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INDONESIA
INVOTEC
Published by Universitas Pendidikan Indonesia
ISSN : 14115514     EISSN : 24611336     DOI : https://doi.org/10.17509/invotec.v16i1.23509
Core Subject : Science, Education, Engineering,
Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Energy
INVOTEC Merupakan jurnal bidang Pendidikan Teknologi dan Kejuruan yang terbit dua kali dalam setahun yaitu pada bulan Februari dan Agustus. INVOTEC memuat hasil penelitian bidang Pendidikan Teknologi dan Kejuruan dengan kontributor dari Dosen, Guru, Mahasiswa dan Praktisi yang relevan. INVOTEC merupakan sarana bagi para penggiat pendidikan teknologi dan kejuruan untuk mempublikasikan karyanya yang mencakup kebijakan, filosofi, manajemen, proses belajar mengajar, media, bahan ajar, model dan metode mengajar dan evaluasi. INVOTEC diterbitkan atas kerjasama dengan APTEKINDO
Arjuna Subject : Teknik (semua kategori) - Teknik Listrik dan Elektro
Articles 8 Documents
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Search results for , issue "Vol 12, No 1 (2016)" : 8 Documents clear
The Development of Non-Formal Technological and Vocational Education in Village Communities Widaningsih, Lilis; Abdullah, Ade Gafar
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4503

Abstract

This article presents a preliminary study which was done through a literature review of various scientific references on the development of human resources through non-formal technological and vocational education. Current issues and problems in developing countries are related to the low quality of human resources in villages due to the low education and skills (technological and vocational skills). The development of non-formal technological and vocational education for village communities becomes an alternative solution, particularly when formal education does not provide solutions. With the concept of life-long learning, non-formal technological and vocational education is based on practical knowledge and skills. Non-formal education allows a learning model which addresses individuals’ learning needs. Thus, it becomes one of solutions to overcome unemployment.
The Constructivist Approach: Radical and Social Constructivism in the Relationship by Using the Implementation Career Level on the Vocational Education Haryadi, Haryadi; Iskandar, Iskandar; Nofriansyah, Dicky
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4499

Abstract

Vocational education is oriented to the secondary educational in which focusing on the development of the student in order to be ready to work professionally and ready to improve their self-potential, in particular, field work. The aim of this paper is to analyze the constructivist approach to vocational education, the relationship between radical and social constructivist and the implementation of the career level on the voced. The result of this discussion to explain the relationship between radical constructivism and social constructivism is viewed the strong abilities. Radical constructivism related the construction mental structure and meaning by individual. After studying, the social constructivism is more focused the social interaction than the individual knowledge construction, the stressing of construction is shown about the meaning in the social interaction activities. Implementation would be successful about the career in the vocational education and needed the educators to make an active facilitator, particularly to guide the students by question with their assumptions and trained the students by reconstructing the new meaning of knowledge, so that students can be a good career.
Full Print Editors, Editor
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4504

Abstract

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Implementing Project-Based Learning (PBL) in Final Collection to Improve the Quality of Fashion Design Student Indarti, Indarti
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4500

Abstract

Fashion design education is one of education that prepares students to work in fashion design field. Students research future fashion trends, sketch designs, select colors, fabrics and patterns, and give instructions on how to make the products they designed. Fashion design education not only nurture and develop student’s creative skills, it also teaches essential practical skills such as production techniques and material properties, to create a final product. According to this, new educational methods and strategies are needed in order engage students in the learning process and guarantee higher quality. Project-based learning (PBL) is example of educational approach that takes in account student-center learning. Project based learning (PBL) provides opportunities for students to build these qualities, as well as more deeply learn traditional academic content and understand how it applies to the real world. The methods of Literature review will apply in this research. Literature searches process through journal, proceeding and book. Literature searches are also undertaken most using computer and electronic databases. PBL methodology enhances students learning and improves students’ confident, technical skill, soft skill and prepare graduate for professional practice. The benefit of implementing PBL are increase team work skill and student motivations, articulation between theory and practice, inquiry and problem solving.
Production Based Training on Agro Industry Expertise Course to Improve Student’s Competencies in Food Diversification based on Local Resources Handayani, Sri; Handayani, Mustika Nuramalia; Cakrawati, Dewi
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4501

Abstract

The research approach was developmental research for improving, implementing and evaluating a production based learning (PBL on subject of Technology Processing of Animal Product at Study Program of Education on Agroindustry Technology, Universitas Pendidikan Indonesia. Syntax of Production based learning are (1) Explanation of the objectives and competencies to be achieved; (2) Explanation of course material; (3) the making of group where each member of the group is divided according to the division in the company; (4) Preparation of company profile by each group; (5) SOP for each part by each group; (6) Practical manufacture of processed products by each group - syntax 1 to 6 can be repeated according to the number of products produced by each group, each group member should play different role in every  different , so that every group member possessed the skill in every work part of producing a product; (7) Naming the product and work report by each student.  The result showed that there was improvement in students’ knowledge seen from student’s test score. The result also showed that there was improvement in student’s skill seen by performance assessment.
Soft Skill and Entrepreneurial Career Guidance Model for Enhancing Technical Vocational Education and Training’s Graduates Competitiveness Dardiri, Ahmad
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4497

Abstract

The globalization and free trade era have implications for the high competition for vocational institutions. Problems faced by vocational education are (1) lack of relevance of the graduates competence with the industrial need, (2) low absorption of the graduates by industry, (3) discrepancy of skill competencies program that developed with the needs of industry, (4) there is lack understanding of the vision mission and objectives of vocational education among practitioners in the industry, (5) learning infrastructure gaps with industrial need, (6) absence of career standardization structure development on industry, and (7) unfavorable the academic climate in vocational education. Facing these challenges is necessary required soft skills and entrepreneurial career guidance model as solutions to enhance the graduate competitiveness.
Educational Program Evaluation using CIPP Model Warju, Warju
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4502

Abstract

There are many models of evaluation that can be used to evaluate a program. However, the most commonly used is the context, input, process, output (CIPP) evaluation models. CIPP evaluation model developed by Stufflebeam and Shinkfield in 1985. The evaluation context is used to give a rational reason a selected program or curriculum to be implemented. A wide scale, context can be evaluated on: the program's objectives, policies that support the vision and mission of the institution, the relevant environment, identification of needs, opportunities and problems specific diagnosis. Evaluation input to provide information about the resources that can be used to achieve program objectives. Evaluation inputs used to: find a problem solving strategy, planning, and design programs. Evaluation process serves to provide feedback to individuals to account for the activities of the program or curriculum. The evaluation process is conducted by: monitoring sources can potentially cause failure, prepare a preliminary information for planning decisions, and explain the process that actually happened. Product evaluation measure and interpret the achievement of goals. Evaluation of the products also come to: the measurement of the impact of the expected and unexpected. The evaluation is conducted: during and after the program. Stufflebeam and Shinkfield suggest product evaluation conducted for the four aspects of evaluation: impact, effectiveness, sustainability, and transportability. The decision making process is done by comparing the findings / facts contained in context, input, process and product standards or criteria that have been set previously.
The Competitiveness of SMK and Diploma 3 Graduates of Hospitality at the Entry Level and Employability Skills in Developing Career Pathways Dalimunthe, Femmy Indriany; Sutadji, Eddy; Setianingsih, Rita Margaretha
INVOTEC Vol 12, No 1 (2016)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v12i1.4498

Abstract

Along with the development of the ASEAN Economic Community in 2015, Indonesia is required to generate professional human resources in order to compete with other countries, particularly subject to competition in the services sector. Hotel is a product in the hospitality industry that have an important role in the tourism business.Intense competition in the hospitality industry demand the hotels to provide the best service to the customers. Vocational education has a function to prepare a professional and competitive workforce in the industry. The hospitality graduates will be able to fill the existing organizational structure in accordance with the educational background. The Presidential Decree No.8, 2012, Article 5 states that equalizing learning outcomes generated through education with the level of qualification at KKNI. KKNI is intended as a description of outcomes that must be mastered by graduates of vocational education, higher education, vocational training institutions as well as independent study. Graduates of Vocational and D3 of hospitality began  their career in the hospitality industry by filling the positions in the organizational structure. In a few of star hotels in Medan, North Sumatra, hospitality graduates of vocational and D3 have competitive power in a very thin difference. Their entry level almost similar to the same position as well as employability skills and technical competence are almost equal that will provide a gap between the educational background of the career pathways that exist in the world of hospitality. It is very wise if there will be collaboration between the hotel industry, the educators, community leaders, and high-level policy makers in generating strategies to enhance the competitiveness of human resources professionals in the hospitality and placed in accordance with the level of education based KKNI.

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