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All Journal Jurnal Pendidikan Vokasi JPTK: Jurnal Pendidikan Teknologi dan Kejuruan INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Thokozani Isaac Mtshali
Tshwane University of Technology
Education Other

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The impact of TikTok videos in creative designs of house plans in civil technology’s practical assessment tasks Thokozani Isaac Mtshali
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 1 (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i1.7887

Abstract

The internet bandwidth has drastically improved since most schools have introduced multimodal teaching and learning. This allowed many students to explore various online learning platforms in search of expanded knowledge and skills. Like many other teenage students, Civil Technology students ventured into TikTok videos to learn and share ideas about designing house plans which they used to do a compulsory practical assessment task (PAT). This study explored students' experiences on how TikTok videos have opened doors for creativity in designing house plans, granny flats in particular. A qualitative research method was used, and a case study design was used for sixteen (16) civil technology students who were purposefully sampled to become respondents to the questions posed. Focused group interviews and document analysis were used to gather data and thematic as well as content analysis were used to analyse the sets of data. This study found that the students acquired more creative ways on TikTok to design single-storey house plans. They learned that they could design domestic houses without bricks or timber walls, but also glasses or shipping containers through 3D design. This increased their spatial ability to understand how house plans could be designed using various materials. Thus, this study recommends for habitual use of TikTok videos and live sessions to learn civil technology-building concepts to advance creativity when doing practical assessment tasks.
Teachers’ perceptions on the revised curriculum assessment requirements for mechanical technology subject in South Africa Percy Thabiso Mhlanga; Thokozani Isaac Mtshali; Samuel Dumazi Khoza
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100320

Abstract

Although competency-based vocational education emphasizes practical skills development, limited attention has been paid to how curriculum assessment requirements influence the implementation of skills-based subjects at the secondary school level. This study addresses this gap by exploring teachers’ perceptions of the revised learner promotion requirements for Mechanical Technology in South Africa. Specifically, it examines the implications of the revised Curriculum and Assessment Policy Statement (CAPS) for maintaining a 75:25 weighting between the theory component and the Practical Assessment Task (PAT) in Mechanical Technology. The study employed a qualitative phenomenological design involving 18 purposively selected Mechanical Technology teachers. Data were collected through open-ended questionnaires and face-to-face interviews and analyzed using thematic analysis. The findings revealed that participants expressed dissatisfaction with the allocation of only 25% of the overall promotion weighting to practical assessment. They perceived that this assessment structure does not sufficiently support learners in developing hands-on competencies in automotive, welding, and fitting and machining trades. The findings further suggest that curriculum reforms should involve more direct consultation with teachers rather than relying solely on representative bodies. In addition, the assessment policy should be reviewed to achieve a more balanced weighting between theory and practical assessment, thereby better supporting competency-based skills development. This study contributes to the vocational education literature by demonstrating how assessment structures shape curriculum implementation and the development of occupational competencies in technical education.
Fostering The Use Of Indigenous Knowledge System To Teach Freehand Sketches In Engineering Graphics and Design Princess Blose; Thokozani Isaac Mtshali
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 31 No. 2 (2025): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v31i2.77379

Abstract

Teacher's expertise in design plays an important role in communicating drawing messages. This expertise is often influenced by their general knowledge and culture's identity and core principles, which is all part of Indigenous Knowledge. The purpose of this study was to explore teachers experiences in the use of Indigenous Knowledge System (IKS) to teach freehand sketches in engineering graphics and design. This study used a qualitative research approach and phenomenological design to understand participants experiences. Indigenous knowledge framework was employed to capture all relevant information. Interviews and classroom observations were used to collect data and thematic analysis was used to analyse it. So, this study discovered that teachers used drawing designs inspired by South African cultural designs taken from Indigenous Ndebele decoration patterns, and Contextualised storytelling to foster Indigenous Knowledge when teaching freehand sketches in engineering graphics and design. As a recommendation, this study is still calling for a content knowledge structure that revolves around the application of IKS, rather than focusing just on a small number of topics where teachers must find creative ways to incorporate IKS.
Co-Authors Percy Thabiso Mhlanga Princess Blose Samuel Dumazi Khoza