Adaptive Curriculum Development on Tourism Vocational Secondary Education

The presence of industrial revolution 4.0 brought various changes and shifts that occurred in industry and had an impact on vocational secondary education which was closely related to industry. This study aims to analyze the curriculum for vocational secondary education in middle of industrial revolution 4.0 era. The method used is literature review through scientific articles indexed in the last 10 years and focus group discussions with teachers, practitioners in tourism sector and curriculum experts. The findings of this study indicate the adaptive curricula as a modified curriculum model that adapts to situations, conditions, and needs in the field. It is necessary to reconstruct curriculum content in Vocational Secondary Education by optimizing cooperation with industry and the world of work. In addition, strengthening the ability of Literacy, Language and Numerical (LLN), Employability Skills (ES), transferable skills (TS) that are integrated in a comprehensive range of subjects are the main assets for vocational secondary education students to be more adaptive in facing and winning the competition for various changes, shifts that occur in the industry and world of work that a very massive.


1)
Duplication Model. Duplication means imitating or creating. To imitate means to make things the same or the same. The duplication model can be applied to the four main components of the curriculum, namely objectives, content, process and evaluation.
2) Modification Model. It means to change of the path and or items to improve the fit between the objects. In this case the curriculum is implemented based on some modification by considering purposes to be gained, participants or students who attend, and the environment of learning.
3) Substitution Model. Substitution means replacing. In relation to the curriculum model, substitution means replacing something in the general curriculum with something else. The replacement model (substitution) can occur in terms of learning objectives, materials, processes or evaluation.

4)
Model. Omission means eliminating. In relation to the curriculum model, omission means an attempt to remove something (part or whole) from the general curriculum. Omission means that something in the general curriculum is not delivered or not given to vocational students. The difference with substitution is that in the substitution there is an equivalent substitute material, while in the omission model there is no substitute material.
Vocational education is very close to industry and the world of work, of course, must pay attention to the needs and demands of the industry (Gamble, 2016;Mukhtar & Ahmad, 2015;Sanders et al., 2016).
The tourism industry is the largest contributor to foreign exchange in Indonesia for 2015-2018 as shown in Table 1 below: Source: BPS, 2018 The conditions shown in Table 1 are the background that should be investigated further in order to prepare competent prospective workers in the tourism sector. Therefore, the vocational education curriculum in the tourism sector must continue to increase the competency capacity of its graduates to be absorbed properly. Competency readiness of vocational education graduates in the tourism sector will be optimal if it is supported by a curriculum that prepares graduates according to various industrial demands and needs. This study aims to find a model of the adaptive curriculum for vocational education in the tourism sector that is responsive to changes and shifts in the tourism industry that have occurred so fast and massive in the era of the industrial revolution 4.0.
In terms of literacy and numeracy skills. Literacy is the ability to read, write, speak and listen in ways that will allow us to communicate effectively to a variety of different audiences and to make sense of It can be defined as general and basic competences. The ability to think about, and with, language and mathematics is needed in a variety of contexts, be it personal, social, or professional. Literacy is the ability to reason using language. Literacy is not only the ability to read, literacy is the ability to analyze a reading and the ability to understand the concepts behind the writing. Meanwhile, numeration is the ability to analyze using numbers. These are two things that will be important in real life. Numerical literacy is the knowledge and skills to: Use a wide variety of numbers and symbols associated with basic mathematics to solve practical problems in a wide variety of contexts of everyday life. Analyze the information presented. in various forms (graphs, tables, charts, etc.) and then use the interpretation of the results of the analysis to predict and make decisions Numeration skills In simple terms, numeration can be interpreted as the ability to apply number concepts and arithmetic operations skills in everyday life. For example at home, work, and participation in community life as well as citizens. Or the ability to interpret quantitative information that is around us. This ability is shown by being comfortable with numbers and being able to use practical mathematical skills to win meet the demands of life. In addition, this ability also refers to the appreciation and understanding of information expressed mathematically, for example graphs, charts, and tables. Those are the basic skills that need to be possessed as skills in order to survive and work in real life in society.
In terms of employability, The International Labor Organization (ILO) defines employability skills as skills, knowledge, and competencies that increase a person's ability to find and maintain a job, develop in the workplace and be able to deal with change, get another job if he wants to quit or be laid off and can return to the world (ILO, 2013). Work easily at different times of its life cycle. In other words, employability is defined as the ability to have skills, knowledge, understanding and personality that make a person able to choose and feel comfortable with his job so that he becomes satisfied and ultimately becomes successful. There are eight aspects of Employability Skills. They are: (i) Communication skills that contribute to productive and harmonious relationships between professional colleagues and customers; (ii) Team work skills that will contribute to working relationships and productive outcomes; (iii) Problem-solving skills that contribute to producing productive outputs; (iv) Initiative and entrepreneurial skills (initiative and enterprise skills) that contribute to innovative outputs; (v) Skills in planning and organizing (planning and organizing skills) that contribute to short-term and long-term strategic planning; (vi) Self-management skills that contribute to the growth and self-satisfaction of the profession; (vii) Learning skills that contribute to continuous improvement / improvement and expansion of outcomes and expansion of organizational personnel and operations; and (viii) Skills in using technology (technology skills) that contribute to effective and efficient task execution.
Employability skills or work skills need to be possessed by human resources at all career levels in the world of work. Thus, workers can always work effectively and efficiently, so as to have a positive impact on the progress of the company. This means that only companies whose workers have good work skills can develop properly. The development of the global economy, information and communication technology demands a level of competence that is able to quickly anticipate any changes and developments, so that the demands for work skills continue to develop as well. So work skills must continue to be honed along with these changes and developments. Furthermore, sharpening work skills can be divided in several skills. They are as the following.  world of work because these transferable skills are portable skills that are owned someone and is ready to be taken advantage of to get work done at work. Since several years ago transferable skills were developed by some university. The basic principle of developing student transferable skills is that they can be developed through improving the quality of learning during the study period. This concept until now it continues to be developed in both universities, especially it has not been measured. A good competency foundation is built from good soft skills materials. Soft skills that are developed should be selected from transferable aspects so that the transferable skills possessed by students can actually be used to complete work in their place later. The characteristic of transferability skill are as the following:

Figure 2. Core Competences in Curriculum 2013
The formulation of SMK core competencies uses the following notation : Core Competency-1 (KI-1) for the core competence of spiritual attitudes; Core-2 Competencies (KI-2) for the core competencies of social attitudes; Core-3 Competencies (KI-3) for core knowledge competencies; and Core-4 Competencies (KI-4) for core competency skills. Description of Core Competencies for vocational Secondary School level can be seen in the following table.

Results and Discussion
Change will always occur at any time, without changes in education to be left behind and the nation's generation cannot catch up with progress (Deloitte, 2015;Ghufron, 2018). Adaptation or modification and innovation are always needed, especially in the field of education (Abdullah et al., 2020)  revolution 4.0 are intended as an idea, idea or particular action in the field of curriculum and learning that is considered new to solve educational problems, especially in Vocational High Schools (SMK) in the tourism sector. All changes will carry risks, but the strategy maintains the structure of a curriculum, methods, models and media. Various problems of curriculum innovation are related to the relevance of learning materials to student needs (Salleh & Sulaiman, 2020), between the quality of learning in schools and users of graduates in the work field. Relating to quality cognitive, affective and psychomotor, as well as opportunities exist in the world of work.
The changes that occurred in the era of the industrial revolution 4.0 required increased competence to survive, humans must have three main literacies, namely: data, technology and human literacy. This type of human literacy is related to leadership skills, the ability to work in teams, and the skills to understand other people's cultures and build relationships with people across cultures (Wongso, 2019).
The findings in this study indicate the need for an adaptation of the Vocational High School (SMK) curriculum in tourism that adapts to industry demands and needs through approaches and cooperation with industry as an effort to prepare competent graduates in the tourism sector. The general description of the SMK adaptive curriculum model can be described in Figure 3:  In Figure 3, the collaboration between schools, industry and the world of work and BLK / LPK has been described. This adaptive curriculum model was created to provide space for industry and the world of work as well as BLK / LPK to be directly involved in the vocational education curriculum.
The implementation that is expected by SMK students is that they are capable and have the ability of capable Transferable Skills (TS) and Employability Skills (ES) through the forging and involvement of IDUKA / BLK / LPK. The results of this study, the adaptive curriculum model in Figure 3 is outlined through the existing curriculum structure in the Vocational School of Tourism in the Culinary Expertise Program, as illustrated in Figure 4 below: Literacy, Language and Numerical (LLN) subjects can be implemented in several subjects including Religion, Citizenship Education, Mathematics, English and Indonesian, Arts and Sports. All subjects under the LLN are intended to educate students as Indonesian citizens having basic skills as a requirement for 21st century skills (Abdullah et al., 2020;van Laar et al., 2020). Mastery of LLN will encourage students to have capabilities in developing communication, collaboration, critical thinking and creativity (Siswati, 2011). Meanwhile, the Religion subject is intended so that students have good morals and have faith in God.
In the Vocational subject consists of Employability Skills (ES), Transferable Skills (TS), and skilled packages (Haryanti et al., 2020;Kranov & Khalaf, 2017). In ES, students are trained by special activities so that they have skills The essence and nature needed for every job Some of the essences of ES include good communication (van Laar et al., 2020), motivation and initiative (Mukti et al., 2018), leadership (Ahmad, 2015), teamwork (Murgor, 2013), adaptability (Creese et al., 2016), patience (Xu, 2014 skills that are relevant and useful in various areas of life: socially, professionally, and at school. In addition, it is strengthened by the results of the FGD that have been carried out that efforts to predict future competencies, especially for SMK graduates, one of which is the need to bring industry to SMK from an early age as an effort to adjust industrial conditions in the field. The importance of increasing vocational graduates' literacy, work mentality, attitude, grooming, communication in accordance with industry demands. The collaboration between SMK, industry and associations is expected to be able to evaluate the existing curriculum in SMK. The work character of vocational students is the main point that must be prioritized. There is a need for competency collaboration of various subjects to improve work character through Literacy, Language, Numerical (LLN).

Conclusions and Suggestions
This study shows the adaptive curriculum as a modified curriculum model that adapts to situations, conditions, and needs in the field. Vocational Secondary Education curriculum materials need to be reconstructed by optimizing cooperation with the industrial world and the world of work. In addition, the strengthening of Literacy, Language and Numeric (LLN), Job Skills (ES), Transferable Skills (TS) is integrated in a comprehensive range of subjects. The adaptive curriculum is one way to prepare the main assets of SMK students to be more adaptive in facing and winning the competition for various changes, shifts that occur in the industrial world and the very massive world of work.