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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal
Handepi, Nogi
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Other

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Implementasi Learning Management System Chamilo Pada Pembelajaran Online di SMKN 1 Kecamatan Luak Handepi, Nogi; Waskito, Waskito
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i1.7786

Abstract

Covid-19 sangat cepat dalam menyebarkan wabahnya, sehingga menghambat segala hal termasuk dunia pendidikan. Upaya demi upaya dilakukan pemerintah untuk menghambat penyebaran virus ini dengan salah satunya yaitu melaksanakan pembelajaran berani atau pembelajaran dari rumah yang dilakukan secara daring. Pembatasan interaksi sosial masyarakat dapat menghambat laju pertumbuhan dan kemajuan dalam berbagai bidang kehidupan, khususnya dunia pendidikan. Untuk meminimalisir kedala/masalah yang dihadapi selama pembelajaran daring maka mulai dari Tahun Pelajaran baru 2020/2021 tepatnya dibulan juli SMKN 1 Kecamatan Luak melaksanakan pembelajaran daring dengan E-learning LMS berbasis web. Adapun metoda yang dilakukan dalam penelitian ini adalah menggunakan pendekatan kualitatif dengan Teknik wawancara. Dari hasil  pendekatan kualitatif ini didapatkan bahwa Pembelajaran Learning Management System Chamilo Untuk Pembelajaran Online di  SMKN 1 Kecamatan Luak dapat  meminimalisir kedala/masalah yang dihadapi selama pembelajaran daring yang sebelumnya dengan sangat efektif.    
Implementasi Kurikulum Teknik Sepeda Motor Honda Pada Pembelajaran Kompetensi Keahlian Teknik dan Bisnis Sepeda Motor di SMKN 1 Kecamatan Luak Handepi, Nogi; Indra, Indra; Kurniawan, Pebri; Jalinus, Nizwardi
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i1.7816

Abstract

Dalam mewujudkan tujuan pendidikan nasional perlu dirumuskan kualifikasi kemampuan lulusan SMK yang dituangkan dalam standar kompetensi lulusan. Salah satu standar kelulusan yang dimiliki lulusan  SMK harus mampu bekerja dan memiliki kesiapan untuk menghadapi persaingan kerja. Tujuan dari penelitian ini adalah untuk menjalin kerjasama SMKN 1 Kecamatan Luak  dengan PT. Astra Honda Motor yang didukung oleh kurikulum yang dirancang dan dikembangkan dengan memperhatikan kebutuhan dunia kerja sehingga menghasilkan lulusan yang berkompeten dibidangnya. Metoda yang digunakan adalah Kualitatif dan deskriptif yaitu melalui observasi, wawancara, dan dokumentasi yang digunakan untuk mengumpulkan data. Hasil yang diperoleh dari kerjasama ini terlaksana dengan sangat baik di SMKN 1 Kecamatan Luak, dan evaluasi pelaksanaan kurikulum Teknik Sepeda Motor Honda terlaksana semuanya sesuai dengan program kurikulum PT. Astra Honda Motor
Evaluation of the One Heart Education Program in the Motorcycle Engineering and Business Expertise Competency Handepi, Nogi; Wakhinuddin; Maksum, Hasan; K, Arwizet
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9772

Abstract

Vocational education plays a critical role in preparing students to meet industry demands and enter the workforce effectively. This study aims to evaluate the One Heart Education Program in the Motorcycle Engineering and Business expertise competency at SMKN 1 Luak District, focusing on context, input, process, and product aspects, using the CIPP evaluation model. The study examines whether the program has been managed optimally. Employing a mixed-method approach, the research uses purposive sampling, involving 36 respondents, 26 for quantitative data and 10 as qualitative informants. Data collection methods include questionnaires and interviews. The evaluation results show that the program achieved an overall score of 72.24, categorized as sufficient, indicating suboptimal management. In detail, the context aspect related to program objectives is rated as poor, though the environmental aspect is good. The input, process, and product aspects are also found to be lacking. Key recommendations include optimizing the context aspect by refining program goals, adopting a centralized approach in the input aspect to explore students’ potential, enhancing the learning process in the process aspect to better align with industrial standards, and improving outcomes in the product aspect. These improvements aim to enhance the overall effectiveness and impact of the One Heart Education Program.
Transformational Leadership in Strengthening the Teaching Factory (TEFA) Ecosystem and Its Impact on the Quality of Vocational High School Graduates: A Systematic Literature Review Handepi, Nogi; Giatman, M.; Sukardi, Sukardi
The Future of Education Journal Vol 5 No 1 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1459

Abstract

Vocational education in Indonesia faces fundamental challenges in bridging the competency gap between Vocational High School (SMK) graduates and industry standards. The Teaching Factory (TEFA) learning model has been identified as a strategic solution; yet its implementation often encounters obstacles due to suboptimal managerial and leadership factors. This study aims to systematically analyze the role of school principals' transformational leadership in strengthening the TEFA ecosystem and its impact on improving SMK graduate quality. Using the Systematic Literature Review (SLR) method based on PRISMA framework, this study examined 21 selected articles from SINTA-accredited journals (SINTA 2, 3, and 4) published between 2020–2025. The analysis reveals five key findings: (1) Transformational leadership functions as a catalyst in transforming school culture from purely academic to industrial culture; (2) Four dimensions of transformational leadership have differential contributions to teacher innovation and TEFA ecosystem formation, with Inspirational Motivation showing the strongest empirical support (86%); (3) Strengthening the TEFA ecosystem requires professional management of production units with corporate-like management principles; (4) TEFA implementation supported by transformational leadership has significant positive correlation with increases in graduates' hard skills, soft skills, and employability; (5) Integration of transformational leadership with digital competence becomes a prerequisite in the context of Society 5.0 and Industry 4.0 Revolution. This study recommends strengthening SMK principals' managerial capacity through entrepreneurship-based leadership development programs and production unit management. Practical implications include recruitment and training policies for school principals that prioritize transformational leadership competence and business literacy.
Leadership of Vocational High School Principals in Developing Teaching Factories and Students’ Entrepreneurial Mindsets and Their Impact on the Quality of Vocational School Graduates: A Systematic Literature Review Handepi, Nogi; Gangga, Almes; Maiharni , Yetti; Giatman, M.; Sukardi, Sukardi
The Future of Education Journal Vol 5 No 1 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1484

Abstract

Background: Vocational High Schools (SMK) face the challenge of high Open Unemployment Rate (TPT) of 11.13% in 2021, indicating a gap between graduate competencies and industrial needs. Principal leadership with entrepreneurial competence is key in developing Teaching Factory (TEFA) and cultivating students' entrepreneurial spirit. Objective: To analyze the role of SMK principal leadership in developing Teaching Factory, strategies for fostering students' entrepreneurial spirit, supporting and inhibiting factors, and its impact on graduate quality based on a systematic literature study. Methods: Literature review analyzing 28 research articles (2014-2024) from SINTA accredited journals, academic databases, and policy documents. Analysis method: thematic analysis with stages of familiarization, coding, theme search, review, theme definition, and report writing. Results: (1) SMK principal leadership with strong entrepreneurial competence creates innovative learning, builds conducive work culture, and develops DUDI partnerships through three pillars: innovation, work culture, and sustainable partnerships; (2) Strategies for fostering entrepreneurial spirit include curriculum integration, extracurricular programs, real business practices, and habituation of entrepreneurial culture; (3) Supporting factors include principal commitment, teacher competence, infrastructure, DUDI partnerships, policy support, and student motivation; inhibiting factors include limited HR/facilities, limited capital, unsustainable partnerships, and work culture misalignment; (4) Positive impact on graduate quality includes improved technical/non-technical competence, entrepreneurial spirit formation, industry absorption rate, and entrepreneurial capability, with percentage of entrepreneurial graduates still below target (< 50% within 12 months). Conclusion: Transformational SMK principal leadership with entrepreneurial competence is a determining factor in Teaching Factory implementation and students' entrepreneurial spirit development. However, systemic obstacles such as infrastructure limitations, teacher competence, DUDI partnership sustainability, and absence of holistic policy require strengthening systemic support from government, education offices, and all vocational education stakeholders.
Co-Authors Almes Gangga Arwizet Arwizet, Arwizet Hasan Maksum Indra Indra Kurniawan, Pebri Maiharni , Yetti Nizwardi Jalinus Sukardi Sukardi Wakhinuddin Waskito Waskito, Waskito