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
Articles
376 Documents
<![CDATA[RETRACTED: THE DEVELOPMENT OF PROJECT BASED LEARNING E-MODULE FOR THE SUBJECT OF COMPUTER GRAPHICS ]]>
<![CDATA[Luh Astiti]]>;
<![CDATA[I Gede Mahendra Darmawiguna]]>;
<![CDATA[Gede Saindra Santyadiputra]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 2 (2016): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i2.13185
<![CDATA[RETRACTEDFollowing a rigorous, carefully concerns and considered review of the article published in Jurnal Pendidikan Teknologi dan Kejuruan entitled “The Development of Project Based Learning E-Module for the Subject of Computer Graphics”, Vol 23, No 2, pp. 175-183, October 2016 DOI: http://dx.doi.org/10.21831/jptk.v23i2.13185This paper has been found to be in violation of the Jurnal Pendidikan Teknologi dan Kejuruan Publication principles and has been retracted.The article contained redundant material, the editor investigated and found that the paper published in Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika (KARMAPATI) ISSN: 2252-9063, Vol. 4, No. 5, 2015.The document and its content has been removed from Jurnal Pendidikan Teknologi dan Kejuruan, and reasonable effort should be made to remove all references to this article.]]>
<![CDATA[Collaborative Learning for Children with Special Needs through Computer Supported Collaborative Learning at Vocational High Schools ]]>
<![CDATA[Hendra Jaya]]>;
<![CDATA[Sapto Haryoko]]>;
<![CDATA[Lu’mu Lu’mu]]>
<![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.v23i4.14387
<![CDATA[The objectives of this study were to determine how to apply collaborative learning model through a Computer Supported Collaborative Learning (CSCL) approach for disabled students in vocational schools. The CSCL learning model is a combination of cooperative learning model and the use of computers and the internet as a medium in learning. With increasingly sophisticated technology, individuals in remote locations make it possible to collaborate on-line. Research in the field of Computer Supported Collaborative Learning or commonly referred as CSCL, provides a new experience that Websites is one model that can be used to improve collaboration in learning. Its use in improving collaboration in learning provides an insight that Websites are effectively applicable when it is integrated into learning. As in this study, it was concluded that Collaboration between lecturers and students in using websites provided a good relationship to the improvement of collaboration between lecturers and students. Utilization of this websites made it easy for lecturers and students to share information and interact either in personal or in groups and general. Collaboration activities were not only conducted in the campus environment but anytime and anywhere. The effectiveness and efficiency of using websites as CSCL media with some indicators obtained the assessment of very effective and very good.]]>
<![CDATA[The Vocational High School Teachers ‘Awareness Level and Implementation of the Students’ Learning Style Assessment ]]>
<![CDATA[Mashoedah Mashoedah]]>;
<![CDATA[Martin Hartmann]]>;
<![CDATA[Herman Dwi Surjono]]>;
<![CDATA[Zamroni Zamroni]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 24, No 1 (2018): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v24i1.17722
<![CDATA[As a reflection of teachers’ awareness of the students’ learning styles, teachers are required to have a good understanding of how the learning materials will be delivered to them through the teaching method and media, which are appropriate for their preferences. However, the uniqueness of learners’ learning styles has not become an important consideration for most of teachers. This study was aimed at finding out, to what extent vocational high school teachers were aware of the students’ learning styles. The data were collected through a survey and analyzed with the descriptive quantitative analysis. The results revealed that most of the respondents with the percentage of 65.7% (n=67) do not know the term of learning styles. Most of the respondents with the percentage of 77.6% do not assess the students’ learning styles. Although most of the respondents do not assess the students’ learning styles, the aspects of assessing the learning styles, using the instructional media appropriate with the students’ learning styles, and care about the students’ preferences in learning were categorized as good with the percentage of 43.3%, 71.6%, and 56.7% respectively. The overall of the vocational high school teachers’ awareness level of the students’ learning styles is categorized as good with the percentage of 76.1%.]]>
<![CDATA[Model Pembelajaran Praktik Pengayaan Motor Listrik Arus Searah Berbantuan Program Delphi ]]>
<![CDATA[Istanto Wahyu Djatmiko]]>;
<![CDATA[Sunyoto Sunyoto]]>;
<![CDATA[Deny Budi Hertanto]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 22, No 4 (2015): (Oktober) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v22i4.7838
<![CDATA[This study aims to determine the quality of the direct current electric motor enrichment practice learning media utilizing the Delphi program, the effectiveness of the media, and the enrichment practice learning model utilizing the Delphi program. This study was categorized as a research and development. The subjects of the study were 15 students of the Electrical Engineering department in Engineering Faculty of Yogyakarta State University. The data was analysed descriptively and described in frequency distribution categories. The results of the study were: (1) the quality of the developed materials and the quality of the developed media were categorized as very good and good respectively (2) the effectiveness of the materials was categorized as good (3) the applicable procedure of the developed learning media for the students]]>
<![CDATA[Professional Development for Vocational High School Teachers through Incremental Teacher Competence Standards ]]>
<![CDATA[Sri Waluyanti]]>;
<![CDATA[Djoko Santoso]]>;
<![CDATA[Muh Munir]]>;
<![CDATA[Bekti Wulandari]]>;
<![CDATA[Atiqah Raduan]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 24, No 2 (2018): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v24i2.18427
<![CDATA[This study presents the competence of vocational high school teachers through the implementation of five work dimensions of teachers’ incremental standard competence. It was conducted in the framework of the sustainable professional development for vocational teachers using participatory action research at two Vocational High Schools by involving 50 teachers. The study included socialization of incremental competency standards and reflection, mentoring and consultation sessions, and teaching reports and reflection. Data collection used observation, assessment, and teaching reports. To optimize the results, it was ended with a focus group discussion involving the Institute for Education Quality Assurance. The results showed that the teachers’ competence in the aspects of the learning plan, learning resource utilization, media utilization, facilitating students’ learning needs, ability to create learning evaluation instrument, and following up the learning outcomes were all categorized as good while the aspect of developing students’ potentials both curriculum implementation and reflection ability was categorized as very good. It indicates the mentoring and the consultation worked effectively. Meanwhile, the teachers' ability that should be improved is the creation of assessment instruments.]]>
<![CDATA[Web-Based Learning Media Using Hypertext Markup Language as Course Materials ]]>
<![CDATA[Hiskia Kamang Manggopa]]>;
<![CDATA[Christine Takarina Meitty Manoppo]]>;
<![CDATA[Peggy Veronica Togas]]>;
<![CDATA[Alfrina Mewengkang]]>;
<![CDATA[Johan Reimon Batmetan]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 25, No 1 (2019): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v25i1.23469
<![CDATA[Recently, numerous web-based applications with attractive user interface, brand-new and advanced features, and friendly operation are rapidly developed and widely used, particularly in education context. This study aims to produce web-based learning media that are feasible for delivering materials of web programming subject. The course material of this subject is Hypertext Markup Language (HTML).This study is located at Manado State University, at the study program of information and communication technology. The method of this study employs the research and development model. The data were obtained by four questionnaires, including (1) the feasibility testing by the lecturer, (2) the media expert feasibility testing, (3) the materials expert feasibility testing, and (4) the students’ feasibility testing. Based on the experimental results, it can be stated that the developed web learning is considered useful. It can be concluded that the web-based learning media is feasible to be used and effectively improve the quality of learning.]]>
<![CDATA[Education and Training for the Fourth Industrial Revolution ]]>
<![CDATA[Georg Spoettl]]>;
<![CDATA[Vidmantas Tūtlys]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 26, No 1 (2020): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v26i1.29848
<![CDATA[Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.]]>
<![CDATA[Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education ]]>
<![CDATA[Rabiu Haruna]]>;
<![CDATA[Yusri Bin Kamin]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 25, No 1 (2019): (May) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v25i1.21743
<![CDATA[This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach]]>
<![CDATA[Head-to-Head Comparison between Indonesia and Taiwan to Provide Professional Vocational Teachers in Fashion Education ]]>
<![CDATA[Siti Zahro]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 25, No 2 (2019): (October) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v25i2.26773
<![CDATA[Teachers must have three major components, including content knowledge, pedagogical knowledge, and pedagogical content knowledge. A teacher of Technology and Vocational Education and Training (TVET) has an important role in the learning process of students in vocational education because the quality of teachers determines that of graduates of vocational schools. Therefore, the teacher candidates in TVET must have work experiences in the industry, so that they produce students who have high quality and can compete in the labour market. The teacher candidates must be prepared through a process of quality education to become professional teachers in the future. Providing professional fashion teacher candidates is not easy, for it takes a certain curriculum content and long processes. With literature review method with head-to-head approach, the paper aims to understand how to provide professional teachers for fashion department. Furthermore, the curriculum of fashion teacher candidates in Taiwan and Indonesia, the line of becoming professional TVET teacher, and future framework for establishing professional teachers in Indonesia were discussed]]>
<![CDATA[Pengembangan Multimedia Interaktif Pengukuran Teknik untuk Meningkatkan Hasil Belajar Siswa SMK ]]>
<![CDATA[Suyitno Suyitno]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol 23, No 1 (2016): (Mei) ]]>
Publisher : <![CDATA[Faculty of Engineering, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jptk.v23i1.9359
<![CDATA[The objectives of this study were: (1) to determine the process of the interactive media development for the course of Technical Measurement, and (2) to analyse the effectiveness of the media. This study is categorised into research and development. The data collection techniques used questionaires and tests. The results show: (1) the process of the interactive media development consisted of needs analysis, product development, individual test, small groups test and final product implementation. (2) The developed product is proved to be an effective instructional media to improve the students’ achievement in the course of Technical Measurement. There is a positive and significant difference between the students treated with the developed interactive media and the students treated with the conventional media. It was supported by the mean scores of the experimental and control groups were 78.83 and 69.78 respectively.Penelitian ini bertujuan untuk mengetahui: (1) proses pengembangan media interaktif untuk pembelajaran pengukuran teknik; dan (2) efektivitas pengembangan media interaktif untuk pembelajaran pengukuran teknik. Penelitian ini merupakan research and development. Pengumpulan data dilakukan menggunakan angket dan tes. Hasil penelitian antara lain: (1) proses pembuatan media pembelajaran dilakukan melalui tiga tahap yaitu: analisis kebutuhan, pengembangan produk, uji coba satu-satu, uji coba kelompok kecil dan implementasi produk akhir; dan (2) produk multimedia ini dapat digunakan sebagai salah satu media untuk meningkatkan pemahaman materi pengukuran teknik. Terdapat perbedaan hasil belajar antara siswa yang menggunakan media interaktif dan siswa yang menggunakan media konvensional. Media interaktif lebih efektif daripada media konvensional, dapat dilihat dari rerata kelas eksperimen sebesar 78,83 yang lebih besar dari rerata kelas kontrol sebesar 69,78.]]>
