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All Journal Jurnal Pendidikan Vokasi IJECA (International Journal of Education and Curriculum Application)
Mbakwa, Patterson Nji
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Effect of Industrial Practice Experience on Student's Work Readiness of Machinery Engineering Vocational School Larosa, Esta; Gani, Imam Prawiranegara; Mbakwa, Patterson Nji
IJECA (International Journal of Education and Curriculum Application) Vol 5, No 2 (2022): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v5i2.10135

Abstract

This study aims to reveal the effect of industrial practice experience on the job readiness of vocational engineering mechinery students in Yogyakarta. This type of research is ex-post facto with a correlational approach. The subjects in this study were all students of machining engineering expertise program at Vocational High School Yogyakarta, with a total of 297 students. Determination of sample size using the Isaac & Michael table, obtained a sample of 247 students. Sampling with purposive sampling technique and data collection using a questionnaire. The data analysis technique used is descriptive statistics to describe the data of each variable and the regression analysis used for hypothesis testing. Based on the analysis and hypothesis testing, it can be concluded that the hypothesis has a positive and significant effect between industrial practice experience on the work readiness of students of Mechanical Engineering Vocational School in Yogyakarta. It can be seen from the regression results and the results of the significance of industrial practice experience on student work readiness, the correlation coefficient (r) is 0.677 and the coefficient of determination (r2) is 0.459. The results of this study indicate that the experience of industrial practice has a positive and significant effect on the work readiness of Mechanical Engineering students at Mechanical Engineering Vocational School in Yogyakarta.
Successful implementation of teaching factory in machining expertise in vocational high schools Wijanarka, Bernardus Sentot; Wijarwanto, Fendy; Mbakwa, Patterson Nji
Jurnal Pendidikan Vokasi Vol. 13 No. 1 (2023): February
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i1.51811

Abstract

This research aims to (1) evaluate the application of the teaching factory (Tefa) in the field of machining expertise in Vocational High Schools (VHSs) and (2) identify the obstacles to the implementation of Tefa. The research uses the CIPP (Content, Input, Process, and Product) evaluation method. This research was carried out in four vocational schools on the competence of machining expertise with the criteria of having implemented Tefa for more than five years and as a pioneer in implementing Tefa. The four schools are Vocational High School (VHS) Mikael Surakarta, State  Vocational High School (SVHS) 1 Magelang, SMK Warga Surakarta, and SMK Karya Teknika Colomadu Karanganyar. The research respondents are principals, vice principals, heads of competency skills, and managers of Tefa. The data collection was through interviews, observation, and document scrutiny. The instruments used are an interview guide, observation sheet, and document analysis guide. The qualitative data analysis used qualitative data processing software. The results are as follows. (1) The application of Tefa in VHSs based on the evaluation is the context component 98%, the input component 89.25%, the process component 87%, and the product component 82.5 %. The percentage of evaluating the implementation of Tefa as a whole for the CIPP component is 89.2%, or very good; and (2) The obstacles faced in implementing Tefa in vocational high schools include rules for product sales, rules for working hours for public teachers, setting practicum schedules, working hours that were not flexible, rapid technological changes, understanding of block schedules, and lack of human resource competence. The results of this study imply that schools that implement Tefa are expected to be well-managed because it impacts the progress of VHS processes and products.
Co-Authors Bernadus Sentot Wijanarka Imam Prawiranegara Gani Larosa, Esta Wijarwanto, Fendy