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All Journal JTP - Jurnal Teknologi Pendidikan Journal of Science and Education (JSE) Jurnal Pendidikan Teknik Mesin
Bambang Sudarsono
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Other

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MODEL EXPLICIT INSTRUCTION: STRATEGI EFEKTIF UNTUK PRESTASI PRAKTIK SISWA SMK OTOMOTIF Arief Syamsuddin; Bambang Sudarsono
Jurnal Pendidikan Teknik Mesin Vol. 11 No. 1 (2024): Jurnal Pendidikan Teknik Mesin
Publisher : Program Studi Pendidikan Teknik Mesin Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwiajaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jptm.v11i1.21

Abstract

Keterampilan praktik memainkan peran krusial dalam mempersiapkan lulusan SMK menghadapi tantangan di dunia kerja. Untuk meningkatkan prestasi belajar dalam keterampilan praktik, diperlukan strategi pembelajaran yang efektif. Penelitian ini bertujuan untuk mengevaluasi penerapan model pembelajaran Explicit Instruction pada siswa SMK jurusan Teknik Kendaraan Ringan (TKR), dengan fokus pada peningkatan prestasi praktik siswa. Melalui metode penelitian tindakan kelas, 25 siswa dari SMK Muhammadiyah 1 Pakem yang mengambil jurusan teknik otomotif menjadi subjek penelitian. Data dikumpulkan menggunakan lembar kinerja praktik yang diverifikasi oleh industri. Hasil penelitian menunjukkan bahwa model pembelajaran Explicit Instruction dapat diimplementasikan secara efektif oleh siswa, dengan terjadi peningkatan signifikan dalam rata-rata skor kompetensi keterampilan praktik setiap kali siklus penelitian dilakukan. Aspek persiapan kerja meningkat dari 1,4 di siklus pertama menjadi 2,3 di siklus kedua dan 3,8 di siklus ketiga. Sementara itu, aspek kompetensi pengetahuan kerja meningkat dari 1,6 di siklus pertama menjadi 2,2 di siklus kedua dan 3,4 di siklus ketiga. Aspek kompetensi keterampilan kerja juga mengalami peningkatan dari 1,5 di siklus pertama menjadi 1,8 di siklus kedua dan 3,2 di siklus ketiga.
Development of An Industry-Integrated Problem-Based Learning Model to Improve Work Readiness in The Field of Electric Vehicles for Vocational Students Fanani Arief Ghozali; Bambang Sudarsono
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.60636

Abstract

Vocational High Schools (VHS) play a strategic role in preparing qualified and work-ready human resources to meet the demands of the energy transition era, particularly by equipping students with competencies in electric vehicle technology. However, the existing instructional practices remain predominantly teacher-centered and are insufficiently aligned with current industry needs. This study aims to develop and examine the effectiveness of a problem-based learning model integrated with industry (PL+ind) in enhancing vocational students’ work readiness in the electric vehicle sector. A research and development (R&D) approach was employed, encompassing preliminary study, needs analysis, expert validation, limited and extended field trials, and evaluation stages. Data were collected using observation sheets, interviews, questionnaires, and competency tests. The participants consisted of 15 vocational high schools and 12 industry partners, involving 88 teachers, 12 vice principals for curriculum, 220 students, and 35 automotive industry practitioners. Descriptive statistical analysis of expert validation results indicated that the PL+ind model achieved a high feasibility level, with a mean score of 3.40 on a four-point scale. The implementation results demonstrated a statistically meaningful improvement in students’ work readiness, as reflected in competency test scores that increased from a mean of 2.45 in the limited trial to 3.33 in the extended trial, both categorized as high achievement levels. The findings suggest that the PL+ind model effectively strengthens industry engagement in vocational learning processes and ensures alignment between school-based instruction and the evolving demands of the electric vehicle industry, thereby enhancing graduates’ work readiness.
Enhancing Students' Interpersonal Competence Through Outdoor Learning Space-Based Learning: A Case Study at SMAIT Balikpapan, Indonesia Indar Sri Wahyuni; Bambang Sudarsono; Enung Hasanah
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.825

Abstract

Interpersonal competence is an essential skill that should be developed among students to prepare them for social life and future professional challenges. However, classroom instruction remains predominantly teacher-centered, providing limited opportunities for students to develop communication, collaboration, empathy, and conflict-resolution skills. This study aimed to describe the implementation of Outdoor Learning Space (OLS) in enhancing students' interpersonal competence at SMAIT Istiqamah Balikpapan Selatan. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, vice principal for curriculum affairs, head of the asset department, teachers, the Outdoor Character Building (OCB) coordinator, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Trustworthiness was ensured through source and methodological triangulation. The findings revealed that OLS enhanced students' interpersonal competence through four interconnected components: experiential learning, collaborative discussion and group work, Outdoor Character Building (OCB) activities, and teachers' roles as facilitators. These components created authentic learning experiences that fostered communication, collaboration, empathy, leadership, and constructive conflict-resolution skills. The study concludes that OLS functions not merely as an outdoor learning environment but as a holistic learning ecosystem that simultaneously promotes academic achievement and students' interpersonal competence.
Integrated School Branding Strategies for Rebuilding Public Trust: A Case Study of an Islamic Private Junior High School in Indonesia Febri Susilowati; Achadi Budi Santosa; Bambang Sudarsono
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.837

Abstract

Public trust is a critical determinant of the sustainability and competitiveness of private schools in an increasingly competitive educational environment. This study aims to analyze the integrated school branding strategies implemented by SMPIT Istiqamah Balikpapan to rebuild public trust following a decline in student enrollment. A qualitative case study design was employed to obtain an in-depth understanding of the branding practices adopted by the school. Data were collected through semi-structured interviews with 15 purposively selected participants, including the principal, foundation representatives, the Student Admission Committee (SPMB) coordinator, vice principals, teachers, administrative staff, and a school committee representative. The interview data were complemented by observations and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings reveal five interrelated branding strategies that contributed to rebuilding public trust: (1) strengthening school identity through the alignment of vision, graduate competency standards, and school culture; (2) expanding strategic partnerships with government agencies, community organizations, industries, and international institutions; (3) developing achievement-based branding by systematically promoting academic and non-academic excellence; (4) strengthening student admission services (SPMB) through scholarship programs, service excellence, and responsive communication; and (5) implementing integrated promotional communication that combines digital branding, experiential marketing, and positive word-of-mouth. These strategies collectively enhanced institutional reputation, strengthened stakeholder engagement, and contributed to increased student enrollment. This study proposes an integrated school branding perspective, emphasizing that sustainable public trust is built through the interaction of institutional identity, educational quality, stakeholder relationships, service excellence, and strategic communication rather than through promotional activities alone. The findings provide practical implications for school leaders and policymakers seeking to strengthen the competitiveness and long-term sustainability of private educational institutions.
Co-Authors Achadi Budi Santosa Arief Syamsuddin Enung Hasanah Fanani Arief Ghozali Febri Susilowati Indar Sri Wahyuni