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Project-based learning module on creativity and entrepreneurship product subjects: Validity and empirical effect Aziz, Wildan Abdul; Wulansari, Rizky Ema; Putra, Randi Purnama; Tun, Hla Myo; Tin, Chau Trung; Ya, Kyaw Zay
Jurnal Pendidikan Teknologi Kejuruan Vol 6 No 3 (2023): Regular Issue
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jptk.v6i3.34323

The learning process of Creativity and Entrepreneurship Product subjects in Vocational High Schools still uses printed books, resulting the students’ boredom in learning the materials. Apart from that, the learning method used is the lecture method which is certainly less effective in supporting students' understanding on the materials so that learning is more teacher-centered. Meanwhile, the demand for the Emancipated Curriculum is that learning must be student-centered. This study aimed to develop learning tools for PjBL-based teaching module on the Creativity and Entrepreneurship Product subjects. This research was a research and development using the ADDIE development model. There were 12 experts who validated this module from 3 aspects, including material, media and model, and language aspects, and 30 students as participants for pilot study. The results of this research showed that this module is valid and has positive effects in supporting the learning process for the Creativity and Entrepreneurship Product subjects. This study brings pedagogical implications for the effectiveness of Creativity and Entrepreneurship Product subjects and is a method that can be implemented by teachers in the subject learning.

21st-century competences and learning that technical and vocational training Le, Sai Kham; Hlaing, Su Nandar; Ya, Kyaw Zay
Journal of Engineering Researcher and Lecturer Vol. 1 No. 1 (2022): Regular Issue
Publisher : Researcher and Lecturer Society

The 21st century is characterized by rapid developments in information technology and automation, with many routine and repetitive jobs being replaced by machines, both production and computers. The world of his technical and vocational education curriculum in the 21st century is full of challenges to face. Technical education and vocational education must be able to create learning that is able to make students have the competencies needed by the world of work in the 21st century. Technological developments make changes in economic, social culture and including education. This article aims to examine the competencies needed in the 21st century and how effective learning is for this century. The research was conducted using the literature review method. In the 21st century, the world of work is increasingly complex, graduate students from technical education and vocational education must have learning skills, literacy skills and life skills. Skill competencies taught to students must focus on one particular area, because in the world of work each worker will only do one type of work. Learning in technical and vocational education is recommended to use the application of the project-based learning model. Various research results have found that this model is able to make students have the skills needed in this 21st century.

Porosity Defect Analysis in ST 37 Steel Welding Joints Using the Dye Penetrant Method Wari, Alan; Nurdin, Hendri; Ya, Kyaw Zay
Teknomekanik Vol. 3 No. 1 (2020): Regular Issue
Publisher : Universitas Negeri Padang

The procedures in the world of welding all look simple, but all welding that looks simple must have extensive knowledge in accordance with the definition of welding. This welding is a permanent connection technique, when the welding process takes place the results do not always meet the quality standards that have been determined. The cause of the welding results that do not meet the quality standards in the form of dirt on the material when before welding and so forth. The purpose of this study is that the specimen specimens are accepted according to the welding institute's standard acceptance criteria (TWI) This research uses st 37 steel by using SMAW welding electrodes LB 52U (E 7016) diameter 2.6mm for root, and LB 52U (E 7016) diameter 3.2 for fillers and caping with welding position 1G. Testing of welding results is carried out by the non destructive test of the dye penetrant method whose inspection results are determined based on the standard ASME. The results of this test study discontinuity in the form of porosity on the surface of the welding results in specimen 1, namely material contaminated by dirt, there are porosity defects scattered with a length of 6mm and porosity of 10mm so based on the standard TWI both test specimens were declared rejected, and in specimen 2, material that was not contaminated with impurities, there were porosity defects of 2mm and 2.5mm so that according to the standards of the two specimens the test was accepted. For the results of welding defects that are rejected can still be corrected by linking to the defects that, and can be done welding again.

The impact of the removal of information and communication technology subjects on students' digital literacy Lestari, Siska; Dayurni, Popi; Evasufi Widi Fajari, Laksmi; Ya, Kyaw Zay
Journal of Computer-based Instructional Media Vol. 1 No. 1 (2023): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/jcim.v1i1.17

This study aims to find out how the perception of class XI MA Darul Irfan students in Serang City about the abolition of ICT subjects, and also to determine the level of digital literacy skills of students in class XI MA Darul Irfan Serang City after the abolition of ICT subjects. The type of research used in this research is qualitative. Qualitative research is research that intends to understand the phenomena experienced by research subjects such as behaviour, perception, and motivation through descriptions in the form of words and language. So, in this study, researchers conducted observations, interviews and documentation. The results of the study show that: 1) ICT subjects are very important for students in schools to face the current digital era so that students are not ignorant about using technology. 2) the ability of students to find, manage, and convey information through digital is already high. Student's preparation to take advantage of digital literacy in learning is already high. The ability of students to think critically, creatively and innovatively in the use of technology is still low. Student participation in digital literacy activities is quite high.

21st-century competences and learning that technical and vocational training Le, Sai Kham; Hlaing, Su Nandar; Ya, Kyaw Zay
Journal of Engineering Researcher and Lecturer Vol. 1 No. 1 (2022): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/jerel.v1i1.4

The 21st century is characterized by rapid developments in information technology and automation, with many routine and repetitive jobs being replaced by machines, both production and computers. The world of his technical and vocational education curriculum in the 21st century is full of challenges to face. Technical education and vocational education must be able to create learning that is able to make students have the competencies needed by the world of work in the 21st century. Technological developments make changes in economic, social culture and including education. This article aims to examine the competencies needed in the 21st century and how effective learning is for this century. The research was conducted using the literature review method. In the 21st century, the world of work is increasingly complex, graduate students from technical education and vocational education must have learning skills, literacy skills and life skills. Skill competencies taught to students must focus on one particular area, because in the world of work each worker will only do one type of work. Learning in technical and vocational education is recommended to use the application of the project-based learning model. Various research results have found that this model is able to make students have the skills needed in this 21st century.

Project-based learning module on creativity and entrepreneurship product subjects: Validity and empirical effect Aziz, Wildan Abdul; Wulansari, Rizky Ema; Putra, Randi Purnama; Tun, Hla Myo; Tin, Chau Trung; Ya, Kyaw Zay
Jurnal Pendidikan Teknologi Kejuruan Vol 6 No 3 (2023): Regular Issue
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jptk.v6i3.34323

The learning process of Creativity and Entrepreneurship Product subjects in Vocational High Schools still uses printed books, resulting the students’ boredom in learning the materials. Apart from that, the learning method used is the lecture method which is certainly less effective in supporting students' understanding on the materials so that learning is more teacher-centered. Meanwhile, the demand for the Emancipated Curriculum is that learning must be student-centered. This study aimed to develop learning tools for PjBL-based teaching module on the Creativity and Entrepreneurship Product subjects. This research was a research and development using the ADDIE development model. There were 12 experts who validated this module from 3 aspects, including material, media and model, and language aspects, and 30 students as participants for pilot study. The results of this research showed that this module is valid and has positive effects in supporting the learning process for the Creativity and Entrepreneurship Product subjects. This study brings pedagogical implications for the effectiveness of Creativity and Entrepreneurship Product subjects and is a method that can be implemented by teachers in the subject learning.

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