P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
826
THE IMPACT OF SHARED VALUES ON CSR PROGRAMS IN THE
FIELD OF VOCATIONAL EDUCATION
Meldawita, Dita Oki Berliyanti
Faculty of Master of Management Sustainability, Universitas Trisakti, Indonesia
meldawita122012006081@std.trisakti.ac.id, dita.oki@trisakti.ac.id
ABSTRACT
CSR programs in the field of sustainable education are very important in supporting sustainable
development goals, namely the achievement of quality education. Industry involvement is an important
factor in the realization of quality education, especially for vocational high schools, so that the competencies
possessed by students and teachers are in accordance with the competencies needed by industry and the
times. Therefore, it is interesting to explore more deeply what CSR programs are carried out by the industry
to improve the quality of schools through increasing the competence of students and teachers and the impact
felt by schools with this CSR program. The method used is a mixed method with concurrent embedded
design where in this study qualitative method is the primary method used, while the quantitative method is
used only to find supporting data.
PT. X & PT. Y is two automotive companies that have been fostering vocational schools in Indonesia for
more than 3 years, through CSR programs in the field of vocational education. The short-term goal of the
program is to improve the competence of students and teachers. And the long-term goal of this program is to
contribute to sustainable development goal (SDG) number 4, namely quality education. The results showed
that CSR carried out by the industry had a positive impact on schools and companies, and in its
implementation using the concept of creating shared value (CSV).
Keywords: industry, sustainability, education, competence, vocational high school
This article is licensed under CC BY-SA 4.0
INTRODUCTION
Quality human resources (HR) are an important factor for a country to form a strong
economy and accelerate social development (Polat et al., 2010). Quality human resources are
certainly produced through good and quality education. Currently, the condition of education
in Indonesia is in need of changes, especially in terms of quantity. The current condition of
education in Indonesia, especially in Vocational High Schools (SMK) which are in need of
changes both in terms of quantity and quality. This is related to the high number of unemployed
vocational school graduates as of February 2022, which is 10.38% of the number of
unemployed in Indonesia, compared to other education-level graduates.
The cause of the high number of unemployed SMK graduates is largely due to the job
qualification requirements or competencies required by employers that cannot be met by
graduate students. This condition is contrary to the purpose of vocational education, which is
to prepare students to enter the world of work by preparing equipment, providing training in
accordance with new technologies and cooperating with partners (Clarke & Winch, 2012).
According to the Industrial Resources Development Agency of the Ministry of Industry 2019,
the common problems that exist in SMK include the low competence of SMK graduate students
who have a competency gap far from the needs of the industry. Competence is defined as a
combination of knowledge, science, sand kills, where the three are interconnected and also
with other completeness to support high performance in a job (Mirabile, 1997)
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
827 2, 3., February 2023
In connection with these problems, the government encourages industry players to play an
active role in helping to solve the problem of unemployment, to minimize the competency gap
in vocational education. Cooperation between SMK and industry has a clearer opportunity in
the development of industrial-based schools, resulting in a competent workforce. Based on the
existing phenomenon, researchers are interested in researching what CSR programs are carried
out to improve the competence and quality of schools. So that the purpose of this study is to
provide an overview of CSR programs in the field of education run by the industry, the
implementation process and the impact felt by schools and companies.
METHOD
The subjects of this study are two automotive manufacturing industry companies, namely:
PT. X motorcycle manufacturing company and PT. Y is a passenger vehicle manufacturing
company. PT. X has SMK fostered partners, one of which is SMK MI. Meanwhile, PT. Y has
smk fostered partners, one of which is SMK BP. These two automotive industry companies
and the two vocational schools have been working together for more than 3 (three) years.
The method used in this study is a mixed method with concurrent embedded design, which
is a study that combines qualitative and quantitative methods together, but the weights of the
two are different (Sugiyono, 2022). In this study, qualitative methods became the primary
method used, while quantitative were only a secondary method to obtain supporting data. Data
collection uses triangulation techniques with one of the activities being an in-depth interview.
Researchers conducted interviews with 9 (nine) people from PT. X & PT. Y and SMK.
Determination of interviewees using purposive sampling and snowball sampling methods. The
content analysis method is used to analyze the data or information obtained. For quantitative,
researchers use student report cards in even semesters and odd semesters, which are calculated
using paired sample t-tests, to find out whether there are differences or changes in grades with
training conducted in even semesters.
Figure 1. Conceptual Framework
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
828 2, 3., February 2023
RESULTS AND DISCUSSION
1. CSR programs in the field of vocational education run by the company
Educational CSR broadly leads to social development which is implemented through the
provision of job skills training, and knowledge ease in education (Marlia & Hidayat, 2008).
PT. X and PT. Y has various types of CSR programs related to vocational education, namely:
1. Training for teachers and students
2. Donation of vehicle units for schools
3. Work internships
4. Curriculum alignment
5. Seminar
6. Competency test.
Training and seminars, at PT. X there is training but no seminar, while for PT. Y there is
training and seminars a day. These training and seminars are provided for teachers and students.
As said by McQuay (2002) said that the implementation of educational CSR programs includes
the construction of educational institution infrastructure, training, internships, and providing
practical equipment.
Donation of vehicle units for schools, from the results of research it was found that PT. X
gave 1 unit of motorcycle vehicles and special tools to SMK MI which was intended as a
practical tool at the beginning of the program period. Currently, SMK MI has a teaching factory
from PT.X. Y vehicle donation was also given at the beginning of the program, namely 1 unit
of passenger vehicle. A vehicle donation was given by PT. Y to SMK BP is intended as a
practical tool for students in teaching and learning activities. This vehicle donation aims to help
complete the existing facilities in the school. Because the completeness of learning facilities
and infrastructure is an important factor in supporting teacher competence, if facilities or
facilities are lacking, the teaching and learning process will be disrupted (Djamarah & Zain,
2006).
Internships, both PT. X and PT. Y has an internship program. Work internship is a teaching
and learning process through activities or activities in the real world of work, so it is expected
to improve skills and knowledge through experience gained during internships. Internships are
also learning in the world of work to bring out the abilities of students in the field (Wibisono,
2007).
Curriculum alignment, PT. X has a special curriculum for Motorcycle Engineering &
Business (TBSM). Meanwhile, it is in accordance with the theory from Sukmadinata (2017)
which states that the curriculum is designed by providing guidelines for use in learning
activities. Then on PT. Y, although it does not have a special curriculum for the Light Vehicle
Engineering (TKR) major, it uses the Indonesian National Work Competency Standard
(SKKNI) and the company's internal Standard Operating Procedures (SOP), as learning
materials provided during student training.
2. The process of implementing CSR in the vocational field
CSR Pattern of PT. X & PT. Y is to play a direct role in carrying out CSR programs but
for some activities in collaboration with authorized dealers of the company, in accordance with
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
829 2, 3., February 2023
the theory that there are four patterns in the implementation of CSR programs in Indonesia,
one of which is: playing a direct role without intermediaries (Wibisono, 2007).
The scope of CSR in the narrow sense is to be responsible to the general public who do
not have a contractual relationship with the corporation. Meanwhile, the scope of CSR in a
broad sense as a social responsibility to human rights, namely in terms of education. The scope
of CSR activities in the field of education, namely the existence of mentoring activities in the
field of education. This mentoring program is in accordance with the theory from Primahendra
(2002), that the accompanying staff functions as a person who provides facilities,
communicates, and makes dynamics.
CSR program in the field of vocational education at PT. X and PT. Y has become part of
the company's business strategy for the long term to increase brand awareness and brand image,
so it is included in the level 5 category, where in this case CSR has been integrated with the
company's business planning system.
3. Identify the type of competence that the company provides to smk students &
teachers
Competence is a combination of knowledge, science, and knowledge (Mirabile, 1997).
From the results of the research, the competencies provided by PT. X and PT. Y in the form of
hard skills and soft skills through training, in the form of expertise competencies in accordance
with the industry field.
Competencies provided by PT.
X to SMK MI
Competencies provided by PT.
Y to SMK BP
Hard Skills
Soft Skills
Hard Skills
Soft Skills
Student
Teacher
a. Training from PT. X
No.
Types of competencies for students
Hard Skills
Soft Skills
1
Inspection of lamps and horns
Cost leadership
2
Engine oil check and change
Work culture
3
Carburetor cleaning
4
Air filter cleaning
5
Spark plug health check
6
Valve tenuous adjustment
7
Automatic clutch checking and adjustment
8
Manual clutch check and adjustment
9
Belt drive check (visual)
10
Wheel chain inspection, adjustment and lubrication
11
Wheel & tire inspection
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
830 2, 3., February 2023
12
Front & rear brake check and adjustment
13
Examination and measurement of accu voltage
14
Inspection and adjustment of the free movement of
the steering handlebar
15
Carburetor adjustment and engine revs
16
Throttle tuning
17
Inspection and tightening of bolts & nuts
18
PGM FI fuel pressure check
19
ECM check and PGM-FI failure code reset
20
Setting altitude and TP PGM-FI
21
Setting answer back system
22
CBS inspection and tuning
23
Disassemble CVT
24
SHIM replacement
No.
Training From PT. X - Types of Competencies For Teachers
Level Bronze
Level Silver
1
Inspection, tuning and replacement of
drive chains and sprockets
Inspection of lamps and horns
2
Inspection, adjustment and
replacement of brake pads
Engine oil check and change
3
Battery inspection and measurement
Carburetor cleaning
4
The basis of the electrical system
Air filter cleaning
5
Automatic and manual adjustment
and replacement of clutch systems
Spark plug health check
6
SOHC-type motorcycle valve
configuration
Valve tenuous adjustment
7
Inspection and replacement of V-
Matic systems
Automatic clutch checking and
adjustment
8
Cylindrical compression pressure
check
Manual clutch check and
adjustment
9
Fuel pressure measurement
Belt drive check (visual)
10
MIL reading, ECM reset, TP reset as
well as ECM initialization
Wheel chain inspection,
adjustment and lubrication
11
Basic knowledge of bolts & torque
wrench
Wheel & tire inspection
12
Knowing and doing work, the use of
tools in accordance with the SOP
Front & rear brake check and
adjustment
13
Examination and measurement of
accu voltage
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
831 2, 3., February 2023
14
Inspection and adjustment of the
free movement of the steering
handlebar
15
Carburetor adjustment and engine
revs
16
Throttle tuning
17
Inspection and tightening of bolts
& nuts
18
PGM FI fuel pressure check
19
ECM check and PGM-FI failure
code reset
20
Setting altitude and TP PGM-FI
21
Setting answer back system
22
CBS inspection and tuning
23
Disassemble CVT
24
SHIM replacement
b. Training from PT. Y
No
Types of competencies for students
Types of competencies for
teachers
Hard skills
Soft Skills
Hard skills
Soft skills
1
Welding
Competency
Team Work
-
5S
2
Painting
Competency
Communication
-
Kaizen
3
Assembly
Competency
Empathic
-
Hourensou
4
Maintenance
Competency
Time Management
-
Safety
5
-
Growth Mindset
-
Job Observation
6
-
-
San Gen Shugi
4. Identification of standards that are used as a benchmark for competency
improvement
In measuring the quality of competencies for schools, teachers, and students, the industry
conducts evaluations seen from facilities and infrastructure, administrative systems, labor
readiness, and achievements. This is to see the quality of the school, which is something that
can meet, satisfy and exceed the wishes of students and school stakeholders. Quality, including
goods, services, people, processes, and the environment, and can change because quality is a
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
832 2, 3., February 2023
condition (Tjiptono, 2000). To determine the quality or quality of competence, an evaluation
is held in the form of a competency test, using the following standards:
Items
PT. X
PT. Y
Competency
Standard Reference
Standard Kurikulum
TBSM PT. X
• Indonesian National Work
Competency Standard
(SKKNI)
• Internal SOPs
Competency
quality
measurement
Through competency tests
for teachers and students
Through competency tests for
students
5. Impact of program improvement on schools and companies
In the implementation of CSR programs in the field of vocational education PT. X and PT.
Y uses the concept of Creating Shared Value (CSV). With this CSV concept, corporate social
activities are no longer a burden that can reduce profits but as a form of investment (Crane et
al., 2014). This program also creates mutually beneficial relationships and creates value (Porter
& Kramer, 2011). Also, the more social issues are related to business strategy, in this case, the
problem of unemployment and its relationship with student competence, the greater the
opportunity for companies to utilize resources with mutual benefit (Høvring, 2017; Porter &
Kramer, 2011).
Economic Impact
No
Benefit
PT. X
PT. Y
SCHOOL
1
The fulfillment of means for learning
in schools
-
-
2
Increased class of majors
-
-
3
Make it easier for students to get a job
-
-
4
Time efficiency for recruitment of
new employees
-
5
Cost efficiency for the new employee
recruitment process
-
-
6
Simplify the process of recruiting
new employees
Non-Economic Impact
No
Benefit
PT. X
PT. Y
SCHOOL
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
833 2, 3., February 2023
1
Increased good reputation
2
Increased company brand awareness
-
3
Increased public interest in schools
-
-
4
Improving the quality of schools
-
-
5
Maintained good relations with the
community and the government
6
Increased school achievement
-
-
6. Linkage of CSR programs in the field of vocational education to SDGs
CSR program in the field of vocational education run by PT. X & PT. Y contributes to the
sustainable development goals, especially the SDGs targets number 4.3, 4.4, and 4.7 point C,
namely:
SDGs Target 4.3
The industry provides equal opportunities for students regardless of gender to participate
in or get vocational CSR programs from the industry.
SDGs Target 4.4
The industry provides training and skills according to the major in the field of study that
is also relevant to the needs of the industry.
SDGs Target 4.7.c
There are training programs from industry for teachers to improve the quality of
competencies
7. The Impact of Training Programs on Differences in Student Report Card Scores
t-Test: Paired Two Sample for Means – SMK MI & SMK BP
Paired Samples Statistics
Y
X
Observation
148
148
Mean
80.895
81.716
Std. Deviation
0.888
0.896
Variance
0.789
0.803
Pearson Corrlation
0.813
P(T<=t) one-tail
0.000
P(T<=t) two-tail
0.000
Based on the table above, with the number of observations as many as 148, it can first be
seen that there is a difference in the average value between the Y and X data where the average
value of X is greater than the average value of Y (X > Y). Furthermore, the same thing also
happens with the value of the standard deviation and the variance of X and Y where the
standard deviation value and the variant of X show a value greater than the value of Y. From
The Impact of Shared Values on CSR Programs in the Field of Vocational Education
834 2, 3., February 2023
these results, it can be concluded that the training provided to the students of SMK MI has a
significant effect on the increase in the value of students at the vocational school. Although
there is a significant difference, it can also be seen that the increase that occurs is not too large,
this can be seen from the difference that occurs in the mean, standard deviation and variance
whose difference in value is not more than 1.
CONCLUSION
1. In general, the CSR programs run by these two companies are in accordance with existing
theories. CSR programs in the field of vocational education, from upstream to
downstream. This CSR program is also well maintained, it can be seen that there are
periodic evaluations.
2. The process of implementing CSR is mostly carried out with the direct involvement of the
company, but for some activities in collaboration with authorized dealers and workshops.
CSR program run by PT. X & Y, has led to the concept of CSV, where the benefits of
value sharing are felt by the beneficiary, program organizers, government and have
become part of the company's strategy.
3. Regarding the type of competence provided by the company, it is adjusted to the
company's core business. Competencies are given in the form of hard skills and soft skills.
A blend of knowledge, skills and attitudes. Especially for students, the competencies given
are complete
4. To measure competency standards, competency tests are carried out. Each company has
its own standards. PT. X measures competency standards based on the PT. X and PT. Y
measures competency standards based on internal SOPs and Indonesian National Work
Competency Standards.
5. The positive impact or benefits felt by schools, including teachers and students are also
felt by companies/industries. Not only from the economic side but also from the social and
other sides.
6. CSR programs in the vocational field are in line with SDGs goal number 4 (quality
education), especially for targets 4.3, 4.4, and 4.7 point C.
7. Training from the industry provided to students has a positive impact on grades even
though they have not achieved a maximum increase in report card scores.
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