture that is in line with automotive industry standards. This study aims to analyze the level of implementation of the 5S work culture and identify differences between student perceptions and the actual conditions of practice in the brake system workshop. The study used a descriptive quantitative approach involving 55 students of class XI of Light Vehicle Engineering (TKR). Data were collected through questionnaires and direct observation, then analyzed using descriptive statistics in the form of percentages. The results showed that students' perceptions of 5S implementation were in the "very good" category, with an achievement percentage of 88.30%-90%. However, the results of observations showed a striking difference between these perceptions and the actual conditions in the workshop. Discipline in arranging and maintaining tools still tends to depend on teacher supervision and is not fully based on students' independent awareness. Several aspects that still need to be strengthened include the tool labeling system that is not yet optimally available, difficulties in the tool sorting process, and inconsistent functional maintenance of tools after practice. The research findings indicate that the less than optimal internalization of the 5S work culture is suspected to be related to the lack of adequate visual control facilities. This research contributes by identifying discrepancies between students' perceptions and actual conditions in workshops, as a basis for strengthening a visual control-based work culture in vocational education. Schools are recommended to implement an integrated visual control system, such as tool labeling and red tagging, to support the development of a more independent and consistent 5S work culture.

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