JPTK: Jurnal Pendidikan Teknologi dan Kejuruan
Jurnal Pendidikan Teknologi dan Kejuruan (JPTK) is a journal of Technical and Vocational Education and Training (TVET) which is a double-blind peer-reviewed journal. The journal invites authors throughout the world to exchange and disseminate theoretical and practice-oriented topics relevant to: (1) teaching and learning in TVET, (2) evaluation, assessment and certification in TVET, (3) human resources management in TVET, (4) vocational education resources in TVET and (5) contemporary issues in TVET
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<![CDATA[Developing Artificial Neural Network Based on Visual Studio for Dance Assessment ]]>
<![CDATA[Rahmahwati, Febri Suci]]>;
<![CDATA[Arifin, Fatchul]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.13800
<![CDATA[The dance assessment test still uses a manual system that tend to have frequent errors in the calculation for the final results thus it requires a system that accelerate the assessment process with an accurate result. This study aimed at: (1) designing an artificial neural network application based on visual studio for the dance assessment. (2) examining the performance of the artificial neural network application based on visual studio for the dance assessment. The design method consists of (1) system design (2) interface design (3) database design for artificial neural network system. (4) design of artificial neural network model. (5) programming (6) system testing. The design of visual studio artificial neural network application for the dance assessment has two stages: main program and supporting program. This research built a system by implementing visual studio and artificial neural network to assess dance examination which can give the final result to each participant directly. The application of the dance assessment can assess 3 types of dance with a training set of at least 10 pairs to undertake learning that produces the load to be used in the assessment. Besides assessing, this application can also delete, repair, and store data in the form of .xls. Based on the test results, it can be concluded that the application operates effectively for determining the final load, data input and data storage.]]>
<![CDATA[Competency of National Dual Training System Industry Advisors ]]>
<![CDATA[Baser, Jamil Abd]]>;
<![CDATA[Mat Jizat, Nur Atikah]]>;
<![CDATA[Nur Yunus, Faizal Amin]]>;
<![CDATA[Rahim, Mohd Bekri]]>;
<![CDATA[Abdul Razzaq, Abdul Rasid]]>;
<![CDATA[Hasan, Azman]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14276
<![CDATA[National Dual Training System (NDTS) is a system of training between the public and the private sector to produce competitive workers (k-worker) who meet the industry needs. This system consists of day release approaches that mean trainees undertake practical studies for four days and one day they receive theories while block release means trainees undertake practical studies for four months in industries and one month they receive theories. This study aimed to determine the advisors’ level of knowledge, skills, attitudes and their relationship with gender and work experience in the NDTS. This descriptive study used questionnaires with a likert scale as an instrument involving 84 respondents of qualified NDTS advisors. The data were analyzed using SPSS 21.0 and the results showed that the advisors had high knowledge, skills and attitudes. The inference analysis showed there was not difference of the level of knowledge, skills and attitudes based on advisors’ gender and the pearson correlation analysis showed that there was not relation between the advisors’ competence and work experience.]]>
<![CDATA[The Effect of the Jigsaw Learning Method and Initial Ability on the Learning Outcomes of Automotive Engineering Students ]]>
<![CDATA[Frandiska Eltian]]>;
<![CDATA[Amat Mukhadis]]>;
<![CDATA[Paryono Paryono]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14240
<![CDATA[The purposes of this study were testing the significant differences of learning outcomes between group of students who were treated with jigsaw learning method and those who were treated with the conventional method with considering the students’ initial ability. This study was designed with a quasi-experimental non-equivalent control group design. The sampling technique used random assignment. The sample consisted of 63 students. A test was used to measure the initial ability and learning result of the students. The data were analyzed by using a two way Anova method. The results were: (1) the learning outcomes of students in the subject of electronic ignition system maintenance with jigsaw learning method was better than the students treated with conventional learning; (2) based on the learning outcomes in the subject of electronic ignition system maintenance, a group of students with high initial ability was better than a group of students with medium and low initial ability; (3) there was not interaction between learning method and initial ability towards learning outcomes students. It means, the excellence of jigsaw learning and conventional learning in improving learning outcomes for the subject of electronic ignition system maintenance do not depend on students' initial ability. ]]>
<![CDATA[Design of an Artificial Intelligence Robot as a Tool for Teaching Media Based On Contextual Teaching and Learning ]]>
<![CDATA[Muhamad Syariffuddien Zuhrie]]>;
<![CDATA[Ismet Basuki]]>;
<![CDATA[I G P Asto B]]>;
<![CDATA[Lilik Anifah]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14293
<![CDATA[This study was conducted by applying a research and development design with the aim of producing a learning tool in the form of Artificial Intelligence robot module and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the students’ skills. This was a development research adopting 4-D model, proposed by Thiagarajan and Semmel (1974) that consisted of four stages: Define, Design, Develop, and Disseminate. Data of the Indonesia Robot Contest during the period 2009-2015 reveals that the developed modules have reached the fourth stage of 4-D research model that is dissemination thus, the module is considered perfect, ready to be duplicated and distributed as a learning device for Artificial Intelligence robotics courses. While, the developed module was validated with the average assessment score of 3.34. The module is expected to be able to produce Artificial Intelligence Robot Tool for teaching based on Contextual Teaching and Learning to improve the students’ skills to be applied in the field. In the results, students also showed positive responses on the robotics module and Contextual Teaching and Learning strategy.]]>
<![CDATA[The Effectiveness of Project Based Learning on Students’ Social Attitude and Learning Outcomes ]]>
<![CDATA[Rina Febriana]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14878
<![CDATA[This study aims at determining the effectiveness of the learning model of Project-Based Learning (PjBL) on students’ social behavior and learning outcomes. This study can be categorized as the quasi experimental method with pretest-posttest control group design. Data collection technique to measure students' social behavior was using questionnaires and to measure student learning outcomes was using post-test. Data analysis for student learning result was using U Mann Whitney test while the analysis on the social behavior of students was using descriptive analysis. The results of this study indicated that: (1) the student who stated that the learning model PjBL can increase the social behavior of students was 40.3%, the student who agreed was 39%, and the student who were hesitant with this learning model was 20.7% (2) the result of student learning outcomes with PjBL model increased with the mean score of 7.67 while the class with the conventional method was 4.67. The implications of the application of this model were the improvement of students’cognitive, affective, and psychomotor aspects.]]>
<![CDATA[Application of a Blended Learning Model in Agricultural Vocational High Schools ]]>
<![CDATA[Sari Nurmayani]]>;
<![CDATA[Yatti Sugiarti]]>;
<![CDATA[Siti Mujdalipah]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14217
<![CDATA[Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects still used a conventional method, and the students were less enthusiastic in the learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue thus the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive, affective and psychometric aspects on the subjects of waste treatment. This study was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The results of this study concluded that the implementation of blended learning with Edmodo on the subjects of waste treatment can improve the students’ learning outcomes in the cognitive, affective and psychometric aspects with the maximum increase in the value of N-gain 0.82, as well as students’ learning completeness criteria reached 100% in cycle 2. The formulation of the appropriate learning syntax for the blended learning model implementation with Edmodo in the waste treatment subject are (1) Self-paced learning, (2) Group networking, (3) Live Event-collaboration, (4) Association- communication, (5) Assessment-Performance material supports]]>
<![CDATA[Development of Electrical Discharge Machine Die Sinking Application Using Android Platform ]]>
<![CDATA[Mohd Erfy Ismail]]>;
<![CDATA[Masran S.H]]>;
<![CDATA[Rahim M.B]]>;
<![CDATA[Faizal A.N]]>;
<![CDATA[Marian M.F]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.12825
<![CDATA[The rapid development of Information Technology today has given a new impetus to the use of technology in education. It also affects the learning styles which changes into distance learning (d-learning) as well as mobile learning (m-learning). Its changes is consistent with the use of multimedia elements such as text, graphics and video in android application. This study aims to evaluate the developed Electrical Discharge Machine (EDM) Die Sinking applications using android platform in terms of design, development and function based on teaching and learning theory. Random sampling technique was used to collect the data from 30 respondents in the year of 4 in Bachelor Degree of Technical Vocational (General Machining). The instruments to obtain information was in the form of questionnaire. Data were collected and analysed using SPSS (Statistical Package for the Social Sciences) version of 24. The study showed that this android applications meets the necessary criteria of content, presentation and interaction and it could help the students to understand the process of EDM Die Sinking]]>
<![CDATA[Developing a Virtual Reality Application of the Lawang Sewu Building as Educational Media for the Subject of History ]]>
<![CDATA[Agus Suryanto]]>;
<![CDATA[Diah Ayu Kusumawati]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14273
<![CDATA[Lawang Sewu is one of the Dutch colonial heritage building in Indonesia that has unique architecture as the main attraction. This building is located in Semarang, Central Java, Indonesia. Potentials of Lawang Sewu has not been conveyed due to lack of recognition efforts to society. One of the effort that can be done is to utilize virtual reality (VR) technology to provide information and enhance tourist objects. Virtual reality allows the user to interact with virtual objects as if in real life. This paper discusses about making virtual reality application which is applied as a means of introducing Lawang Sewu. This study was categorized as research and development (RD). This application runs on mobile devices running on android operating system equipped with gyroscope sensors. This application must be accompanied with an enhancement of VR cardboards. Virtual reality allows users to view and interact virtually with tourism object. The purpose of making this application is to introduce about Lawang Sewu for all of people especially students.]]>
<![CDATA[The Effect of Problem Based Learning with Gallery Project and Locus of Control on Learning Achievement ]]>
<![CDATA[Vicky Pratica Evita Sari]]>;
<![CDATA[Amat Mukhadis]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14713
<![CDATA[The purpose of this study was to examine the significance of difference in achievement between the students taught using the Problem Based Learning with Gallery Project and the Expository Learning as well as those having an internal and external locus of control, along with its interaction. This quasi-experimental study involved 52 students, randomly sampled. The methods of data collection were observation, non-test, and test. The method of analysis was a two-way ANOVA. The result of this study indicated that: (1) there was a significant difference in achievement between students taught using the PBL with Gallery Project and those taught using the Expository Learning; (2) there was no significant difference between students having an internal locus of control and those having an external locus of control on basic work of automotive engineering in a vocational high school; and (3) there was no interaction between the PBL with Gallery Project and locus of control level toward student achievement.]]>
<![CDATA[Digital Media Research in Education: the Usefulness of the Instrumental Conflicts Theory ]]>
<![CDATA[Pascal Marquet]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 4 (2017): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i4.14372
<![CDATA[The purpose of this presentation is to define and to illustrate the concept of instrumental conflict, as a tool to a better understanding of the difficulties that learners encounter while using ICT (Information and Communication Technologies). An instrumental conflict takes its meaning within the framework of Rabardel’s theory of instruments, which in itself is a part of the more general theory of activity. The main idea is that VLE (Virtual Learning Environments) associate three different types of artefacts: didactical, pedagogical and technical. These artefacts must be correctly combined, so that learners can have access to knowledge, which is embedded in the device. We point out the usefulness of such a concept. We thus describe how scientific communities, which focus on didactics of Mathematics and computer science, and on ICT in education and training in particular, deal with difficulties of implementation and exploitation of ICT. It appears that some objects called either didactical objects or pedagogical objects represent a reality, which is similar and extremely wide at the same time. In fact, this ambiguity justifies the distinction between didactical artefacts, pedagogical artefacts and technical artefacts. We finally give some examples of obstacles that can be considered as instrumental conflicts as well as some possible developments offered by the concept of instrumental conflict.]]>
