EVALUASI PELAKSANAAN KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) PADA MATA PELAJARAN BAKERY DAN PASTERY DI SMK NEGERI 10 KOTA MEDAN

Referring to the above background, this study aims to facilitate the vocational schools, especially in the process of developing curriculum that refers to the preparation of curriculum guidelines from the National Education Standards Agency (BSNP), which in turn can have a vocational curriculum documents. In other words, this study produces a model of curriculum development process that results in a curriculum document. This study aims to determine the implementation level of the education program curriculum expertise and Pastery Bakery in SMK Negeri 10 of Medan, and to determine the factors inhibiting and supporting the implementation of the curriculum and to know the extent of citizen understanding of the school curriculum, support for school readiness and school resources and the factors related to the teaching-learning process in accordance with the implementation of the curriculum.This study is a descriptive research is research that provides an overview or description of a situation as clearly as possible without any treatment of the object under study. The research method used is descriptive method. Vice-principal of research subjects and staff as many as 6 people, all teacher training Bakery and Pastery eyes and as many as 10 students. Collecting data using questionnaires and interviews supplemented by data. The results showed that the implementation of the SBC program expertise Catering (Bakery and Pastery) to the level of understanding of vocational curriculum in the category with the percentage of 66.77%, support for schools in both categories with the percentage of 77.88%, school readiness and resources by category very good at 57.22%, preparation, planning, implementation and evaluation of educators in teaching and learning in the category of very good at 85.77%, while for the implementation process of teaching and learning process and the final assessment of student learning outcomes in the category very well with percentage of 83.3% for the implementation of teaching and learning in both categories with the percentage of 66.77% for the final assessment of student learning outcomes.