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Published by Universitas Negeri Yogyakarta

ISSN : 20882866 EISSN : 24769401 DOI : 10.21831

Core Subject : Education,

Education

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Articles 447 Documents

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Back matter (acknowledgement, author guidelines) Team, Editorial
Jurnal Pendidikan Vokasi Vol 7, No 3 (2017): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Peningkatan motivasi, kemandirian dan hasil belajar melalui pembelajaran kooperatif pada pembelajaran dasar sinyal audio Utami, Santi; Soenarto, Soenarto
Jurnal Pendidikan Vokasi Vol. 5 No. 1 (2015): Februari
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk meningkatkan motivasi belajar, kemandirian dan hasil belajar siswa melalui strategi pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) di SMKN 1 Saptosari. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan empat tahapan yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian di SMKN 1 Saptosari dengan subyek penelitian siswa kelas X Teknik Audio Video A. Penelitian melibatkan seorang kolaborator yang berasal dari teman sejawat. Teknik pengumpulan data menggunakan dokumentasi, lembar observasi kelas dan lembar ceklist. Data penelitian yang menunjukkan adanya perubahan dari tindakan yang diberikan diperoleh dari kolaborator. Data yang diperoleh dianalisis dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) melalui strategi pembelajaran kooperatif tipe STAD sebanyak 76,6% siswa meningkat motivasinya, (2) melalui strategi pembelajaran kooperatif tipe STAD sebanyak 69% siswa meningkat kemandiriannya, dan (3) pembelajaran kooperatif tipe STAD mampu meningkatkan hasil belajar siswa hingga memenuhi Kriteria Ketuntasan Minimal (KKM). IMPROVING STUDENT'S MOTIVATION, AUTONOMY AND LEARNING OUTCOMES THROUGH THE COOPERATIVE LEARNING IN THE LEARNING OF BASIC AUDIO SIGNALAbstractThis study aims to improve student's learning motivation, autonomy, and learning outcomes through the cooperative learning strategy of the Student Teams Achievement Division (STAD) type at SMKN 1 Saptosari. This was a classroom action research (CAR) study consisting of four stages, i.e. planning, action, observation, and reflection. It was conducted in SMKN 1 Saptosari and the research subjects were Grade X students of Audio Video Engineering A. It involved a collaborator who was a colleague. The data collecting techniques were documentation, a classroom observation sheet, and a checklist. The research data showing changes as a result of the actions were obtained from the collaborator. The data were analyzed by means of the descriptive technique. The results of the study showed that: (1) through the cooperative learning of the STAD type was capable of improving the motivation of 76.6% of the students, (2) the cooperative learning of the STAD type was capable of improving the autonomy of 69% of the students, and (3) the cooperative learning of the STAD type was capable of improving the students' learning outcomes to satisfy the Minimum Mastery Criterion (MMC).

Model penyelenggaraan work-based learning pada pendidikan vokasi Diploma III Otomotif Siswanto, Budi Tri
Jurnal Pendidikan Vokasi Vol. 2 No. 1 (2012): Februari
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian bertujuan: (1) menemukan model penyelenggaraan work-based learning pada pendidikan vokasi program Diploma III Otomotif yang dapat meningkatkan kualitas hasil belajar; (2) mengetahui luaran penyelenggaraan work-based learning dengan model yang dikembangkan. Penelitian R&D dan eksperimen ini dilaksanakan di beberapa pusdiklat/training center berbagai APM (Agen Pemegang Merek) Otomotif di Jakarta, Karawang, Tangerang, dan Bekasi. Populasi penelitian: seluruh mahasiswa Diploma III program studi Teknik Otomotif yang melaksanakan program pengalaman lapangan/praktik industri di provinsi Daerah Istimewa Yogyakarta dan Jawa Tengah. Dua kelompok mahasiswa sebagai sampel penelitian berjumlah 100 mahasiswa ditentukan dengan teknik purposive sampling yang meliputi 3 PTN dan 3 PTS di DIY dan Jawa Tengah. Eksperimen dilaksanakan dengan rancangan faktorial 2 x 1. Validasi isi dilakukan dengan expert judgement dan analisis faktor dan reliabilitas butir dengan formula Alpha Cronbach dan KR-20. Data dianalisis dengan analisis deskriptif, korelasi, regresi, jalur, uji-t dengan bantuan program SPSS.17 dan Structural Equation Modeling (SEM) dengan bantuan program LISREL 8.80, taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) model WBL Rolling Terpadu cocok digunakan dalam penyelenggaraan program work-based learning Diploma III Otomotif untuk meningkatkan kualitas hasil belajar; (2) luaran (output) dari model WBL Rolling Terpadu yaitu: pengetahuan mekanik otomotif, sikap profesional, kesiapan mental kerja, dan kemandirian mahasiswa pada kelas model lebih tinggi secara signifikan dibanding kelas konvensional. WORK-BASED LEARNING IMPLEMENTATION MODEL IN AUTOMOTIVE DIPLOMA III VOCATIONAL EDUCATIONAbstractThis research was aimed at: (1) finding the work-based learning implementation model in Automotive Diploma III program, (2) revealing the WBL performance outputs. R&D and experimental research was conducted at several training centers of automotive authorized dealer agencies or (APM) in Jakarta, Karawang, Tangerang, Bekasi. The population were students of Automotive Diploma III study program who were trained in industrial attachment program in Central Java and Yogyakarta Special State provinces. Two groups of 100 students as subject with purposive sampling techniques. Experiment was conducted with 2x1 factorial design. Validity was examinded by expert judgment and by factors analysis. Cronbach's Alpha formula and KR-20 were used to examine the reliability. Data were analyzed by correlation, multiple regression, path, and t-test with SPSS ver.17. Goodness of Fit model were tested by Structural Equation Modeling (SEM) with LISREL 8.80. The results show that (1) WBL Rolling Terpadu model is fit to improve performance outputs in the implementation Automotive Diploma III work-based learning program, (2) outputs of WBL Rolling Terpadu model are initial automotivemechanic knowledge, professional attitude, work mentally readiness, and personality attitude. These outputs of the experimental group in student work-based learning performance are higher than that of control group.

Front Matter (Cover, Editorial Board, Table of Content) Team, Editorial
Jurnal Pendidikan Vokasi Vol 5, No 2 (2015): Juni
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Faktor-faktor yang mempengaruhi kinerja guru sekolah menengah kejuruan Susanto, Hary
Jurnal Pendidikan Vokasi Vol. 2 No. 2 (2012): Juni
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengungkapkan: (1) pengaruh kompetensi guru dan kepemimpinan kepala sekolah terhadap motivasi kerja guru SMK di Kabupaten Hulu Sungai Selatan, Kalimantan Selatan, baik secara sendiri-sendiri maupun bersama-sama, (2) pengaruh kompetensi guru, kepemimpinan kepala sekolah, dan motivasi kerja guru terhadap kinerja guru SMK di Kabupaten Hulu Sungai Selatan, Kalimantan Selatan, baik secara sendiri-sendiri maupun bersama-sama, dan secara langsung atau tidak langsung. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif dan signifikan: (1) kompetensi guru dan kepemimpinan kepala sekolah terhadap motivasi kerja guru SMK di Kabupaten Hulu Sungai Selatan, Kalimantan Selatan, baik secara sendiri-sendiri maupun bersama-sama dengan taraf signifikansi 0,038; 0,045; dan 0,001. (2) kompetensi guru, kepemimpinan kepala sekolah, dan motivasi kerja guru terhadap kinerja guru SMK di Kabupaten Hulu Sungai Selatan, Kalimantan Selatan, baik secara sendiri-sendiri maupun bersama-sama, dan secara langsung atau tidak langsung taraf signifikansi 0,036; 0.003; 0,036; 0,000; (0,038 dan 0,036); (0,045 dan 0,036). THE FACTORS OF AFFECTING THE PERFORMANCE OF THE TEACHERS' OF STATE VOCATIONAL HIGH SCHOOLAbstractThis study aims to search for the magnitude of, the effect of: (1) the teachers'competence and headmasters' leadership on teachers'work motivation, individually and simultaneously; (2) the effect of the teachers'competence, headmasters' leadership and teachers'work motivation on teachers' performance, individually and simultaneously, and directly and indirectly. The result of the study shows that there is a positive and significant effect of: (1) the teachers'competence and headmasters' leadership on teachers'work motivation, individually and simultaneously with the significance level of 0.038; 0.045; and 0.001. (2) the effect of the teachers'competence, headmasters' leadership and teachers'work motivation on teachers' performance, individually and simultaneously, and directly and indirectly with the significance level of 0.036; 0.003; 0.000; (0.038 and 0.036); (0.045 and 0.036).

Pengaruh inquiry learning dan problem-based learning terhadap hasil belajar PKKR ditinjau dari motivasi belajar Nurcholish Arifin Handoyono; Zainal Arifin
Jurnal Pendidikan Vokasi Vol 6, No 1 (2016): Februari
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar peserta didik yang diajar dengan menggunakan metode inquiry learning, problem-based learning, dan konvensional, (2) perbedaan hasil belajar antara peserta didik bermotivasi belajar tinggi dan peserta didik bermotivasi rendah, dan (3) interaksi antara metode pembelajaran dan motivasi belajar terhadap hasil belajar. penelitian ini merupakan penelitan quasi-experiment faktorial 2x3. Teknik analisis yang digunakan untuk menguji hipotesis adalah ANOVA dua jalur dengan bantuan program statistik SPSS 22. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan hasil belajar yang signifikan antara peserta didik yang diajar dengan menggunakan metode inquiry learning, problem-based learning, dan konvensional, (2) ada perbedaan hasil belajar yang signifikan antara peserta didik bermotivasi belajar tinggi dan rendah, (3) tidak ada interaksi yang signifikan antara metode pembelajaran dan motivasi belajar terhadap hasil belajar, (4) tidak ada perbedaan hasil belajar yang signifikan antara peserta didik yang diajar menggunakan metode inquiry learning dengan metode konversional, (5) tidak ada perbedaan hasil belajar yang signifikan antara peserta didik yang diajar menggunakan metode problem-based learning dengan metode konversional, dan (6) tidak ada perbedaan hasil belajar yang signifikan antara peserta didik yang diajar menggunakan metode inquiry learning dengan problem-based learning. THE EFFECT OF INQUIRY LEARNING AND PROBLEM-BASED LEARNING ON THE LEARNING OUTCOMES OF REPAIRING AUTOMOTIVE ELECTRICAL SYSTEM IN TERMS OF THE LEARNING MOTIVATIONAbstractThe objectives of this research were to find: (1) the difference of learning outcomes among the students taught using inquiry learning, problem-based learning, and conventional methods, (2) the difference of learning outcomes of highly motivated and lowly motivated students, and (3) the interaction between learning methods and learning motivation on learning outcomes. This research used a 2x3 factorial quasi-experiment design. The analysis technique used to test the hypothesis was a two way ANOVA with the help of stastical program of SPSS 22. The research results were as follows: (1) there was a significant difference of learning outcomes among the students taught using the inquiry learning, problem-based learning, and conventional methods, (2) there was a significant difference of learning outcomes between highly motivated and lowly motivated students, (3) there was no significant interaction between teaching methods and learning motivation on learning outcomes, (4) there was no significant difference of learning outcomes between the students taught using the inquiry learning and conventional methods, (5) there was no significant difference of learning outcomes between the students taught using the problem-based learning and conventional methods, and (6) there was no significant difference of learning outcomes between the students taught using the inquiry learning and problembased learning methods.

Penerapan accelerated learning dengan pendekatan SAVI untuk meningkatkan motivasi dan hasil belajar kompetensi menggambar busana Mayliana, Esther; Sofyan, Herminarto
Jurnal Pendidikan Vokasi Vol. 3 No. 1 (2013): Februari
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar pada kompetensi menggambar busana dengan menerapkan accelerated learning melalui pendekatan SAVI (Somatic, Auditory, Visual, Intellectual). Penelitian terdiri dari tiga siklus setiap siklus dilakukan dua pertemuan. Kegiatan penelitian meliputi perencanaan, tindakan, observasi dan refleksi. Data motivasi belajar dan hasil belajar dianalisis dengan teknik statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) penerapan accelerated learning dengan pendekatan SAVI dapat meningkatkan motivasi belajar siswa sehingga jumlah siswa yang masuk kategori motivasi belajar tinggi dengan nilai 77,6 - 86,6 sebanyak 10 siswa (32,3%), jumlah siswa kategori motivasi belajar sedang dengan nilai 68,5 - 77,5 sebanyak 21 siswa (67,7%), dan tidak ada siswa (0%) dengan kategori motivasi belajar rendah dengan nilai 59,4 - 68,4; (2) penerapan accelerated learning dengan pendekatan SAVI dapat meningkatkan hasil belajar siswa sehingga jumlah siswa yang memperoleh nilai hasil belajar di atas KKM sebanyak 28 siswa (90,3%), sedangkan siswa dengan nilai hasil belajar di bawah KKM berjumlah 3 siswa ( 9,7%). APPLICATION OF ACCELERATED LEARNING WITH SAVI APPROACH TO IMPROVE MOTIVATION AND LEARNING RESULTS COMPETENCY DRAWING FASHIONAbstractThis study aims to improve the learning motivation and learning outcomes at fashion drawing competence by applying the accelerated learning SAVI (Somatic, Auditory, Visual, Intellectual) approach. This research consisted of three cycles, each of which consisted of two meetings. The research activities included planning, action, observation and reflection. The data on learning motivation and learning outcomes were analyzed using descriptive statistics technique.The results show that: (1) the application of accelerated learning using the SAVI approach can increase students'motivation so that the number of students who fall into the category of high learning motivation with scores 77.6 - 86.6 reaches 10 students (32.3%), the number of the students in the medium category of learning motivation with the scores of 68.5 - 77.5 reaches 21 students (67.7%), and no student (0%) falls in the low learning motivation category with scores of 59.4 - 68.4; (2) the application of accelerated learning using the SAVI approach can improve students'learning outcomes so that the number of students who can obtain the score of the learning outcomes above KKM is 28 students (90.3%), while the number of those with learning outcomes under the KKM is three students (9.7%).

Model pembelajaran praktik pengelasan shieled metal arc welding(SMAW) posisi 1G jurusan teknik pengelasan Ardin, Masri Bin; Mujiyono, Mujiyono
Jurnal Pendidikan Vokasi Vol. 6 No. 2 (2016): Juni
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk: (1) mendeskripsikan model pembelajaran praktik yang berlangsung atau disebut model pembelajaran regular praktek pengelasan SMAW posisi 1G di SMK Negeri 2 Pengasih; (2) mengetahui efektifitas dan mendeskripsikan bahan yang digunakan dalam praktek pengelasan SMAW posisi 1G, misalnya: besi plat, mata gerinda, elektroda, dan waktu yang digunakan selama praktek pengelasan SMAW posisi 1G. Penelitian ini merupakan penelitian deskriptif dengan teknik pengumpulan data menggunakan wawancara, dokumentasi, angket dan penilaian skill pengelasan. Asessment skill pengelasan mengacu pada Acean Skill Welding Competition. Hasil penelitian yaitu: (1) model pembelajaran praktek pengelasan SMAW posisi 1G terdiri dari 4 pertemuan teori dan 13 pertemuan praktik; (2) model pembelajaran praktik pengelasan di SMKN 2 Pengasih sudah efektif tetapi untuk rutinitas pengelasan belum efektif untuk membentuk skill pengelasan SMAW posisi 1G dengan sistem assesment Asean Skill Welding Competition. Fasilitas utama dalam praktek pengelasan SMAW posisi 1G adalah mesin las. Sementara itu SMKN 2 pengasih memiliki 6 buah mesin las dengan rasio 1 mesin las untuk 5 orang siswa. Bahan habis pakai untuk 30 orang siswa per semester yang menggunakan model pembelajaran praktek pengelasan adalah besi plat ± 100-150 kg, mata gerinda total ± 5-6 keping, elektroda ± 9-10 box dan total waktunya aktif 77 jam selama satu semester. Kata kunci: pembelajaran Praktik Pengelasan SMAW, Skill Siswa untuk Posisi 1G LEARNING MODEL OF SHIELD METAL ARC WELDING (SMAW) PRACTICE OF 1G POSITION AT THE WELDING ENGINEERING DEPARTMENT Abstract This research aimed to: (1) describe the learning model of shield metal arc welding (SMAW) practice of 1G position at the Welding Engineering Department of State Vocational High School (SMKN) 2 Pengasih; (2) find the effectiveness and describe materials needed in the learning model of shield metal arc welding (SMAW) practice of 1G position, for examples: iron plate, grind eye, and electrode, and time needed for SMAW 1G position welding practice. This was a descriptive research study using the data collection techniques of interview, documentation, questionnaire, and t welding skill asessment rubrics. The welding skill asessment was based on Asean Skill Welding Competition (ASWC). The research result showed: (1) the learning model of shield metal arc welding (SMAW) practice of 1G position consisted of 4 meetings of theories and 13 meetings of practices; (2) the learning model of shield metal arc welding (SMAW) practice of 1G position at the Welding Engineering Department of SMK Negeri 2 Pengasih was effective but was not effective for routine practice of SMAW 1G position with the assessment system based on Asean Skill Welding Competition. The main facility required in welding practice of 1G position is a welding mechine. Meanwhile SMKN 2 Pengasih had six welding mechines with the ratio of1 mechine to 5 students. Using the learning model of shield metal arc welding (SMAW) practice of 1G position for 30 students per semester needed usable supplies of approximately 100-150 kg iron plates, 5-6 pieces of grind eye, 9-10 boxes of electrode, and the total time of 77 hours. Keywords: SMAW welding practice learning, student skills in 1G position

The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization Tamrin, A.G.; Slamet, S; Soenarto, S.
Jurnal Pendidikan Vokasi Vol. 8 No. 1 (2018): February
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as follows. (1) The pattern of the demand for productive vocational school teachers has been fulfilled through such programs as Three Year Diploma for Vocational Teacher of Engineering, Bond-based Remuneration for Bachelor's Level, Civil Servant Recruitment, Regional Civil Servant Recruitment, and Non-permanent Teachers. (2) Productive vocational school teachers supplied included LPTK graduates majoring in 22 vocational skills training programs and Non-LPTK graduates majoring in 45 vocational skills training programs out of 48 programs. (3) Productive vocational school teachers were distributed in three types of programs. (4) A system of vocational teacher education was conducted by increasing and refining. (5) Link and Match pattern of demand and supply for productive vocational school teachers involved integration of supply for LPTK graduates and that of Non-LPTK graduates, the distribution of such supply, and the pattern of implementation of vocational teacher education.

Proses perolehan kompetensi TIK melalui program praktik industri siswa SMKN 2 Pengasih Kulon Progo Majid, Nuur Wachid Abdul; Sudira, Putu
Jurnal Pendidikan Vokasi Vol. 7 No. 1 (2017): Februari
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menemukan: (1) proses perolehan kompetensi melalui program PI di DUDI; dan (2) hasil perolehan kompetensi siswa setelah mengikuti program PI di DUDI. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus. Setting penelitian ini adalah di PT. JMI sebagai industri pasangan SMKN 2 Pengasih. Informan pada penelitian ini adalah pimpinan atau pemilik PT JMI, pembimbing industri, pembimbing siswa dari sekolah, dan siswa peserta PI. Pengumpulan data melalui observasi, wawancara mendalam dan studi dokumentasi. Teknik analisis data mengacu pada analisis model interaktif Miles & Huberman, meliputi pengumpulan data, data condensation, penyajian data, verifikasi, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa proses perolehan kompetensi TIK dalam program PI melalui: (1) proses untuk memperoleh kompetensi di tempat industri, meliputi: (a) melalui pengamatan dan mendengarkan, (b) belajar sambil menyelesaikan tugas (learning by doing) dan mengikuti aktivitas kerja, (c) belajar melalui pengalaman, (d) belajar memecahkan masalah, (e) belajar melalui kondisi lingkungan kerja, (f) belajar mandiri, dan (g) belajar secara terus menerus dan diulang-ulang; dan (2) hasil yang didapat siswa setelah mengikuti program PI adalah mampu menunjukkan perkembangan kognitif, afektif, dan psikomotorik yang dapat dideskripsikan antara lain: pengetahuan terkait dunia kerja, keterampilan kerja, kemampuan menyelesaikan pekerjaan, dan sikap yang berkaitan dengan DUDI.Kata kunci: proses perolehan kompetensi, hasil perolehan kompetensi, Program PI, TIK THE ACQUISITION PROCESS OF ICT COMPETENCE THROUGH INDUSTRIAL PRACTICE PROGRAM OF THE STUDENTS OF SMKN 2 PENGASIH KULON PROGOAbstractThis research aims to investigate: (1) the acquisition process competency through industrial practice program in DUDI; and (2) students' acquisition outcomes in the industrial practice program. The research used the qualitative case study approach. This research took place at PT JMI as a partner of SMKN 2 Pengasih. The informants in this research were the owner PT. JMI, the industrial mentors, the school mentor, and students who participated in the industrial practice program. The data were collected through observations, in-depth interviews, and documentation. The technical analysis of the data refered to the analysis of Miles & Huberman interactive model, including data collection, data condensation, data display, and drawing and verifying conclusions. The result shows that the process of acquisition of ICT competencies in the PI program is through: (1) process of acquiring competencies in the industry, including: (1) learning through observing and listening, (b) learning while completing the task (learning by doing) and work activities; (c) learning through experiences, (d) learning to solve problems, (e) learning through work environment, (f) self-directed learning, and (g) continuous and repeated learning; and (2) students' learning outcomes in the industrial practice program are able to demonstrate cognitive, affective, and psychomotor developments, including knowledge of the world of work, job skills, ability to finish the job, and attitudes related to DUDI.Keywords: the acquisition process of competencies, the acquisition outcome of competencies, PI program, ICT

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