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All Journal Jurnal Pendidikan Vokasi Jurnal Sentra Pendidikan Anak Usia Dini
Alfian Azhar Yamin
Universitas Pendidikan indonesia
Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Implementation of BMC-based teaching and learning factory model in increasing student competencies in leather creative skills concentration and imitation in vocational school Cucu Sutianah; Meita Annisa Nurhutami; Alfian Azhar Yamin
Jurnal Pendidikan Vokasi Vol. 13 No. 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.56001

Abstract

Learning in vocational education must be carried out with collaboration between educators, vocational schools, curriculum alignment, and learning in factories as miniature industries stakeholders to achieve assessment in the form of real assessment so that the achievement of learning objectives follows the needs of students and the world of work. Assessment in the form of assessment must be measured in real terms, with religious, character, moral, and cultural education values and work competencies following community expectations. The objectives to be achieved through this research are to produce a learning program that can improve student competence in Vocational High School (VHS), including identifying the current condition of learning implementation, obtaining learning planning findings, obtaining learning implementation findings, obtaining findings regarding the assessment of learning outcomes, identifying supporting and inhibiting factors, knowing students' perceptions of the implementation of the BMC-based teaching and learning factory model in improving student competence in the concentration of leather and imitation craft design and production expertise in  VHS. With the implementation of a learning system using a block system as a teaching and learning factory, the implementation of learning must stimulate students to be more active in improving social skills, emotional skills, spiritual skills, scientific skills, mental skills, kinesthetic skills, as well as entrepreneurial skills, work ethics and safety, and work safety and the environment, which in turn can improve the competence and entrepreneurial character of students, following the vision and mission of the education unit.
Increasing creativity, production innovation and commercialization through the new teaching factory model based on life skills Cucu Sutianah; Bandi Sobandi; Alfian Azhar Yamin; Phan Doang Kieu Trang
Jurnal Pendidikan Vokasi Vol. 14 No. 2 (2024)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i2.67400

Abstract

This research aims to implement and develop a new teaching and learning factory model based on life skills in Vocational Secondary Education (SME) Creative and Production Crafts Expertise Program. This model is designed to support the needs of the Industrial Revolution 4.0 by integrating project-based learning through collaboration between the school curriculum and the industrial world. This research usesmixed methods, with a quasi-experimental design involving control and experimental groups using pre-test and post-test. The results showed that the new teaching and learning factory model was valid and reliable based on expert validation tests. The implementation of this model successfully increased students' creativity in product design, production, and commercialisation, and it developed social skills such as critical thinking, communication, collaboration, and interpersonal skills. In conclusion, the implementation of the life skills-based teaching factory model is effective in preparing students to face the challenges of the world of work, improving innovation skills, and supporting production processes that are relevant to industry needs. The contribution of this research is in the development of an innovative learning model that integrates the education curriculum with the world of work, thus producing graduates who are better prepared to face the challenges of the Industrial Revolution 4.0.
KONSTRIBUSI KELEKATAN KELUARGA TERHADAP KEMATANGAN BAHASA RESEPTIF DAN EKSPRESIF ANAK USIA 5 TAHUN Mutia Lembayun Nursolihah; Elan Elan; Alfian Azhar Yamin
Jurnal Sentra Pendidikan Anak Usia Dini Vol. 5 No. 1 (2026): Jurnal Sentra Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini (PGPAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/sentra.v5i1.6520

Abstract

Latar belakang: Perkembangan bahasa anak usia dini sangat bergantung pada iklim emosional keluarga, di mana kelekatan aman (secure attachment) menjadi fondasi utama stimulasi kebahasaan. Kendati demikian, kajian kualitatif mendalam mengenai kontribusi kelekatan terhadap kematangan bahasa reseptif dan ekspresif sesuai indikator STPPA masih terbatas. Tujuan:      untuk    menganalisis secara mendalam kontribusi kelekatan keluarga terhadap           kematanga bahasa reseptif dan ekspresif anak  usia 5  tahun berdasarkan indikator STPPA Permendikbud Nomor 137 Tahun 2014. Metode: Penelitian kualitatif dengan desain studi kasus mendalam ini melibatkan seorang anak laki-laki berusia 5 tahun 11 bulan dengan kemampuan bahasa superior (Ananda RKM) serta ibu kandung sebagai informan kunci di Kota Tasikmalaya. Data dikumpulkan melalui observasi partisipan pasif, wawancara mendalam, dan         dokumentasi           menggunakan instrumen pedoman observasi dan  wawancara yang diadaptasi dari indikator STPPA dan Teori Kelekatan Bowlby. Analisis data menerapkan model interaktif Miles, Huberman, dan Saldana. Hasil: Temuan menunjukkan bahwa pola asuh otoritatif berbasis penalaran dan ketersediaan orang tua sebagai safe haven serta secure base mendorong kematangan bahasa reseptif anak (pemfokusan atensi dan penalaran kausalitas) serta bahasa ekspresif (bebas baby talk, struktur kalimat SPOK utuh, dan penceritaan naratif runtut). Kelekatan aman terbukti menurunkan kecemasan emosional sehingga mengoptimalkan fungsi kognitif bahasa anak. Kesimpulan: Kelekatan emosional merupakan prekondisi psikologis utama dalam akselerasi bahasa anak yang juga memicu transfer of learning berupa perilaku prososial di sekolah. Implikasi pengabdian kepada masyarakat dari temuan ini dapat ditindaklanjuti sebagai materi edukasi dan modul pelatihan pengasuhan berbasis kelekatan (attachment-based parenting) bagi masyarakat luas.
Co-Authors Bandi Sobandi Meita Annisa Nurhutami Mutia Lembayun Nursolihah Phan Doang Kieu Trang Sutianah, Cucu