Articles
<![CDATA[Automotive Engineering Drawing Learning: Effective Online Learning Using Autocad Application ]]>
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Sudira, Putu]]>;
<![CDATA[Nurtanto, Muhammad]]>
<![CDATA[ Journal of Education Technology Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v5i2.33197
<![CDATA[This study aims to analyze the effect of using autocad software to improve students' online learning outcomes of automotive engineering drawings. This quasi-experimental study used a pretest-posttest design and a control group. All class X students of the engineering and motorcycle business expertise program in two vocational schools became the population in this study. The sample used in this study amounted to 112 students who were divided into 4 classes in two vocational schools. The data collection technique was carried out using tests with multiple choice objective test instruments and drawing worksheets. The collected data were analyzed using descriptive statistics and inferential statistics with t test. The results of the t test obtained tcount = 9.703 with ttable at a significance level of 5% = 1.986. These results show the value of tcount> ttable, so that it accepts Ha and rejects H0. Thus it is concluded that the use of autocad software in online learning automotive engineering drawings has a significant effect on improving student online learning outcomes.]]>
<![CDATA[The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning ]]>
<![CDATA[Eka Tuah, Yayan Adrianova]]>;
<![CDATA[Sudira, Putu]]>;
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Kusuma, Wahyu Mustafa]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 54, No 2 (2021): JULY 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jpp.v54i2.35336
<![CDATA[The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.]]>
<![CDATA[Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia ]]>
<![CDATA[Astuti, Melinda]]>;
<![CDATA[Arifin, Zainal]]>;
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Nurtanto, Muhammad]]>
<![CDATA[ Journal of Education Technology Vol 5, No 2 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v5i3.35108
<![CDATA[One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0 is competence in using digital technology. The maturity of digital technology in supporting industrial 4.0 competencies has received less serious attention from vocational education. Teachers still have a low level of maturity in mastering digital technology. This study aims to analyze the maturity level of teachers and students in vocational education in mastering learning using digital technology. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t-test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from caring, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various training and learning innovations relevant to digital technology mastery competencies are significant to be improved.]]>
<![CDATA[The Absorption of Vocational Education Graduates in The Automotive Sector in The Industrial World ]]>
<![CDATA[Kurniawan, Rio]]>;
<![CDATA[Jaedun, Amat]]>;
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Kusuma, Wahyu Mustafa]]>
<![CDATA[ Journal of Education Technology Vol 5, No 3 (2021): Augustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The absorption of graduates in the industrial world is an important aspect that affects the quality of vocational high schools (SMK). However, the problem that occurs is the low absorption. This study aims to analyze the level of absorption of SMK graduates in light vehicle engineering (TKR) and motorcycle engineering and business (TBSM) programs. Descriptive research uses a quantitative approach to measure the percentage of graduate absorption. A total of 4 vocational high school job fairs were involved in this study. Techniques and instruments of data collection using methods and observation sheets by observing survey data in special job fairs. The data analysis technique used quantitative descriptive analysis and inferential analysis of the sample independent t test. The results showed that the level of absorption of SMK graduates in the TKR and TBSM majors was low. Various efforts to revitalize vocational education must be matured again. The link and match program of SMK with the industrial world needs to be more intensive to align the competencies taught to the competency needs of the industrial world, so that the absorption of graduates can be improved.]]>
<![CDATA[The Role of LSP P3 Junior Spa Therapist Competency Certification on Work Readiness and Absorption of the Tourism Industry ]]>
<![CDATA[Nawanksari, Septiari]]>;
<![CDATA[Sudira, Putu]]>;
<![CDATA[Mutohhari, Farid]]>
<![CDATA[ Journal of Education Technology Vol 5, No 3 (2021): Augustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v5i3.35298
<![CDATA[The tourism industry, which is a promising sector for the spa business, does not only require hard skill competencies, but also requires mature work readiness and high absorption. LSP P3 competency certification is one of the important programs to improve work readiness and labor absorption of spa therapists in the tourism industry. This study aims to analyze how much influence the competence certification of Junior Spa Therapist LSP P3 on Asesi's work readiness and Asesi's absorption in the tourism industry in the spa sector. Ex-post facto research with a quantitative approach. A total of 66 respondents of spa therapists were included in this study as a sample. Data were collected through a questionnaire with a 4 Likert scale questionnaire instrument. Data analysis was performed using regression analysis and SEM analysis. The results showed that the LSP P3 Junior Spa Therapist competency certification had a significant effect on Asesi's work readiness and Asesi's absorption in the tourism industry in the spa sector. The competency certification program must further improve the quality of its implementation. Education and training institutions must organize various competency certification programs that are even more optimal, especially when competency tests must be carried out intensively in accordance with the perceptions of the spa therapist workers.]]>
<![CDATA[Difficulties in implementing 21st century skills competence in vocational education learning ]]>
<![CDATA[Farid Mutohhari]]>;
<![CDATA[S. Sutiman]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Nur Kholifah]]>;
<![CDATA[Achmad Samsudin]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v10i4.22028
<![CDATA[The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.]]>
<![CDATA[The maturity levels of the digital technology competence in vocational education ]]>
<![CDATA[Melinda Astuti]]>;
<![CDATA[Zainal Arifin]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Warju Warju]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v11i2.22258
<![CDATA[This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.]]>
<![CDATA[Kebutuhan kompetensi dalam pasar tenaga kerja di era revolusi industri 4.0 bagi siswa SMK ]]>
<![CDATA[Sulistyanto Sulistyanto]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Andi Kurniawan]]>;
<![CDATA[Dianna Ratnawati]]>
<![CDATA[ Jurnal Taman Vokasi Vol 9 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/jtv.v9i1.7742
<![CDATA[Kajian ini merupakan kajian literatur yang bertujuan untuk mengkaji (1) peluang dan tantangan pasar tenaga kerja era revolusi industri 4.0, (2) Kompetensi yang dibutuhkan pasar tenaga kerja era revolusi industri 4.0, (3) strategi dalam pemenuhan kompetensi di era revolusi industri 4.0, (4) faktor yang mempengaruhi peningkatan kompetensi era industri 4.0. Metode pengumpulan dan teknik analisis data dilakukan dengan tekbik analisis kajian literatur dari berbagai sumber terkait kompetensi lulusan SMK yang dibutuhkan di era revolusi industri 4.0.Hasil yang mendasar dari kajian ini adalah kompetensi yang dibutuhkan di revolusi industri 4.0 yaitu siswa yang terampil dengan kompetensi berbasis dunia industri, antara lain: (1) Complex problem solving; (2) Critical thinking;  (3)  Creativity;  (4)  Poeple  management;  (5)  Coordinating with other;  (6) Emotion intelligence; (7) Judgment and decision making; (8) Service orientation; (9) Negotiation (10) Cognitive flexibility. Strategi untuk mengimplementasikan pendidikan berbasis industri meliputi: (1) kurikulum yang link and macth dengan dunia industri; (2) program teaching factory; (3) magang di dunia industri; (4) Uji Kompetensi Keahlian (UKK) yang sepenuhnya oleh DUDI yang memiliki  persyaratan/ketentuan yang berlaku;(5) tenaga profesional dari DUDI sebagai guru tamu di SMK; dan (6) relevansi sarana dan prasarana SMK dengan dunia industri. This study is a literature review that aims to examine (1) opportunities and challenges of the labor market in the industrial revolution era 4.0, (2) Competencies needed in the labor market in the industrial revolution era 4.0, (3) strategies in fulfilling competencies in  the  industrial  revolution  era  4.0,  (4) factors that  influence the  improvement  of industrial era competence 4.0. Methods of the data collection and analysis techniques are carried out with analysis techniques of literature review from various sources related to the competence of vocational graduates needed in the industrial revolution era 4.0. that is skilled students with industrial-based competencies, including : (1) Complex problem solving; (2) Critical thinking; (3) Creativity; (4) People management; (5) Coordinating with other; (6) Emotional intelligence; (7) Judgment and decision making; (8) Service orientation; (9) Negotiation (10) Cognitive flexibility. Strategies for implementing industrial-based education include: (1) a curriculum that relate with the industrial world; (2) Teaching factory program; (3) Industrial internships; (4) Expertise Competency Test (UKK) by DUDI that has applicable requirements/ conditions; (5) Professional staff from DUDI as a guest teacher at vocational high schools; and (6) the relevance of vocational facilities and infrastructure to the industrial world. Keywords: Competence, Labor, Industry 4.0, Vocational High School ]]>
<![CDATA[The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning ]]>
<![CDATA[Yayan Adrianova Eka Tuah]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Wahyu Mustafa Kusuma]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 54 No 2 (2021): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (354.443 KB)
|
DOI: 10.23887/jpp.v54i2.35336
<![CDATA[The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.]]>
<![CDATA[Project-Based Learning with STEM Approach in Automotive Engineering: A Study of Increasing Students' 21st Century Skills ]]>
<![CDATA[Giok Ade Surti]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Suyitno Suyitno]]>;
<![CDATA[Muhammad Nurtanto]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 55 No 2 (2022): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jpp.v55i2.44725
<![CDATA[The weakness of 21st century skills in vocational education students, especially in the automotive department, is a big polemic that needs to be solved. Organizing project-based learning is a strong solution in improving 21st century skills in students. Moreover, the integration of the STEM approach allows collaboration between various disciplines at once. This study analyses the implementation of project-based learning with a STEM approach (PjBL-STEM)to improve 21st century skills through. A quasi-experimental study using a nonequivalent control group design was used by involving 214 vocational education students as the research sample. The data generated are in the form of the concept and implementation of PjBL-STEM and the value data from the observation of 21st century skills which are measured using the observation method. Data analysis involved paired sample t-test and independent sample t-test preceded by normality and homogeneity tests. The results showed that the PjBL-STEM model was proven to improve 21st century skills based on the paired effect of pretest to posttest and the difference in the posttest mean of the experimental class was higher than the control class. These results become recommendations, especially in vocational education in order to improve 21st century skills which are currently an important qualification in the world of work, equipping students with multi-competence, because it integrates various disciplines.]]>
