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All Journal Jurnal Taman Vokasi Jurnal Abdimas ADPI Sosial Dan Humaniora Advances In Social Humanities Research
Purwanto
Universitas Negeri Yogyakarta
Arts Humanities Automotive Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Mechanical Engineering Social Sciences Other

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Identifikasi Tantangan Sekolah dan Guru dalam Program  Sekolah Menengah Kejuruan Pusat Keunggulan Amir Fatah; Purwanto Purwanto; Mausa Agrevinna; Rachel Arimbi; Fatimah Azzahra
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 3 No. 2 (2022): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/jsoshum.v3i2.182

Abstract

The suitability of the competence of Vocational High School graduates with the needs in the industry is absolutely necessary. The Center for Excellence Vocational School (SMK PK) program is a program that encourages a comprehensive and harmonious relationship between schools and industry. The SMK PK program covers the areas of curriculum, learning, increasing the number and role of instructors from industry, industrial practice, competency certification, technology updates, applied research, and the uptake of graduates by the world of work. The SMK PK program mentioned above is certainly a new challenge for both schools and teachers. The purpose of this community service is to identify the challenges faced by schools and teachers in the PK Vocational School Program. This is important to do because through this identification activity, community service activities will be carried out according to needs. The method used is in-depth interviews to obtain comprehensive information on the challenges faced by schools and teachers. The results obtained are that schools still face difficulties in establishing relationships with industry so that it has an impact on curriculum development, learning implementation, the presence of instructors from industry, and work internships. While the problem faced by teachers is understanding of the operational curriculum, limited information and training, many new terms are used in the curriculum. Therefore, facilitation of partnering with industry and training on teacher understanding of the curriculum need to be carried out.
Perancangan saklar lampu otomatis dengan pir sensor berbasis Arduino Tri Mulyanto; Purwanto Purwanto
Jurnal Taman Vokasi Vol 10 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/jtvok.v10i1.7793

Abstract

Pesatnya perkembangan teknologi saat ini membuat kehidupan kita tak lepas akan kebutuhan sumber tenaga listrik. Bahkan sumber tenaga listrik menjadi kebutuhan pokok bagi manusia. Penggunaan sumber tenaga listrik setiap tahunnya mengalami peningkatan. Adapun salah satu penyebabnya adalah perilaku pemborosan dalam memakai energi listrik. Diantara perilaku pemborosan energi listrik yaitu membiarkan atau menyalakan lampu ketika tidak diperlukan. Untuk itu penelitian ini akan merancang sebuah saklar yang dapat bekerja secara otomatis dengan memanfaatkan sensor PIR (Passive Infrared Receive) yang berbasis Arduino Uno. Perancangan ini bertujuan untuk meminimalisir perilaku pemborosan energi listrik terutama pada penggunaan lampu yang berlebihan. Perancangan saklar lampu otomatis dengan sensor PIR besbasis Arduino ini menggunakan metode studi pustaka dengan mengambil data dan informasi dari buku penunjang, artikel ilmiah atau jurnal, dan datasheet serta sumber lainnya yang berkaitan dengan penelitian ini. Hasil dari penelitan ini rancangan saklar lampu otomatis dengan sensor PIR berbasis Arduino Uno dapat bekerja sesuai dengan yang diharapkan dan dapat digunakan untuk keperluan sehari – hari.
The Impact of the Special Education KKT Program on the Competence of UNY Students in 2025 Minta Harsana; Doni Dwi Hartanto; Sukarno; Purwanto; Tofan susanto
Advances In Social Humanities Research Vol. 4 No. 10 (2026): Advances In Social Humanities Research (Issue in Progres)
Publisher : Sahabat Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/adv.v4i10.655

Abstract

The Additional Education Authority Program in Special Education (KKT-PLB) at Universitas Negeri Yogyakarta (UNY) was developed to strengthen the qualifications and competencies of educators without formal backgrounds in special education. This study aimed to describe students' competency levels after completing the program, identify the competency dimensions that developed, and examine factors that supported or hindered competency development. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using a competency questionnaire based on the program learning outcomes, while qualitative data were obtained from participants' experiences through a focus group discussion (FGD) and document analysis. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The overall mean competency score was 4.05 out of 5.00, categorized as good. The highest competency scores were observed for developing learning media appropriate for students with special educational needs (4.38), adapting learning materials to students' abilities (4.29), preparing adaptive lesson plans (4.24), conducting reflective evaluations of learning (4.19), and understanding the characteristics of students with special educational needs (4.14). Competency areas requiring further improvement included supporting twice-exceptional learners (3.52), evaluating curriculum implementation (3.76), understanding adaptive curriculum principles (3.90), differentiating disability-specific learning needs (3.90), and developing Individualized Education Programs (IEPs) (3.95). Overall, the KKT-PLB program contributed positively to students' competency development; however, field-based practice, case-based learning, mentoring, and continuing professional development should be further strengthened.
Co-Authors Amir Fatah Doni Dwi Hartanto Fatimah Azzahra Mausa Agrevinna Minta Harsana Rachel Arimbi Sukarno Sukarno Tofan susanto Tri Mulyanto