INVOTEC
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
Articles
207 Documents
<![CDATA[The Effectiveness of Problem-Based Learning Based on the Learning Management System on Critical Thinking Skills of Electronics Course Students ]]>
<![CDATA[Ramdhani, Mohamad]]>;
<![CDATA[Aprillia, Bandiyah Sri]]>;
<![CDATA[Kustiawan, Iwan]]>
<![CDATA[ INVOTEC Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i2.37699
<![CDATA[This study aims to apply problem-based learning (PBL) by utilizing the Center for e-Learning and Open Education (CELOE) Learning Management System (LMS) and analyze the effectiveness of the implementation of PBL on the LMS CELOE media in improving students' critical thinking problem-solving skills in the Electronics course. The Classroom Action Research Method (CAR) applies the research model initiated by Kemmis and Mc Taggart. Based on the observation results, LMS-based Project Based Learning is able to improve students' critical thinking and problem-solving abilities in the Electronics course. This statement can be confirmed from the results of repeated observations, namely the first and second cycles provide an increase in the post-test scores compared to the pretest scores. The level of effectiveness of the PBL method for Electronics courses in LMS in an effort to improve critical thinking, reached a value of 78% or can be said to be effective. In addition, the existence of discussion forums makes students active in communicating during the problem-solving process.]]>
<![CDATA[Open Educational Resource (OER): Achievements, Costs, and Challenges? ]]>
<![CDATA[Nugraha, Hari Din]]>;
<![CDATA[Kosasih, Deny Poniman]]>;
<![CDATA[Kasda, Kasda]]>;
<![CDATA[Malik, Syaeful]]>;
<![CDATA[Kencanasari, R.A. Vesitara]]>;
<![CDATA[Satibi, Ahmad]]>;
<![CDATA[Firmansyah, Rian Oktariana]]>;
<![CDATA[Fitriyanto, Noor Rian]]>
<![CDATA[ INVOTEC Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i1.32303
<![CDATA[The Open Educational Resource (OER) is a source of digital learning materials that can be accessed, used, and distributed by everyone and is copyright licensed. This study aims to conduct a systematic library review in investigating the impact of Open Educational Resource (OER) implementation on student learning outcomes, the impact of OER on costs for students and learning challenges using OER. The method used in this study is Systematic Literature Review (SLR). This paper presents a publication review paper (2015-2020) or the last 5 years on OER. The article search process uses search techniques using the keywords OER (Open Educational Resource), Open Educational, and MOOCs (Massive Open Online Course) on those from reputable article databases. The selected article is then sorted by the inclusion criteria process and the findings are synthesized to answer the problem formulation. The findings suggest that the effectiveness of OER learning and conventional textbooks has no significant differences, both of which have the same learning outcomes. In terms of costs, OER has an impact on saving students’ money. The challenge of learning in the future is the need for intensive support for teachers so that there is no longer a gap in teacher understanding related to OER. The role of librarians is required to collaborate in developing, modifying, and distributing OER, as well as in advocating to support the appropriate use of OER between teachers, students, and institutions. Research has implications as a strong foundation in designing and implementation strategies related to OER in education.]]>
<![CDATA[Vocational Education: The New Development and Change in the Adaptive Curriculum of Learning Model ]]>
<![CDATA[Barliana, M. Syaom]]>;
<![CDATA[Alhapip, Leli]]>;
<![CDATA[Ana, Ana]]>;
<![CDATA[Rahmawati, Yulia]]>;
<![CDATA[Muktiarni, Muktiarni]]>;
<![CDATA[Dwiyanti, Vina]]>
<![CDATA[ INVOTEC Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v16i2.28479
<![CDATA[The challenges with vocational education are that graduates are not prepared to work because they do not have the competencies required by the business industry. The graduates from vocational high school have a high unemployment rate because the curriculum is not in line with the needs of the business industry and also graduates standards are quite low. The research aimed to find a solution to these problems. One of the solutions that could be explored was by implementing an integrated learning curriculum model in vocational education. Adaptive curriculum policy is a curriculum that is modified and adapted when necessary, and each educational unit is allowed to innovate. The research method used was a systematic literature review on journals from the last ten years relating to adaptive curriculum and vocational education. The result showed that learning with an integrated curriculum model explored the greatest potential of teachers and students to innovate and improve the quality of learning independently. This promotes the development of working opportunities in the business and industrial sectors, creating high-quality of vocational school graduates with a high degree of skills and characters to become professional workers that are ready to compete in the global era and also creating confident graduates who have the entrepreneurial capacity. ]]>
<![CDATA[Techniques and Assessment of Entrepreneurial Skill Training Module for Building Technology Graduates of Colleges of Education ]]>
<![CDATA[Ibidapo, Abel Bamidele]]>
<![CDATA[ INVOTEC Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i2.29753
<![CDATA[The study was carried out to investigate the techniques and assessment of entrepreneurial skill training module for building technology graduates of colleges of education. Three research questions were answered while three null hypotheses formulated were tested at 0.05 level of significance. The study adopted research and development design and was carried out in South-west Nigeria. The population for the study was 373 subjects. There was no sampling because of the manageable size of the population. The instrument for data collection was structured questionnaire. Five experts face- validated the instrument. The internal consistency of the questionnaire items was determined using Cronbach alpha reliability method and the reliability coefficients of 0.81 was obtained for instructional strategies required for the implementation of entrepreneurial skill training module, and 0.79 for evaluation techniques for assessing activities of graduates of building technology while 0.88 was obtained as the overall reliability coefficient value for the entire questionnaire items. Kuder Richardson 20 (KR20) was used to determine the internal consistency of the BTET and coefficient value of 0.78 was obtained. Out of 373 copies of structured questionnaire administered, only 223 copies were completed representing 59.78 percent return rate. Mean was used for answering the research questions while analysis of variance and covariance were employed for testing the null hypotheses. The findings of the study also revealed that the following number of instructional strategies and evaluation techniques were considered for implementing the entrepreneurial skill training module: instructional strategies 20 and evaluation techniques 15. The hypotheses tested revealed that there was a significant difference in the mean scores of building technology graduates trained with the developed modules and those taught without training module. The study also recommended that instructional strategies and evaluation techniques identified should be used for implementing the entrepreneurial skill training modules.]]>
<![CDATA[E-Mentoring for Knowledge Sharing among Lecturers in Higher Technical Education Institutions: A Conceptual Framework ]]>
<![CDATA[Marzuki, Mohammad Al Bukhari]]>;
<![CDATA[Ishak, Rosnah]]>
<![CDATA[ INVOTEC Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i2.37434
<![CDATA[A higher education institution serves as a centre for the creation, exchange, and sharing of information. Technical institutions play an important role in the creation and dissemination of technical knowledge to assist economic development. Experienced senior academics share their knowledge with newly appointed lecturers through a mentoring programme. The traditional mentoring relationship is a dynamic one in which a senior member of an institution or profession pays attention to a junior and provides professional and psychological aid. Because of technological advancements, HTEIs must use this chance to develop, share, and exchange knowledge regardless of time, space, or location through e-mentoring. E-mentoring is a revolutionary setting in which the mentoring interaction between the mentor and mentee is exclusively conducted online. The fundamental distinction between traditional mentoring and e-mentoring is the communication channel used. The e-mentoring concept is developed within the context of the HTEIs, using the Adult Learning Theory and the SECI Model. The concept's expected impact is measured using The Kammeyer-Mueller and Judge (2008) Framework, which describes the mentoring effect of a mentee in the mentoring programme. However, additional research is needed to assess the outcomes of e-mentoring, particularly in technical fields where face-to-face mentoring is favoured.]]>
<![CDATA[Readiness of Public TVET for the Fourth Industrial Revolution: The Case of South Africa ]]>
<![CDATA[Denhere, Varaidzo]]>;
<![CDATA[Moloi, Tankiso]]>
<![CDATA[ INVOTEC Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i1.32201
<![CDATA[This study aimed at determining the readiness of South African Public Technical and Vocational Education and Training (TVET) Colleges to operate in the 4IR. An assessment of the indicators deemed to prove readiness by the researchers of this study basing on literature was conducted through virtually interviewing public TVET College Principals, Deputy Principals Academic, Human Resources Managers and ICT Managers. A purposive sample of 26 from a population of 50 public TVET colleges proportionally representing the 9 provinces of South Africa was identified. The interviews were video recorded and later transcribed. From the findings it was concluded that most of the public TVETs realised the importance of readiness for 4IR as they got a push from Covid-19 and started or intensified preparing but were not completely ready due to lack of or inadequate teaching and learning technologies, training for teaching staff on the use of available technology; poor connectivity; lack of computing equipment; lack of ICT infrastructure; lack of ICT Strategies; and above all lack of policy directive. The findings could be used by the South African government to inform policy formulation and supporting higher education and training as a response to demands of 4IR to promote readiness by public TVETs to operate in the era characterised by intense technological changes.]]>
<![CDATA[Rejuvenating Technical Vocational Education and Training Programmes in Polytechnics Amid the Covid-19 Pandemic for Poverty Reduction and Economic Recovery in Nigeria ]]>
<![CDATA[Owo, Offia Tugwell]]>;
<![CDATA[Ajie, Prince Maduabuchukwu]]>
<![CDATA[ INVOTEC Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v16i2.26946
<![CDATA[The study determined the challenges of technical vocational education and training programmes in polytechnics in Nigeria. The study which adopted descriptive survey design used purposive sampling technique to obtain a sample of 518 subjects (consisting of 98 electrical/electronic engineering lecturers and 420 final year students. One research question and one hypothesis guided the study. A 10-item questionnaire titled “Constraints to Effective TVET Programmes in Polytechnics Questionnaire (CETPPQ)â€, was used for the study. Mean and standard deviation were descriptive statistical tools adopted to analyze the research questions while t-test was the inferential statistics used to test the null hypotheses at 0.05 level of significance. The findings revealed among others that lack of teaching staff, inadequate funding, inadequate training facilities among others modern equipment and tools, defective curricula, poor professional development of staff, poor institution-industry synergy, among others constitute constraints to quality polytechnic education in Nigeria. Consequently, it was recommended among others that government should provide requisite human and material resources needed for quality TVET programmes in Nigerian polytechnics for skill training of technology students.]]>
<![CDATA[Readiness of Indonesian TVET Teachers in Receiving GIS Technology Using TAM 2 ]]>
<![CDATA[Bakri, Arya]]>;
<![CDATA[Sugiarti, Yatti]]>;
<![CDATA[Wahyudin, Didin]]>
<![CDATA[ INVOTEC Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v16i2.28477
<![CDATA[Since the enactment of curriculum changes in 2013, several factors have emerged that often become obstacles in geographic and geospatial technical vocational high schools in Indonesia, one of which is minimal acceptance of Geography Information System (GIS) technology. This teacher survey research is to explore the determinant factors that influence the acceptance of GIS technology, through identifying what obstacles are found when the acceptance of GIS technology is integrated in classroom learning. Using survey data from 94 teachers from 34 geographic and geospatial technical vocational schools, question assumptions were formulated using the technology acceptance model (TAM 2), with key determinants of Perceived Usefulness (PU) and User Intention (UI). The lack of knowledge, skills and experience of teachers following GIS training, has caused teachers to be slow in accepting GIS technology. These pressures prevent teachers from reflecting on their teaching, and ultimately result in substitution of teachers intellectual creativity with compliance culture and contribute to the tendency of teachers to prioritize learning experiences that they believe can be directly applied to their own classroom situations. It is clear that the benefits of implementing a classroom will not come alone if the teacher is not ready and trained for the use of GIS technology.]]>
<![CDATA[Predictive Effects of Motivation, Attitude, and Gender on Senior Secondary School Students’ Performance in Woodworking Technology ]]>
<![CDATA[Olabiyi, Oladiran Stephen]]>
<![CDATA[ INVOTEC Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i2.37354
<![CDATA[The study investigated the predictive effects of motivation, attitudes, and gender on senior secondary year two students’ performance in woodworking technology in Lagos state. It employed the descriptive-correlation method of research and data were obtained using a woodworking proficiency test (WWPT) with a KR-20 reliability coefficient of 0.85 from the sample of 180 students randomly selected. Data were analysed using descriptive and inferential statistics, including mean, standard deviation, independent samples t-test and multiple regression analysis to test hypotheses at 5% level of significance. Findings revealed that motivation and attitude towards woodworking technology predicted students’ performance in woodworking technology. The male students differed from female counterparts in woodworking technology performance. Male students were more motivated and have a positive attitude towards woodworking technology than females. However, no significant difference existed between the mean scores of the male and females in all the variables. It was recommended that educational institutions should have significant influence on students’ motivation and attitude through provision of supportive services, training facilities to engender social creativity and achieving desired goals and meeting required students’ academic performance.]]>
<![CDATA[Vocational Career Choice in Middle Childhood ]]>
<![CDATA[Ningsih, Mirna Purnama]]>;
<![CDATA[Barliana, Mokh. Syaom]]>;
<![CDATA[Widiaty, Isma]]>;
<![CDATA[Aryanti, Tutin]]>
<![CDATA[ INVOTEC Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/invotec.v17i1.33750
<![CDATA[Career choice can be made from an early age through introduction, habituation, and stimulation of children's interests. Parents need to recognize their child's interests related to future career choice. The study was conducted on 106 children aged 6-12 years to determine the careerchoices of children. Data collection was carried out by distributing online questionnaires (Googleform). Limited interviews were conducted with 5 mothers and children to explore children's career choices. The findings on gender show that boys tend to choose career specifics such as policemen, military troops and businessmen. On the other hand, girls tend to choose career specifics such as doctors and teachers. Career choice in children is influenced by 3 (three) factors, namely (1) the desire in the child, (2) interests/hobbies, (3) the profession of parents and family (role models)]]>
