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Djoko Santoso
Jurusan Pendidikan Teknik Elektronika FT UNY
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Persepsi Guru Pembimbing terhadap Proses Pembelajaran Mahasiswa PPL UNY di SMK Kota Yogyakarta Tahun Ajaran 2012/2013 Djoko Santoso; Niken Ayu Larasati; Ramlan Arief Fathony
Jurnal Pendidikan Teknologi dan Kejuruan Vol 21, No 4 (2013): (Oktober)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.869 KB) | DOI: 10.21831/jptk.v21i4.9455

Abstract

This study describes perception of the supervisor teachers toward the skills of Yogyakarta State University students conducting Teaching Practicum at Vocational High Schools in Yogyakarta regency in the academic year of 2012/2013. This study was conducted using survey approach. The population were the teachers of the Industrial Technology program at Vocational High Schools in Yogyakarta regency. The results showed the perception toward the students’ skills in  high, average and low categories were 18.33%, 56.67% and 25% respectively. The reasons for the 25% of the low category were the students did not have sufficient experiences in teaching and did not completely master crucial components of the learning process, particularly in the opening stage
Need Assessment Pengembangan Keprofesionalan Berkelanjutan Guru Smk Teknik Audio Video Djoko Santoso
Jurnal Pendidikan Teknologi dan Kejuruan Vol 22, No 2 (2014): (Oktober)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.512 KB) | DOI: 10.21831/jptk.v22i2.8917

Abstract

The objectives of the study were to (1) analyse the competence of Audio Video Engineering teachers of Vocational High Schools in Yogyakarta, Sleman and Kulonprogro; (2) assess the teachers’ continuing professional development (CPD) needs and (3) identify CPD programmes to accomodate the needs. The study employed a survey approach. The results of this study revealed the following: (1) the teachers’ competence in good, fair, and poor categories were 43.33%, 40%, and 16.67% respectively, thus it is crucial for the stakeholders to promote CPD ; (2) the teachers’ CPD needs in very good, good, and fair categories were 36.67%, 36.67%, and 26.66% respectively. It should be the basis for the stakeholders in planning the CPD programmes, since the teachers were planning to initiate their professional development; and (3) the CPD programmes prioritized by the teachers were training, internet-based learning, collaborative works with relevant universities, and self- development in terms of professional competencies.
Co-Authors Niken Ayu Larasati Ramlan Arief Fathony