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Journal of Education Action Research
Published by Universitas Pendidikan Ganesha
ISSN : 25804790     EISSN : 25493272     DOI : -
Core Subject : Education,
Education
Journal of Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.
Arjuna Subject : -
Articles 882 Documents
 85   86   87   88   89 
Industrial Training, Theoretical Achievement, and Practical Achievement in Productive Subjects on the Work Readiness of Culinary Expertise Students Ni Wayan Suartiningsih; Ni Luh Gede Erni Sulindawati; Ni Wayan Sukerti
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111354

Abstract

Students’ work readiness in vocational education still shows varying levels of achievement that are not fully aligned with industry demands. This condition indicates that the influence of industrial training, theoretical achievement, and practical achievement in productive subjects on students’ work readiness has not yet been comprehensively examined. This study aims to analyze, evaluate, and examine the contribution of industrial training, theoretical achievement, and practical achievement in productive subjects to the development of work readiness among students in the culinary skills competency program. The research employed a quantitative approach with a correlational design. The research subjects consisted of 115 twelfth-grade students in the culinary skills competency program who had completed industrial training. Data were collected through questionnaires to measure industrial training and work readiness, as well as report card documentation to assess theoretical and practical achievement in productive subjects. The research instruments were tested for validity and reliability prior to data collection. Data analysis was conducted using descriptive analysis, simple linear regression, and multiple linear regression. The findings revealed that industrial training, theoretical achievement, and practical achievement partially and simultaneously have a positive and significant effect on work readiness, with industrial training emerging as the most dominant variable. In general, it can be concluded that students’ work readiness is the result of the integration of knowledge mastery, practical skills, and authentic work experience. The implications of this study highlight the importance of strengthening collaboration with industry and continuously integrating theoretical and practical learning to enhance students’ work readiness.
Early Elementary School Teachers' Knowledge of Deep Learning in Terms of Certified and Non-Certified Teacher Status I Wayan Agus Ariasa; Putu Nanci Riastini; Rendy Setyowahyudi
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111651

Abstract

Twenty-first-century learning demands that teachers have a strong conceptual understanding of deep learning. However, empirical mapping of early elementary school teachers' knowledge levels and differences by teacher status remains very limited. This study aims to analyse and evaluate early elementary school teachers' knowledge of deep learning and compare it across teacher status. The study used a quantitative descriptive design. The study subjects were 32 early elementary school teachers, including 16 certified and 16 non-certified teachers. Data were collected using a 15-item multiple-choice objective test and analysed using descriptive statistics. The results showed an average score of 14.59, with 90.625% of teachers in the very high category and 9.375% in the high category. The average score for certified teachers was 14.19, while for non-certified teachers it was 15. In conclusion, early elementary school teachers' knowledge of deep learning falls in the very high category and shows no significant differences by teacher status. The implication is that professional development programs need to focus on strengthening the implementation of deep learning in the classroom, not just on conceptual aspects.

Page 89 of 89 | Total Record : 882

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