Articles
<![CDATA[A Study on the Use of Teaching Media in the Training of Improving Teachersâ Professional Competence ]]>
<![CDATA[mashoedah, mashoedah]]>
<![CDATA[ ELINVO Vol 1, No 1 (2015): Oktober ]]>
Publisher : <![CDATA[ELINVO ]]>
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<![CDATA[The paper discusses a study on the use of teaching media in the teacher trainings, in terms of what media that can be to improve teachersâ professional competence.  The methods used were a literature review and online survey conducted among teachers in the teacher group in the social media network. The use online research was expected to be able to explore the teachersâ responses to the use of appropriate teaching media and other problems related to the improvement of their professional competence. The results showed that the problem mostly faced by teachers are the improvement of the teacherâs competence of expertise (42%), the minimum availability of teaching media at school (24%), curriculum (15%) and other problems (19%). The teachers expected that the teaching media used in the teacher trainings are in the forms of  a combination of media (49%) , videos (29%), e-learning (15%), and  trainer kit (6%). The expected model of media used in the teacher trainings to improve the professional competence is the integration of various teaching media.  ]]>
<![CDATA[Integrated Briefcase Model: A Teaching Aid in the Practicum of Digital Electronics ]]>
<![CDATA[Mashoedah Mashoedah]]>;
<![CDATA[Umi Rochayati]]>;
<![CDATA[Muhammad Munir]]>
<![CDATA[ JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013 ]]>
Publisher : <![CDATA[LPPM UNY ]]>
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<![CDATA[This study is aimed at designing as well as producing an integrated briefcase model as a teaching aid in the teaching of digital electronics practicum and its feasibility. This study can be classified as research and development study. It was conducted in the Electronics Engineering Education Department and State Vocational School 2 Yogyakarta. The teaching aid was developed through: conducting needs analysis, designing, implementing, and testing. The testing was carried out twice covering the performance and feasibility. The data were collected by using questionaires distributed to the users. The students of SMK Negeri 2 Yogyakarta were the subjects of the research. In this study the data were analyzed descriptively. The study findings showed that the teaching aid could be realized and meet the competence required in the digital electronics subject. The score obtained from the content validity test was 90% (categorized as very feasible). The score of the material validity was 80% (categorized as feasible). The score of the feasibility in terms of the material aspect was 42% (categorized as feasible). The technical aspect was scored 69.83% (categorized as feasible). ]]>
<![CDATA[Braille Teaching Aids Based on the combination of Push Button and Voicing with Voice Chip aP89341 ]]>
<![CDATA[Mashoedah Mashoedah]]>
<![CDATA[ JOURNAL OF EDUCATION Vol 5, No 1 (2012): November 2012 ]]>
Publisher : <![CDATA[LPPM UNY ]]>
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<![CDATA[This research was aimed at developing an aid for teaching Braille letters by using Atmega 8535 microcontroller and voice chip aP89341 and the combination of Push Button Switch into the combination of Braille letters. The research method employed was Research and Development with combinations of vowels-consonants and punctuations of Braille letters in Bahasa Indonesia processed into voices by a microcontroller and a voice chip. This aid was validated by five teachers in the Yaketunis School for the Blind to test its feasibility as a teaching aid. The aid was tested on five blind subjects. The performance of the system showed that the aid could produce voicing for 254 combinations of Braille letters consisting of the introduction on the use of the aid, combination of Braille numbers from 0 to 99, combinations of Braille letters from a to z, combinations of Braille vowels and consonants from ba-bi-bu-be-bo to za-zi-zu-ze-zo and their combinations, combinations of Braille punctuations and several additional voicings. The experts' validations were: effectiveness = 81%, user friendliness = 78%, consistency = 78%, media organisation = 80%, and significance = 70%. The percentage of the feasibility test was 77%, categorized as veryfeasible. Keywords: braille teaching aids, push button, voicing, voice chip]]>
<![CDATA[The Relevance of industrial Practice Activities to the Competency Field of Industrial Practice in Faculty of Engineering YSU ]]>
<![CDATA[Moh Adam Jerusalem]]>;
<![CDATA[Putut Hargiyarto]]>;
<![CDATA[Mashoedah Mashoedah]]>
<![CDATA[ JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013 ]]>
Publisher : <![CDATA[LPPM UNY ]]>
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<![CDATA[This study is aimed at finding out the comparasion between students' activities in industrial practice and the curriculum of industrial practice. The study was a survey. The population consisted of students of the Engineering Faculty taking industrial practice in 2011. A sample of 268 students was used. The results of the study show that all the activities of industrial practice of all study programs have suitable correspondence with the curriculum of industrial practice. On assistancy side, industry used discussion, supervision, and giving material as the methods of assistancy. The majority of the industries made use of the discussions that went on when students put up questions to supervisors.]]>
<![CDATA[The Vocational High School Teachers ‘Awareness Level and Implementation of the Students’ Learning Style Assessment ]]>
<![CDATA[Mashoedah Mashoedah]]>;
<![CDATA[Martin Hartmann]]>;
<![CDATA[Herman Dwi Surjono]]>;
<![CDATA[Zamroni Zamroni]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 24, No 1 (2018): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v24i1.17722
<![CDATA[As a reflection of teachers’ awareness of the students’ learning styles, teachers are required to have a good understanding of how the learning materials will be delivered to them through the teaching method and media, which are appropriate for their preferences. However, the uniqueness of learners’ learning styles has not become an important consideration for most of teachers. This study was aimed at finding out, to what extent vocational high school teachers were aware of the students’ learning styles. The data were collected through a survey and analyzed with the descriptive quantitative analysis. The results revealed that most of the respondents with the percentage of 65.7% (n=67) do not know the term of learning styles. Most of the respondents with the percentage of 77.6% do not assess the students’ learning styles. Although most of the respondents do not assess the students’ learning styles, the aspects of assessing the learning styles, using the instructional media appropriate with the students’ learning styles, and care about the students’ preferences in learning were categorized as good with the percentage of 43.3%, 71.6%, and 56.7% respectively. The overall of the vocational high school teachers’ awareness level of the students’ learning styles is categorized as good with the percentage of 76.1%.]]>
<![CDATA[Crowd Detection System Using Blimp Drones as an Effort to Mitigate the Spread of Covid-19 Based on Internet of Things ]]>
<![CDATA[Mashoedah Mashoedah]]>;
<![CDATA[Oktaf Agni Dhewa]]>;
<![CDATA[Zulhakim Seftiyana Roviyan]]>;
<![CDATA[Dheni Leo]]>;
<![CDATA[Silvia Larasatul Masyitoh]]>
<![CDATA[ Elinvo (Electronics, Informatics, and Vocational Education) Vol 6, No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Department of Electronic and Informatic Engineering Education, Faculty of Engineering, UNY ]]>
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DOI: 10.21831/elinvo.v6i2.43873
<![CDATA[The application of health protocols is a regulation that is applied to prevent the spread of Covid-19. Public awareness of the implementation of health protocols is still lacking. This study aims to determine the performance of the detection system using the Blimp Drone as an effort to mitigate the spread of Covid-19 based on the Internet of Things. The method used in system development consists of literature review, needs analysis, design, manufacture, and testing. This system uses the Blimp Drone as a vehicle to carry out flight missions. Raspberry pi camera as a component for distance detection in crowds and mask detection, and Flir Lepton 2.5 as a component for temperature detection. In addition, thealso used raspberry pi 4 is as a component for image processing of the distance detection system for crowd, mask, and temperature detection. The results of the tests carried out are: (1) the results of the analysis of the lifting power of the Blimp Drone using pure helium and a diameter of 0.91m capable of lifting a load of 0.45kg (2) the system can detect the distance of each person in the crowd (3) the system can detect everyone who using a mask and not wearing a mask (4) the system can detect the temperature of each person using image processing (5) an audio warning sounds when a person who is not wearing a mask is detected and the distance between 2 people in a crowd of less than 1 meter is detected (6) the advantages of this tool ie can work autonomous in flight missions to detect the distance the crowd, masks, and temperature, as well as integrated with system the Internet of Things so that data the results capturing can be accessed in real time for further action by the authorities.]]>
<![CDATA[Contributing factors in learning programmable logic controller using path analysis ]]>
<![CDATA[Masduki Zakarijah]]>;
<![CDATA[Pramudi Utomo]]>;
<![CDATA[Umi Rochayati]]>;
<![CDATA[Mashoedah Mashoedah]]>;
<![CDATA[Suprapto Suprapto]]>;
<![CDATA[Arya sony]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 29, No 1 (2023): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v29i1.61211
<![CDATA[ Learning Programmable Logic Controller (PLC) programming is influenced by several factors, that is: lecturer competence in PLC programming, adequacy of information technology infrastructure in learning, availability of learning media, vocational guidance procedures, and learning motivation. The purpose of this study: (a) to describe the factors that contribute to PLC programming learning, (b) to formulate a PLC programming competency model, and (c) to examine the determinants of PLC programming learning. Model testing method using Path Analysis. The results of this analysis are expected to be able to describe the relational patterns between variables in learning PLC programming, as well as the direct and indirect impacts on the mastery of PLC programming competencies. Keywords: PLC programming competency, path analysis, vocational education.]]>
<![CDATA[Evaluation of Teaching Factory Learning Model for Developing Students' Career Adaptability at SMK Nusantara 1 Comal ]]>
<![CDATA[Nurjanah, Fitri]]>;
<![CDATA[Mashoedah , Mashoedah]]>
<![CDATA[ Interdiciplinary Journal and Hummanity (INJURITY) Vol. 4 No. 5 (2025): INJURITY: Journal of Interdisciplinary Studies. ]]>
Publisher : <![CDATA[Pusat Publikasi Nusantara ]]>
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DOI: 10.58631/injurity.v4i5.1438
<![CDATA[This study aims to evaluate the teaching factory learning system and describe the effectiveness of teaching factory learning for developing students' career adaptability at SMK Nusantara 1 Comal, Mechanical Engineering Expertise Concentration. This study adopts the Stufflebeam’s CIPP (context, input, process, product) evaluation model as the basic research framework. The subjects of this study were the teaching factory coordinator, teachers, and students who participated in teaching factory learning at SMK Nusantara 1 Comal. Data collection used a questionnaire, observations, document studies, and interviews. The surface validity of the instrument was carried out by expert judgment. The empirical validity and reliability of the instrument in the form of a questionnaire were calculated using the product moment correlation technique and the calculation of the Cronbach alpha coefficient sequentially. The research evaluation results show that the implementation of teaching factory learning reviewed from the CIPP evaluation model is included in the “good” category with an achievement percentage reaching 78.08%. The details of the evaluation results for each component are as follows: the context component is included in the “sufficient” category with an achievement level of 61.33%; the input component is included in the “excellent” category with an achievement level of 84.97%; the process component is included in the “good” category with an achievement level of 70.38%; and the product component (in the form of student career adaptability) is included in the “excellent” category with an achievement level of 86.06%.]]>
<![CDATA[Kajian Penggunaan Media Pembelajaran dalam Pelatihan Peningkatan Kompetensi Profesional Guru ]]>
<![CDATA[Mashoedah, Mashoedah]]>
<![CDATA[ Elinvo (Electronics, Informatics, and Vocational Education) Vol. 1 No. 1 (2015): November 2015 (Consist of 9 Articles) ]]>
Publisher : <![CDATA[Department of Electronic and Informatic Engineering Education, Faculty of Engineering, UNY ]]>
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DOI: 10.21831/elinvo.v1i1.10875
<![CDATA[Tujuan dari makalah ini adalah mengkaji penggunaan media pembelajaran untuk pelatihan guru. Jenis Media pembelajaran yang bagaimana yang dapat digunakan dalam pelatihan guru untuk meningkatkan kompetensi profesional guru. Metode yang digunakan adalah studi pustaka dan online survei kepada guru yang berada di grup guru di jejaring sosial media. Penggunaan metode survei online di grup guru di jejaring sosial media diharapkan dapat menggali respon guru terhadap penggunaan media pembelajaran yang sesuai untuk pelatihan, serta permasalahan-permasalahan lain dalam peningkatan kompetensi profesional guru. Hasil kajian dan survei yang telah dilakukan menunjukkan bahwa permasalahan yang sering dihadapi oleh guru adalah "Peningkatan kemampuan di bidang keahlian" (42%), "Minimnya alat bantu mengajar disekolah" (24%), "Kurikulum" (15%) dan permasalahan lainnya (19%). Sedangkan pendapat guru tentang penggunaan media pembelajaran pada pelatihan guru masih sangat diperlukan dan media pembelajaran yang diharapkan dalam pelatihan guru adalah dalam bentuk : gabungan media (49%) , video pembelajaran (29%), e-learning (15%); dan trainer kit (6%). Alternatif model pelatihan yang diharapkan adalah pengintegrasian media pembelajaran pada pelatihan peningkatan kompetensi guru.]]>
<![CDATA[Integrating Social Emotional Intelligence into Project-Based Learning: Enhancing Web Programming Competencies in Vocational Education ]]>
<![CDATA[Mukarromah, Hana Zainab]]>;
<![CDATA[Mashoedah]]>
<![CDATA[ International Journal of Technology and Education Research Vol. 4 No. 01 (2026): January- March, International Journal of Technology and Education Research (IJ ]]>
Publisher : <![CDATA[International journal of technology and education research ]]>
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DOI: 10.63922/ijeter.v4i01.2799
<![CDATA[The rapid evolution of the digital industry demands that vocational education graduates possess not only technical proficiency but also robust social-emotional competencies. However, a critical disparity exists in current vocational pedagogy, where technical instruction often overlooks the collaborative and emotional skills vital for the modern workforce. This study investigates the efficacy of integrating Social Emotional Intelligence (SEI) into Project-Based Learning (PjBL) to enhance web programming competencies at SMK Negeri 4 Bandung. Employing a quasi-experimental design with 70 students, data were collected via cognitive pretest-posttest assessments, SEI scales, and motivation questionnaires. The results revealed a statistically significant difference in learning outcomes (Sig. 0.010 < 0.05), with the experimental group achieving a moderate N-Gain of 0.62, substantially outperforming the control group's low N-Gain of 0.30. Furthermore, path analysis confirmed that SEI significantly influences learning motivation, which functions as a partial mediator for academic achievement. These findings contribute a novel pedagogical framework for vocational education, demonstrating that integrating emotional intelligence into technical training is essential for fostering holistic student development and professional readiness.]]>
