Articles
<![CDATA[Improving Self Efficacy and Learning Motivation Through Hybrid Learning Based Google Classroom ]]>
<![CDATA[Ari Kurniawati]]>;
<![CDATA[Pardjono Pardjono]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Soffan Nurhaji]]>;
<![CDATA[Sigit Purnomo]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 11 No 3 (2022): September ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpiundiksha.v11i3.39289
<![CDATA[Online learning that is currently taking place causes problems because of the limited learning models that can be done online, so that it can reduce students' self-efficacy and motivation to learn. Learning with the help of Google Classroom is one solution that can be applied to online learning activities in order to increase self-efficacy and student learning motivation. This study aims to analyses the effect of the application of Google Classroom on increasing self-efficacy and student motivation in the Department of Electrical Power Installation Engineering (TITL). This research is a quasi-experimental study using a pretest-posttest design in the control class and the experimental class. The sample in this study amounted to 80 students from the Department of Electrical Power Installation Engineering. The observation method was used to collect data on self-efficacy and learning motivation during the pretest and posttest by using an instrument that was arranged based on indicators on the dependent variable. The data obtained were then tested for prerequisites and then the data were analyzed using paired sample t-test and independent sample t-test. The results of data analysis showed that the use of Google Classroom proved significant in increasing students' self-efficacy and learning motivation in online learning activities for students of the Electrical Engineering Department. Learning activities with the help of Google Classroom are significantly superior to learning activities without the help of Google Classroom.]]>
<![CDATA[THE EFFECT OF SELF-EFFICACY AND EMOTIONAL INTELLIGENCE ON PROJECT-BASED LEARNING IN VOCATIONAL EDUCATION ]]>
<![CDATA[Rohmat Martanto]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Melinda Astuti]]>
<![CDATA[ Kwangsan: Jurnal Teknologi Pendidikan Vol 10, No 1 (2022): Kwangsan ]]>
Publisher : <![CDATA[Balai Besar Guru Penggerak Jawa Timur ]]>
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DOI: 10.31800/jtp.kw.v10n1.p15--29
<![CDATA[Project-based learning does not only require hard skills, but requires a balance of soft skills and student self-development. This study aims to analyze how much influence self-efficacy and emotional intelligence have on the quality of product outcomes in project-based learning and analyze the determinant factors. A total of 228 vocational education students were involved in this study. Data were collected through questionnaires measuring self-efficacy and emotional intelligence, and product evaluation observation sheets. Data were analyzed using multiple linear regression analysis and confirmatory factor analysis. The results showed that self-efficacy and emotional intelligence had a significant effect on the quality of students' products. The level of experience, social skills, and quality of materials are the determinants of each variable. Various student self-development efforts to foster self-efficacy are very important to do to improve product quality. In addition to strengthening students' emotional intelligence, it is also very important to improve the quality of project-based learning outcomes. AbstrakPembelajaran berbasis proyek tidak hanya membutuhkan keterampilan keras, tetapi membutuhkan keseimbangan soft skill dan pengembangan diri siswa. Studi ini bertujuan untuk menganalisis seberapa besar pengaruh self-efficacy dan kecerdasan emosional terhadap kualitas hasil produk dalam pembelajaran berbasis proyek dan menganalisis faktor penentu. Sebanyak 228 siswa pendidikan kejuruan terlibat dalam penelitian ini. Data dikumpulkan melalui kuesioner yang mengukur self-efficacy dan kecerdasan emosional, dan lembar pengamatan evaluasi produk. Data dianalisis menggunakan analisis regresi linier berganda dan analisis faktor konfirmasi. Hasil penelitian menunjukkan bahwa self-efficacy dan kecerdasan emosional memiliki efek yang signifikan pada kualitas produk siswa. Tingkat pengalaman, keterampilan sosial, dan kualitas bahan adalah penentu dari setiap variabel. Berbagai upaya pengembangan diri siswa untuk menumbuhkan self-efficacy sangat penting dilakukan untuk meningkatkan kualitas produk. Selain memperkuat kecerdasan emosional siswa, juga sangat penting untuk meningkatkan kualitas hasil pembelajaran berbasis proyek.]]>
<![CDATA[Evaluation of Online Practical Learning for Light Automotive Engineering during the Covid-19 Pandemic ]]>
<![CDATA[Mochammad Baharudin Siddiq]]>;
<![CDATA[Zainal Arifin]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 2 (2021): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i2.41378
<![CDATA[Vocational education is characterized by practical learning. During online learning in the Covid-19 outbreak, students' practice learning outcomes have decreased significantly. This study evaluates the implementation of online practical learning in Vocational High Schools (VHS) for technical competencies of Light Automotive Engineering in terms of Context, Input, Process, and Product (CIPP). This study was conducted at a Vocational High School, SMKN 1 Simpangkatis, Central Bangka Regency. The research subjects were the principal, vice-principal, 5 productive teachers, and 191 students in the department of Light Automotive Engineering. This evaluation research used the CIPP method. Data were collected through questionnaires supported with interviews and documentation. The findings indicated that (1) the implementation of online practical learning for context and input components is included in the medium category and (2) the process and product components are categorized as low.]]>
<![CDATA[Competency of Vocational Education Teachers in the Society Era 5.0 ]]>
<![CDATA[Faya Izma Alayda]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 55 No 3 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpp.v55i3.46812
<![CDATA[Mastery of competence in the era of society 5.0 for teachers and students along with the development of science and technology in vocational education is still far from satisfactory. This study aims to analyze how far the readiness of teacher competencies is in the era of society 5.0. This study uses a survey research design with a total involvement of 340 respondents from vocational education teachers. The questionnaire method was used to measure all competencies in the era of society 5.0 with a 4-Likert scale questionnaire instrument. Data were analyzed descriptively based on the average and percentage of each competency, and also analyzed using the independent sample t-test and post hoc Dunnett test. The results of the study revealed that all competencies in the era of society 5.0 in teachers were high and did not differ significantly in the coverage of all characteristics of the respondents. Vocational education as a human resource development institution has an important role in transforming learning based on the society 5.0 era to respond to the challenges that exist in that era.]]>
<![CDATA[The role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia ]]>
<![CDATA[Nur Kholifah]]>;
<![CDATA[Muqarramah Sulaiman Kurdi]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Farid Mutohhari]]>;
<![CDATA[Moh Fawaid]]>;
<![CDATA[Tamil Selvan Subramaniam]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i2.23949
<![CDATA[The quality of learning for vocational teachers in Indonesia in the 21st century is still a very serious problem and has not yet received a practical solution. The prediction is that the self-efficacy of vocational teachers is weak and is motivated by very limited mastery of digital technology and low psychological well-being, which is strongly suspected as a contributing factor. This study examines the role of self-efficacy and mediation of digital technology intimacy and psychological well-being in improving the quality of vocational teacher learning. This research is an ex-post-facto study with 216 vocational teachers as respondents. Data was collected using a questionnaire technique consisting of digital technology intimacy (DTI), psychological well-being (PWB), self-efficacy (SE), and instructional quality (IQ) questionnaires using four Likert scales, namely strongly agree to strongly disagree. Data were analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study revealed that SE had a significant and positive effect on DTI and PWB in influencing the quality of learning. On the other hand, DTI and PWB have a positive effect on self-efficacy and learning quality.]]>
<![CDATA[Perubahan Sikap Selama Transisi Pembelajaran: Studi Eksploratif pada Pendidikan Vokasional ]]>
<![CDATA[Juliandarini Juliandarini]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan Vol. 8 No. 1 (2023) ]]>
Publisher : <![CDATA[Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen ]]>
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DOI: 10.24832/jpnk.v8i1.3853
<![CDATA[Transisi pembelajaran dari daring menjadi luring pascapandemi Covid-19 mengungkap permasalahan pada sikap belajar. Penelitian ini bertujuan untuk mengeksplorasi sikap belajar siswa yang terungkap pada masa transisi pembelajaran pada pendidikan vokasional, yang meliputi aspek menerima, menanggapi, menghargai, dan bertanggung jawab. Penelitian menggunakan metode deskriptif kuantitatif dengan pendekatan cross sectional . Sejumlah 233 siswa dan 127 guru pada pendidikan vokasional di Indonesia dilibatkan sebagai responden penelitian. Pengumpulan data dalam penelitian ini menggunakan metode kuesioner dengan instrumen angket Likert berskala 4. Data yang terkumpul dianalisis menggunakan uji paired sample t-test dengan perbandingan antara periode pandemi dengan periode pascapandemi. Hasil penelitian menyimpulkan bahwa terdapat pengaruh signifikan terhadap perubahan sikap pembelajaran pada aspek menerima. Hal ini disebabkan perubahan situasi belajar dan menghargai karena pengaruh perubahan lingkungan belajar di sekolah. Aspek bertanggung jawab tidak menunjukkan perubahan sikap yang signifikan karena membutuhkan waktu yang cukup lama untuk membentuk kembali sikap ini. Aspek menanggapi menunjukkan hasil perbedaan cara pandang antara guru dan siswa karena kurangnya pengawasan pada saat pembelajaran daring berlangsung. Berdasarkan hasil penelitian maka peneliti dan praktisi pendidikan kejuruan dapat mengambil peran untuk memulihkan dan membentuk kembali sikap belajar, khususnya tanggung jawab dan menanggapi dengan mengembangkan strategi pembelajaran yang efektif.]]>
<![CDATA[Digital Entrepreneurship of Vocational Educations: Enthusiasm Level and Entrepreneurial Personality of Students ]]>
<![CDATA[Rizal, Yosi]]>;
<![CDATA[Putu Sudira]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Journal of Education Technology Vol. 6 No. 4 (2022): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v6i4.46297
<![CDATA[Rapid development of fashion industry affected by digital technology has produced major opportunity in entrepreneurship. Significant obstacles that shall be solved are enthusiasm and student’s personality in entrepreneurship. Process of digitalization dominated in business sector has become solution that can be integrated in vocational education. This research aims to measure level of enthusiasm and entrepreneurial personality of vocational students. Descriptive research with qualitative method is used to quantify the level. 198 students from vocational educations are participated as respondents in this research. Four-Likert-scale questionnaire is applied as data collecting tool. Descriptive statistic is applied to analyze the level of enthusiasm and entrepreneurial personality of students. Meanwhile, independent sample T-test is applied to compare the two levels. The result of research reveals that high average level of enthusiasm and entrepreneurial personality of students in vocational educations that are implemented digital entrepreneur of 75,56%, while it is inversely proportional to vocational educations that do not apply of 70,51%. The process of entrepreneur in vocational education with integrated digital technology becomes innovative way that should be done while digitalization is getting stronger, so that enthusiasm and entrepreneurial personality can be improved.]]>
<![CDATA[Green Technology Usage Behaviour in Vocational Education: The Mediating Roles of Perceived Long-Term Benefits ]]>
<![CDATA[Parinsi, Mario Tulenan]]>;
<![CDATA[Ratumbuisang, Yosua Fitsgerald]]>;
<![CDATA[Ratumbuisang, Keith Francis]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i2.75039
<![CDATA[The importance of green technology to be applied by vocational education (VE) has not yet been realized in optimal behavior. The strong assumption is that they do not find it instantly beneficial, even though the operational competencies and cultural drivers still need to be understood. This research aims to measure the significance of the influence of green technology competence (GTC), socio-cultural norms (SCN), and perceived long-term benefits (PB) on green technology use behavior (UB). In addition, the mediating role of PB is also tested in bridging the indirect influence of GTC and SCN on UB. The expost-facto study was conducted in VEs with Adiwiyata status with a total involvement of 647 participants who joined as teachers and students. Data collection used a closed questionnaire with four Likert scales that had been tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study proved the importance of PB as a determinant of UB in VE teachers and students. It also provides essential insights into how GTC and SCN play an essential role in developing PB and determining UB. These results have important implications for VEs in improving their competencies and socio-cultural foundations to promote the sustainable use of green technologies. VE can synergize with various stakeholders and socio-cultural communities to support the strengthening of social capital and technical and financial assistance. In addition, the adaptive power of VE to analyze the need for green technology integration must also be pursued.]]>
<![CDATA[ANALISIS TINGKAT KETERAMPILAN HIJAU PADA GURU DAN SISWA DI SEKOLAH MENENGAH KEJURUAN ]]>
<![CDATA[Nur Wahyuni]]>;
<![CDATA[Farid Mutohhari]]>
<![CDATA[ Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 5 No. 1 (2024): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) ]]>
Publisher : <![CDATA[Information Technology Education Department ]]>
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DOI: 10.52060/jipti.v5i1.1930
<![CDATA[As climate change caused by human work continues to increase dramatically, one of the efforts that can be made is to encourage the growth of the green economy. Vocational high schools (SMK) are seen as one of the institutions that should play a role in the growth of green jobs and industries by equipping students with green job skills. Therefore, the first effort is to map the extent to which teachers and students have these skills, so the purpose of this study is to measure the level of generic green skills (KHG) in teachers and students which includes dimensions of cognitive, interpersonal and intrapersonal competencies. In addition, looking at the differences between dimensions as a whole was also carried out. The survey method was adopted with the help of KHG questionnaire instruments in SMKs that have Adiwiyata status. Data were analyzed using descriptive analysis, and ANOVA-Dunnet C Test. As a result, the KHG description of students still shows a low category, while teachers get a high category. However, teachers' KHG was not evenly distributed in each dimension. The interdimensional analysis did not show significant differences, both for teachers and students. These results indicate that there is still a need to strengthen teachers' pedagogy, especially in dimensions and indicators that are still weak. The last recommendation in improving KHG requires synergy from various fields, including society in general.]]>
<![CDATA[Perceptions of industry and education practitioners regarding 21st-century multiple intelligence qualifications for vocational education ]]>
<![CDATA[Johan, Arif Bintoro]]>;
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Hadi, Samsul]]>;
<![CDATA[Rabiman, Rabiman]]>;
<![CDATA[Widodo, Widodo]]>;
<![CDATA[Khaharsyah, Alfat]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 30, No 2 (2024): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v30i2.73192
<![CDATA[Work development in the 21st century requires new multiple intelligence qualifications for vocational education (VE) to face it. This research reveals a new multiple intelligence qualification along with its application procedures and assessment aspects for VE. Industry practitioners and higher vocational education were involved in exploring data related to the topic in this research. Data collection on practitioners was carried out in two stages, starting with interviews and continuing with Focus Group Discussions. The transcribed data was then explained and interpreted using NVivo 12 plus. Four multiple intelligences are essential to industry practitioners and higher vocational education, namely interpersonal, intrapersonal, logistical, and naturalistic intelligence. Building these four multiple intelligences requires infrastructure support that is dominated by digital infrastructure, emphasis on the role of responsibility for the subjects involved in learning, increasing the readiness of teachers and students before learning, and determining learning strategies to encourage independence in students to explore in depth about what should be done achieved. These new intelligences are assessed based on three main aspects: self-assessment methods, peer assessment and meaningful project assessment. These findings are essential recommendations for education and learning administrators in VE to implement the four new multiple intelligences optimally and according to current work needs]]>
