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[Local Wisdom-Based 4-On (Vision, Action, Passion, and Collaboration) Model in Competencies of Machining Technique in Vocational Secondary Schools ]]>
<![CDATA[Haris Abizar]]>;
<![CDATA[Moh Fawaid]]>;
<![CDATA[Muhammad Nurtanto]]>;
<![CDATA[Soffan Nurhaji]]>;
<![CDATA[Solis Setiyani]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.33197
<![CDATA[This study aims to identify teacher competency needs and develop a local wisdom-based 4-ON (vision, action, passion, and collaboration) model in the competencies of machining technique in vocational secondary schools. The 4-ON model is a way to examine the professionalism of teachers in vocational secondary schools. The type of study is research and development, using the Richey and Klein model. The subjects are 26 vocational teachers of machining techniques. The data collection uses questionnaires and documentation. The questionnaire instrument is declared valid by 3 experts in content and tested with reliable results with a value of 0.82. The data analysis is quantitative descriptive. The study of the research and development are: (1) the teacher need for 4-ON (vision, action, passion, and collaboration) 79.81% response, the implementation of the local wisdom in learning 78.13% response, and six competencies machining technique expertise 80.48% response; (2) the local wisdom-based 4-ON model in the competencies of machining technique goes through 3 stages, namely development, process, and output for a result the professional and competent teacher.]]>
<![CDATA[Psychological Characteristics of Entrepreneurship Potentials among Vocational High School Students ]]>
<![CDATA[Farradinna, Syarifah]]>;
<![CDATA[Herawati, Icha]]>;
<![CDATA[Mulyani, Ajeng Hari]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.32859
<![CDATA[This study investigates the psychological concept that affects the intention of vocational high school students to become entrepreneurs. This study aims to predict the most effective psychological step to demonstrate the psychological characteristics of entrepreneurs of vocational high school students. Participants in this study were vocational high school students in the Department of Mechanical and Building Engineering. 206 students were selected as the sample of the study with a random sampling technique. This study employed a set of questionnaires contains a measurement scale consisting of entrepreneurial capacity, entrepreneurial belief, entrepreneurial consciousness, entrepreneurial motivation, and entrepreneurial determination. Statistical analysis was performed with Confirmatory Factorial Analysis (CFA) to determine whether the fit model is unidimensional and to determine the significance value measurement model independently, assisted with statistical software Mplus. The results revealed that entrepreneurial belief and motivation are the highest factors. The results also reported that there is a significant difference in entrepreneurial belief in different gender. The entrepreneurial belief characteristics of male students were higher than female students. This implies that there is a need to emphasize psychological entrepreneurship education that leads to increased self-confidence in female students. In addition, it is necessary to do psycho-education to prepare students as entrepreneurs.]]>
<![CDATA[Vocational Students' Perception of Online Learning during the Covid-19 Pandemic ]]>
<![CDATA[Hilma Erliana]]>;
<![CDATA[Safrizal Safrizal]]>;
<![CDATA[Rahmad Nuthihar]]>;
<![CDATA[Luthfi Luthfi]]>;
<![CDATA[Wahdaniah Wahdaniah]]>;
<![CDATA[Ilham Jaya]]>;
<![CDATA[RN Herman]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.34283
<![CDATA[COVID-19 pandemic impacts on vocational education. Lectures that were originally conducted face-to-face learning are diverted to online learning to avoid the spread of the pandemic. Online learning is very difficult to apply for courses conducted in the laboratory. This study discusses vocational students’ responses to the practice of online learning during the COVID-19 pandemic. Data were collected through a questionnaire created on Google form consisting of 20 questions. The questionnaire used a Likert scale to find out the attitudes and students’ perceptions of the implementation of online learning. The number of research respondents was 107 people consisting of 45 respondents from the West Aceh State Community Academy and 62 respondents from Lhokseumawe State Polytechnic, Aceh, Indonesia. The results of this study found that 59.81% of students disagree with online learning. The results also showed a score of 76.95% of the students agree that internet access is the main obstacle in online learning. However, students’ satisfaction with the current online learning system for students shows a score of 67.50%. Opinions related to online learning from 107 respondents showed that 45.42% of them less agree if online learning is still applied when the COVID-19 pandemic ends.]]>
<![CDATA[The Influence of Discipline, Responsibility, Cooperation, and Problem Awareness on Employability Skills ]]>
<![CDATA[Budi Santosa]]>;
<![CDATA[Pramudita Budiastuti]]>;
<![CDATA[Purnawan Purnawan]]>;
<![CDATA[Muhammad Sayuti]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.38085
<![CDATA[The purpose of this study was to analyze the influence of discipline, cooperation, responsibility, and problem awareness on employability skills individually and collectively. This study also aims to predict other factors that affect employability skills. The research method used correlational quantitative. Regression analysis was used to predict other factors that affect employability skills. The respondents consisted of 323 students from Muhammadiyah Vocational High Schools in Yogyakarta Province. The results showed that; (1) there is a significant effect between discipline and employability skills with an r-value of 0.588, (2) there is a significant influence between responsibility and employability skills with an r-value of 0.568, (3) there is a significant effect between collaboration and employability skills with an r-value of 0.501, (4) there is a significant effect between awareness of the problem and employability skills, with an r-value of 0.450, (5) there is a significant effect together between discipline, responsibility, cooperation, and awareness of the problem with employability skills with an r-value of 0.691.]]>
<![CDATA[Information and Communications Technology Challenges as Instructional Media in Gambia Vocational High Schools ]]>
<![CDATA[Manding Suso]]>;
<![CDATA[Istanto Wahyu Djatmiko]]>;
<![CDATA[Muhammad Imron Romadhon]]>;
<![CDATA[Bubacarr Jobarteh]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.29868
<![CDATA[This study explores Information and Communications Technology (ICT) challenges for instructional media at five different Vocational High Schools in the Gambia. Three aspects of data were measured: computer knowledge, internet facilities, and instructional media. The method used in this study involved descriptive research. Data collection methods included closed-ended questioners. The population consists of 164 students from grade 10 class, 50 students from Saamasang, 25 students from Bottrop, 25 from John Pickering, 32 students from St. peter’s, and 32 students from Mingdaw. SPSS 22 software was used to manage the gathered data. The data analysis technique was a descriptive and correlation analysis statistic. Correlation analysis serves to find out whether each school has the same challenges of ICT. Findings revealed that computer knowledge, internet facilities, and instructional media pose the highest challenges. This study concluded that the teachers have an excellent chance to improve applied ICT for enhancing quality learning in the Gambia.]]>
<![CDATA[Product-Based Learning Model through the Alignment of Mechanical Engineering Competencies with Industry ]]>
<![CDATA[Heri Yudiono]]>;
<![CDATA[Sonika Maulana]]>;
<![CDATA[M. Burhan Rubai Wijaya]]>;
<![CDATA[Rahmat Aprianto]]>;
<![CDATA[Karsan Karsan]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.28832
<![CDATA[The alignment of the competencies in the industry with vocational school is crucial to develop the graduate skills to comply with industry needs. Competency alignment can be performed through an innovative learning model by integrating the industrial activities into learning activities. This study assessed the feasibility of the product–based learning model to improve the mechanical engineering competence by aligning competencies of the vocational school with industry. This study used experimental research with one group pretest-posttest design. The study employed data analysis consisting of the T-test and the feasibility testing of the model. The effectiveness testing of the model was performed by comparing student’s achievement before and after using the learning model. The feasibility test was conducted on 39 students participating in the subject of Machining Process II. The results of the study revealed that there were significant differences in mechanical engineering competencies before and after using the learning model. These results indicated that the industry and stakeholders need to be involved in each stage of learning.]]>
<![CDATA[A Shift in Corporate Social Responsibility Program to Support Vocational Education in Indonesia ]]>
<![CDATA[Mgs Ahmad Ramadhani]]>;
<![CDATA[Ety Rahayu]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.32981
<![CDATA[The high unemployment rate in Indonesia can be alleviated through Corporate Social Responsibility (CSR) program in the education sector. This paper is aimed to examine how could that figure derived from vocational school graduates be reduced by the program in education that taking an opportunity from current several regulations issued by central government and competency-based human resources development to equip students and graduates with a set of competencies hence they will be competent and able to compete in the job market. This article was produced by using a systematic literature review method to explore and provide an overview of CSR program shifting in the education setting. The authors recommended the switch from a traditional or philanthropic model to a contemporary or strategic one by deploying internship, apprenticeship, and teaching factory to surmount the aforementioned issue. Finally, this paper offers managerial implication in general and suggestion for future academic research to explore and to assess their effectiveness in tackling poverty and impact on corporations, schools, and students or graduates.]]>
<![CDATA[Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools ]]>
<![CDATA[Elin Driana]]>;
<![CDATA[Ary Susilowati]]>;
<![CDATA[Ernawati Ernawati]]>;
<![CDATA[Abd. Rahman A. Ghani]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.32882
<![CDATA[The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on teachers' knowledge and practices have been conducted at different levels of education. However, studies that involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered. Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta were involved in this study. Data were collected through semi-structured interviews conducted between August and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits. The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers' understanding of HOTS assessment and help them develop various strategies for fostering HOTS among vocational senior secondary school students.]]>
<![CDATA[Students’ Acceptance towards Kahoot Application in Mastering Culinary Terminology ]]>
<![CDATA[Adibah Aishah Md Sahak]]>;
<![CDATA[Abdul Wafi Abdul Rahman]]>;
<![CDATA[Mohd Raden Farhan Helmy Raden Ismail]]>;
<![CDATA[Mohd Akmal Rohiat]]>;
<![CDATA[Nur Diyana Mohd Yazid]]>;
<![CDATA[Siti Nurshafiqa Aminudin]]>;
<![CDATA[Siti Hajar Zakariah]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.38391
<![CDATA[Kahoot! is a game-based learning platform used to review students’ knowledge, for formative assessment and provides an opportunity not only to assess students' conceptual understanding but also to build new knowledge through further clarification during or after the game. The objective of this study is to assess the acceptability of culinary students in the use of Kahoot! application for mastery the culinary terminology. This study aimed to identify students' acceptance of learning applications, to identify students' acceptance of Kahoot! use in terms of memory as well as students' level of mastering Kahoot! in the learning process. This study is a descriptive study that used a five-point Likert scale questionnaire as an instrument. A total of 48 second year students from the Catering program were used as the study sample. The collected data were analyzed using Statistical Package for Social Science Version 23.0 for Windows (SPSS). The results show that the aspect of students' level of mastering the culinary terminology using Kahoot! application is high with a mean score of 4.55. Whereas the students’ acceptance of Kahoot! as a learning application, was also high with a mean score of 4.44. Finally, the students’ acceptance of the culinary terminology tested using Kahoot! is high with a mean score of 4.45.]]>
<![CDATA[Self-Efficacy and Student Achievement for Enhancing Career Readiness: The Mediation of Career Maturity ]]>
<![CDATA[Mar'atus Sholikah]]>;
<![CDATA[Muhyadi Muhyadi]]>;
<![CDATA[Setyabudi Indartono]]>;
<![CDATA[Olzhas B. Kenzhaliyev]]>;
<![CDATA[Gulzhaina K. Kassymova]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 27, No 1 (2021): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v27i1.35657
<![CDATA[Increasingly dynamic and volatile employment trends and the rapid development of the globalization era resulted in the transformation of the world of work to be faster, diverse and challenging to predict. Therefore, individuals are encouraged to have a flexible attitude to adapt and work according to their current career development. The purpose of this study was to determine the effect of self-efficacy and academic achievement on career readiness outside the profession through career maturity as a mediator. The survey method with a quantitative approach was applied in this study using a sample of 80 students. This study selected the sample based on purposive sampling on all Office Administration students of the State University of Semarang. Data analysis performed using Smart PLS 3.0. This study tested the proposed model through two aspects: measurement and structural models. This study found that self-efficacy and career maturity positively and significantly affected career readiness outside the profession. Academic achievement, in this case, also affects career readiness, but not considerably. The role of career maturity as mediation has an effect on self-efficacy on career readiness partially. Thus, it can conclude that self-efficacy influences career readiness. These findings make an essential contribution for lecturers and institutions to pay more attention to student career readiness so that their opportunities as university graduates to be accepted into the world of work can run smoothly.]]>
