Jurnal Dinamika Vokasional Teknik Mesin Vol.
No.
October 2025, pp.
https://journal.
id/index.
php/dynamika/issue/view/90317 ISSN: 2548-7590.
DOI: 10.
21831/dinamika.
Development of Applied Mechanical Engineering Undergraduate Curriculum Based on Industry Needs Heri Wibowo 1,.
Prihatno Kusdiyarto1 .
Muh Imawan B1 .
Ardani Ahsanul Fakhri2 Department of Mechanical and Automotive Engineering.
Universitas Negeri Yogyakarta Department of Mechanical Engineering Education.
Universitas Negeri Yogyakarta Corresponding author: heri_wb@uny.
Article Info
ABSTRACT
Article history:
The curriculum currently used in many universities is still not fully aligned with industry needs, causing a gap between graduate competencies and workplace expectations.
Many graduates experience difficulties in finding employment because their skills do not match industry demands.
To overcome this problem, the development of an industry-based curriculum is a strategic solution involving various stakeholders such as industry, academics, and This study used the Research and Development (R&D) method with the Borg & Gall development model, which includes 10 The results show that the new curriculum for the Mechanical Engineering Applied Bachelor Program emphasizes a greater proportion of practice .
%) compared to theory .
%).
This new curriculum is designed to be more relevant to industry needs, integrating the latest technology.
Trials of the new curriculum show a 12% increase in students' practical competencies, while the industry partner satisfaction rate reaches 88%, indicating the effectiveness of the new curriculum product.
Received Oct 08, 2025 Revised Oct 25, 2025 Accepted Oct 30, 2025 Published Oct 30, 2025 Keywords:
Curriculum Industry needs Stakeholders Undergraduate Corresponding Author:
Heri Wibowo Department of Mechanical and Automotive Engineering.
Vocational Faculty Universitas Negeri Yogyakarta 55652 Kulon progo.
Yogyakarta.
Indonesia Email: heri_wb@uny.
INTRODUCTION
The development of an applied mechanical engineering undergraduate curriculum based on industry needs is a strategic step to address the challenges faced by higher education in Indonesia (Arief Syamsuddin, 2.
With the rapid development of technology and ever-changing industry needs, universities are required to produce graduates who not only have theoretical knowledge but also relevant practical skills (Tanto Ramdhan, 2.
(Ahda Sabila et al.
, 2.
Therefore, it is important to create a curriculum that is responsive to the dynamics of the job market and industry needs.
The current curriculum is often not in line with the real needs in the field.
Many graduates find it difficult to get a job because their skills do not match those expected by the industry (Pramesti et al.
, 2.
This shows the need for periodic evaluation and revision of the curriculum to remain relevant and in line with the Jurnal Dinamika Vokasional Teknik Mesin.
Volume.
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193 The development of an industry-based curriculum will involve various stakeholders, including industry, academics, and alumni, to ensure that the curriculum meets the demands of the world of work (Henny Prasetyani, 2.
One of the government policies that supports this curriculum development is Merdeka BelajarKampus Merdeka (MBKM).
This policy provides flexibility for students to gain learning experiences outside the campus, including internships in industry (Nirmayanthi et al.
, 2.
(Adi Setiawan et al.
Thus, students can develop practical skills and professional networks that are useful after The implementation of MBKM is expected to increase the employability of graduates and respond to the challenges of globalization and competition in the job market.
The Indonesian National Qualifications Framework (KKNI) is also an important reference in the development of the applied mechanical engineering undergraduate curriculum.
KKNI sets learning achievement standards that must be met by each graduate according to their qualification level.
By referring to the KKNI, universities can design curricula that not only meet national standards but are also relevant to industry needs.
This is important to ensure that graduates have recognized competencies and can compete in the job market (Susilawati et al.
, 2.
(Ardi Cahya Direja, 2.
In the curriculum development process, an in-depth analysis of industry needs is necessary (Sobari et al.
, 2.
This can be done through surveys of graduate users, interviews with industry players, and case studies of similar education programs in other countries.
With accurate data on the skills and knowledge needs of the industry, universities can formulate appropriate learning objectives and develop relevant teaching materials (Setiawaty & Fahmi, 2.
The importance of collaboration between universities and industry in curriculum development cannot be underestimated.
Through this collaboration, universities can access the latest information on industry trends, new technologies, and best practices in vocational education.
In addition, industry also has the opportunity to contribute to the education process by providing input on the skills needed by the workforce (Sulistyanto et al.
, 2.
Curriculum development must consider the aspects of evaluation and feedback from various After the implementation of the new curriculum, an evaluation needs to be carried out to assess its effectiveness in improving student competence.
Feedback from students, lecturers, and graduate users is very important for making continuous improvements to the curriculum.
Thus, the curriculum will always be relevant and able to respond to existing challenges.
Based on this, through this research, the Applied Mechanical Engineering Study Program will conduct research related to industry-based curriculum development to improve the quality of learning in the study program, so that graduates of the Applied Mechanical Engineering Study Program can experience increased absorption in the world of work.
METHOD
To produce a curriculum that meets industry needs, there are several steps that must be taken.
This study uses Research and Development (R&D) research.
Development research is a research method Jurnal Dinamika Vokasional Teknik Mesin.
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194 used to produce a specific product and test its effectiveness.
The model used in this research is the Borg & Gall development model.
The steps in R&D research are cyclical and include reviewing research findings, developing products based on these findings, testing them in the field in settings where the products will be applied, and revising them based on the results of field testing (Borg & Gall, 1.
The product developed in this study is the Applied Bachelor of Mechanical Engineering Curriculum.
The curriculum development was designed with the needs of the partner.
PT.
Hari Mukti Teknik and PT.
MAK Yogyakarta, in mind.
In accordance with Borg and Gall .
, there are 10 stages of research that serve as a reference in this study, including the following:
Define (Research and information gatherin.
This activity includes needs assessment, literature review, pre-survey, and reviewing the results of recent research related to the model to be developed.
In this study, materials used in the model components and their tools will be produced.
In addition, researchers begin to design a curriculum to support the entire learning process so that the objectives of the educational process are achieved.
Design.
This activity includes formulating the curriculum, determining user targets, and establishing curriculum components.
This formulation is carried out through theory development and identification of models and their tools in accordance with similar studies.
The target users are students majoring in Mechanical Engineering.
Develop product.
At this stage, activities to compile the structure and tools of the curriculum are carried out.
this section, researchers have created designs along with tools and methods for using the Preliminary field testing.
At this stage, the curriculum is validated using FGD through 3-5 curriculum experts and experts from industry.
Main product revision.
Revise the product based on the validation results from the previous stage.
Dissemination and implementation.
This is the final stage, where the product is ready to be communicated to all relevant parties and subsequently implemented.
Jurnal Dinamika Vokasional Teknik Mesin.
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195 The research and development steps carried out can be seen in Figure 1.
Define Design Literature review Field Study Needs analysis Completeness of model device Product component structure arrangement Preliminary field testing Phase 1 product validation with limited focus group discussions involving 2-3 experts Main product revision Revision/improvement of stage 1 of product development Develop Initial curriculum development Dissemination and implementation Product ready for use Figure 1.
Steps in the Implementation of Development Research.
RESULTS AND DISCUSSION
This research produced a new curriculum for the Applied Mechanical Engineering Undergraduate Program based on industry needs using the Borg & Gall R&D method.
The research process began with data collection through literature studies, surveys, and interviews with industry partners, particularly PT Hari Mukti Teknik and PT MAK Yogyakarta, with the results of the data collection shown in Table 1.
The results of the analysis showed a significant gap between the old curriculum and the real needs of industry, especially in terms of mastery of the latest technology, practical skills, and graduate work readiness.
The old curriculum was still dominated by theory .
%) with limited practice .
%) and short internships of A2 months.
Through a series of development stages, expert validation, field trials, and operational revisions, the new curriculum was designed with a greater proportion of practice .
%), a minimum of 6 months of industrial internships, and the integration of eight new courses.
Among them are Industrial Automation.
Digital Twin Technology, and Sustainability in Manufacturing as a response to the demands of the Industrial Revolution 4.
Jurnal Dinamika Vokasional Teknik Mesin.
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196 Table 1.
Results of data collection from literature reviews, surveys, and interviews.
Analysis of the old The proportion of industrial practice is less than 30% of credits.
No specific courses on Industry 4.
0 and Sustainability in Manufacturing.
Survey results 78% of companies emphasize soft skills .
echnical communication.
A 64% of companies request improved mastery of the latest manufacturing technologies.
Industry data PT Hari Mukti Teknik .
ain partne.
requires graduates who are proficient in 2D CAD, 3D CAD.
CAD-CAM, surface treatment, body painting, maintenance, quality control, and after-sales service.
The 4th Industrial Revolution demands competencies in IoT, automation, digitalization, big data, and additive manufacturing.
At the Design stage, important points that need to be adjusted in the curriculum based on the data in Table 1 are identified.
Identification includes the integration and addition of courses and competencies described in the graduate learning outcomes (GLO).
GLO is the goal of implementing the curriculum change so that all items in the GLO can be achieved.
Important points from the identification can be seen in Table 2.
Table 2.
Key points of the new curriculum design.
Key points of the new New curriculum objectives: 60% practical, 40% theoretical.
Minimum 6-month industrial internship.
New courses added: Industrial based on analysis of Automation, the old curriculum.
Manufacturing.
Industry 4.
0 Applications.
survey results, and A industry data Digital Twin Technology.
Sustainability The new curriculum structure is based on KKNI Level 6 and GMP for Design and Manufacturing of Machinery.
Addition of 8 new courses, including a capstone project based on realworld industry problems.
Standardized industrial internship guidelines, covering competencies in R&D, production, maintenance, and quality control.
The curriculum development carried out in collaboration with industry partners is formulated in the graduate learning outcomes as shown in Table 3.
Furthermore, curriculum changes are made in several categories that reflect the new industry-based curriculum as shown in Table 4.
Jurnal Dinamika Vokasional Teknik Mesin.
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197 Table 3.
Graduate learning outcomes in the new curriculum
GLO
GLO 1
GLO 2
GLO 3
GLO 4
GLO 5
GLO 6
GLO 7
GLO 8
GLO 9
GLO Statement Able to master basic science knowledge in the field of applied mechanical engineering in the competencies of design, welding, and machining based on logical, critical, systematic, and innovative thinking.
Able to apply skills independently, with quality, and measurably in the field of applied mechanical engineering in the competencies of design, welding, and machining.
Able to improve performance and work quality in the field of applied mechanical engineering with discipline in accordance with quality assurance principles.
Able to perform work based on standards, standard procedures, design specifications, and occupational safety and health (OSH) in the field of applied mechanical engineering through the internalization of academic and professional ethics.
Able to analyze cases to solve engineering problems in the field of applied mechanical engineering by prioritizing religious spirit.
Able to use modern and latest technology responsibly and independently to perform Able to utilize resources, design tools, and engineering analysis of manufacturing processes based on information technology, computing, and automation.
Able to supervise work and be responsible for the achievement of group work results.
Able to collaborate in addressing current issues in economics, social and ecology, and conduct self-evaluation of group work results.
Table 4.
Curriculum Development Results Category Current New Curriculum Main Changes Curriculum (Industry-Base.
Theory Theory 60%.
Theory 40%.
Practice Increased proportion of practice Practice Ratio Practice 40% in line with industry needs to accelerate the learning period of Internship/Industr Internship A 2 Minimum 6-month Referring to the MBKM policy, ial Practice industrial internship providing real work experience.
Basic Engineering Engineering Engineering Addition of complete CAD stages Courses Mathematics.
Mathematics, .
DAe3DAeCAM).
Engineering Engineering Physics.
Physics.
Basic 2D CAD, 3D CAD.
CAD
CAD-CAM
Industry 0 None Industry 0 Incorporating Courses Applications.
Digital technologies in line with the Twin Technology pillars of the Industry 4.
Sustainability None Sustainability in Addressing sustainable industry Course Manufacturing and energy efficiency issues.
Technology/Projec Simple internal Capstone Project Direct collaboration with partners campus project based on real industry such as PT Hari Mukti Teknik.
Jurnal Dinamika Vokasional Teknik Mesin.
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198 Category Technical Competency Areas Current Curriculum Machine Elements.
Manufacturing.
Fluid Mechanics Industry Statistics General Statistics Professional Certification None Industry Visits/Exhibitions Unstructured Strengthening Soft Technical Skills Communication .
New Curriculum (Industry-Base.
Machine Elements .
ith hands-on real component.
Surface Treatment.
Body Painting.
Maintenance.
Quality Control Industrial Statistics (Seven Tools and New Seven Tool.
Embedded Certification:
AutoCAD Certified User.
CNC Operator.
Welding Inspector Integrated into courses Leadership Teamwork.
Human Relations.
Professional Ethics Main Changes Incorporating direct practice in line with industry job profiles.
Aligned with quality control manufacturing industry.
Ensuring industry-recognized certificates.
Visits, exhibitions, and training in industry are mandatory.
Strengthened based on industry input regarding the need for a personalized approach.
At the curriculum validation stage, workshops were held to gather input from industry partners such as PT Hari Mukti Teknik and PT MAK Yogyakarta, which also strengthened the relevance of the The industry emphasized the importance of mastering 2DAe3DAeCAM CAD, machine elements through hands-on practice, and mastering quality control based on the Seven Tools and New Seven Tools.
The curriculum revision that accommodates these needs has proven to strengthen the reciprocal relationship between universities and the business world, as also stated by Sulistyanto et al.
that the synergy between vocational education and industry is the key to successfully producing competent workers in the era of the industrial revolution 4.
The new curriculum also needs to integrate professional certifications (AutoCAD Certified User.
CNC Operator.
Welding Inspecto.
to enhance graduate competitiveness.
Field trials showed a 12% increase in students' practical competencies and 88% satisfaction among industry partners.
The final curriculum has been revised and is ready to be implemented in the 2026 academic year, with the hope of increasing the relevance of graduates to industry needs and strengthening partnerships between universities and the business/industrial world.
The revision of the Applied Mechanical Engineering Bachelor's Degree curriculum development product based on industry needs was conducted based on input and revisions from two related industries.
The new curriculum adds courses on Industrial Automation.
Digital Twin Jurnal Dinamika Vokasional Teknik Mesin.
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199 Technology, and Sustainability in Manufacturing.
This is relevant to the nine pillars of Industry 4.
technology ( ) which include autonomous robots, simulation.
IoT, cybersecurity, cloud computing, additive manufacturing, and augmented reality (Brunkhorst, 2023 in the SV UNY Curriculum Worksho.
The integration of these technologies enables students to understand the latest developments and adapt to global best practices.
In addition, the integration of professional certifications such as AutoCAD Certified User.
CNC Operator, and Welding Inspector into the curriculum is an innovative strategy that strengthens the competitiveness of graduates.
As stated by Sobari et al.
, industry involvement in curriculum development is not limited to input on material, but also includes quality assurance of graduates through industry-recognized competency certification.
A pilot curriculum trial showed an average 12% increase in student practical competencies compared to the old curriculum, as well as an 88% satisfaction rate among industry partners.
This proves the effectiveness of integrating certification-based learning in improving graduate quality.
The old curriculum, which still emphasized theory by 60% and practice by only 40%, was not relevant enough to equip graduates to face the dynamics of the industry.
This condition is in line with the findings of Pramesti et al.
that the skills gap between college graduates and the needs of the world of work is still a major problem that affects the level of labor absorption.
Therefore, revising the curriculum to emphasize a greater proportion of practice is relevant to the demands of the Industrial Revolution 4.
The implementation of a minimum 6-month industrial internship in the new curriculum supports the Merdeka Belajar-Kampus Merdeka (MBKM) policy as stated by Nirmayanthi et al.
This policy provides opportunities for students to gain real work experience while strengthening their professional networks.
The results of this study are also consistent with Arief Syamsuddin's .
study, which emphasizes the importance of industry-oriented learning models in mechanical engineering education so that graduates not only have conceptual abilities but also practical skills.
Thus, this research not only produced a new curriculum but also made a real contribution to improving the quality of vocational education.
Industry-based curricula have proven to be more responsive to technological changes, reducing the competency gap among graduates and increasing employment opportunities.
The practical implication of this research is that vocational colleges need to make industry partnerships a main pillar in curriculum development.
In addition, curriculum updates must be carried out continuously by considering graduate user evaluations, global technology trends, and national education policies.
Overall, the synchronization between the research results and the literature and policies shows that the Borg & Gall development model is effective in designing vocational curricula.
The systematic research stages, from needs identification to final implementation, resulted in a more relevant, adaptive, and applicable curriculum.
Through the implementation of this new curriculum, it is hoped that UNY Mechanical Engineering Applied Science graduates will be highly competitive in the national and international job markets and able to respond to the challenges of the modern manufacturing industry.
Jurnal Dinamika Vokasional Teknik Mesin.
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CONCLUSION
Based Curriculum Update: This research resulted in a new curriculum for the Applied Mechanical Engineering Bachelor's Program that emphasizes a greater proportion of practice .
%) compared to theory .
%).
This new curriculum is designed to be more relevant to industry needs, integrating the latest technologies such as Industrial Automation.
Digital Twin, and Sustainability in Manufacturing.
Additionally, longer industrial internships .
inimum 6 month.
aim to enhance graduates' work readiness, in line with the demands of the Fourth Industrial Revolution.
Improved Competence and Industry Partner Satisfaction: Trials of the new curriculum showed a 12% increase in students' practical competence, while industry partner satisfaction reached 88%.
This indicates that the integration of an industry-based curriculum involving professional certifications .
uch as AutoCAD Certified User.
CNC Operator, and Welding Inspecto.
is effective in preparing graduates with the skills required by industry, while also strengthening partnerships between universities and the business world.
ACKNOWLEDGMENT
The author would like to express his deepest gratitude to the Directorate of Research and Community Service (DRPM) of Yogyakarta State University for its financial support for Community Service in 2025, as stated in contract number T/145/UN34.
9/PT.
03/2025.
REFERENCES