Garuda - Garba Rujukan Digital

Difficulties in implementing 21st century skills competence in vocational education learning Farid Mutohhari; S. Sutiman; Muhammad Nurtanto; Nur Kholifah; Achmad Samsudin
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.22028

The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.

The maturity levels of the digital technology competence in vocational education Melinda Astuti; Zainal Arifin; Muhammad Nurtanto; Farid Mutohhari; Warju Warju
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22258

This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.

The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning Yayan Adrianova Eka Tuah; Putu Sudira; Farid Mutohhari; Wahyu Mustafa Kusuma
Jurnal Pendidikan dan Pengajaran Vol 54 No 2 (2021): JULY 2021
Publisher : Universitas Pendidikan Ganesha

The pedagogical and professional competence of vocational teachers is still a fundamental question in the education and learning system. In the 21st century, teachers are required to have high pedagogical and professional competencies. This study aims to analyze the extent of the pedagogical and professional competencies of vocational teachers. This research is a descriptive study using a quantitative approach. A total of 232 vocational teachers became respondents in this study. Data were collected through a questionnaire method with an instrument in the form of a 4 Likert scale questionnaire. The data collected were analyzed using descriptive analysis and inferential t-test which includes one-way ANOVA test and independent-sample t-test. The results showed that the pedagogical competence of vocational teachers was in a low category. Meanwhile, the professional competence of vocational teachers is in the high category, but in some indicators, it is still in the low category. Various retraining is needed to improve the pedagogical competence of vocational teachers; meanwhile, psychological approaches must also be taken to improve the professional competence of vocational teachers.

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia Melinda Astuti; Zainal Arifin; Farid Mutohhari; Muhammad Nurtanto
Journal of Education Technology Vol. 5 No. 2 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i3.35108

One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0 is competence in using digital technology. The maturity of digital technology in supporting industrial 4.0 competencies has received less serious attention from vocational education. Teachers still have a low level of maturity in mastering digital technology. This study aims to analyze the maturity level of teachers and students in vocational education in mastering learning using digital technology. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t-test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from caring, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various training and learning innovations relevant to digital technology mastery competencies are significant to be improved.

The Absorption of Vocational Education Graduates in The Automotive Sector in The Industrial World Rio Kurniawan; Amat Jaedun; Farid Mutohhari; Wahyu Mustafa Kusuma
Journal of Education Technology Vol. 5 No. 3 (2021): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i3.35365

The absorption of graduates in the industrial world is an important aspect that affects the quality of vocational high schools (SMK). However, the problem that occurs is the low absorption. This study aims to analyze the level of absorption of SMK graduates in light vehicle engineering (TKR) and motorcycle engineering and business (TBSM) programs. Descriptive research uses a quantitative approach to measure the percentage of graduate absorption. A total of 4 vocational high school job fairs were involved in this study. Techniques and instruments of data collection using methods and observation sheets by observing survey data in special job fairs. The data analysis technique used quantitative descriptive analysis and inferential analysis of the sample independent t test. The results showed that the level of absorption of SMK graduates in the TKR and TBSM majors was low. Various efforts to revitalize vocational education must be matured again. The link and match program of SMK with the industrial world needs to be more intensive to align the competencies taught to the competency needs of the industrial world, so that the absorption of graduates can be improved.

Online Project-Based Learning (O-PjBL): Effectiveness in Teachers Training and Coaching in Vocational Education Putu Sudira; Muhammad Nurtanto; Nani Masrifah; Evi Nurdianah; Farid Mutohhari
Journal of Education Technology Vol. 6 No. 2 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i2.41195

Vocational teachers need effective and interactive classroom management during online learning. This study aims to describe the concept of training, measure the perception of vocational teachers, and measure effectiveness during training and coaching of vocational teachers in online learning using project-based learning (O-PJBL). This study applies a combined evaluative method with the Plan-DO-Check-Evaluation (PDCA) stage to explore the concept of training and coaching, then test the perception and effectiveness of applying the quasi-experimental method. A total of 70 vocational teachers were involved in the study. Data were collected using observation sheets, online questionnaires with a scale of 1-4, and pretest-posttest questions. The data were analyzed based on the activities of vocational teachers and inferential statistical analysis. The results of the research are (1) the implementation of vocational teacher training and development with the PDCE approach resulting in project-based online learning based on the characteristics of the subject; (2) the perception of vocational teachers on aspects of content relevance, content suitability, presentation quality, content mastery, and time allocation is very good with a significance value based on gender is 0.892, employment status is 0.456, and age range is 0.142; and (3) there was a positive increase in the understanding of the material and the quality of learning tools. The quality of future vocational learning is determined by teachers who are up to date with changes.

Project-Based Learning with STEM Approach in Automotive Engineering: A Study of Increasing Students' 21st Century Skills Giok Ade Surti; Putu Sudira; Farid Mutohhari; Suyitno Suyitno; Muhammad Nurtanto
Jurnal Pendidikan dan Pengajaran Vol 55 No 2 (2022): JULY
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i2.44725

The weakness of 21st century skills in vocational education students, especially in the automotive department, is a big polemic that needs to be solved. Organizing project-based learning is a strong solution in improving 21st century skills in students. Moreover, the integration of the STEM approach allows collaboration between various disciplines at once. This study analyses the implementation of project-based learning with a STEM approach (PjBL-STEM)to improve 21st century skills through. A quasi-experimental study using a nonequivalent control group design was used by involving 214 vocational education students as the research sample. The data generated are in the form of the concept and implementation of PjBL-STEM and the value data from the observation of 21st century skills which are measured using the observation method. Data analysis involved paired sample t-test and independent sample t-test preceded by normality and homogeneity tests. The results showed that the PjBL-STEM model was proven to improve 21st century skills based on the paired effect of pretest to posttest and the difference in the posttest mean of the experimental class was higher than the control class. These results become recommendations, especially in vocational education in order to improve 21st century skills which are currently an important qualification in the world of work, equipping students with multi-competence, because it integrates various disciplines.

The Effect of Observing Entrepreneurial Role Models on Critical Thinking Skills in Entrepreneurship Learning Ade Dwi Putra Janata; Putu Sudira; Sutarto Sutarto; Farid Mutohhari
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Abstract: The effect of observing entrepreneurial role models on critical thinking skills in entrepreneurship learning. Objectives: This research analyzes a PBL model by observing an entrepreneurial role models effect on the critical thinking skills in entrepreneurship learning at Vocational High School. Methods: This study uses quasi-experimental research with a quantitative approach. The total population in this study was 463 students, and a sample of 60 students was obtained using a simple random sampling technique which was divided into two groups. This study uses an instrument essay questions tests in the form of pre-test and post-test. t-test analysis was conducted to test the hypothesis with a significance level of 5 percent. Findings: The results of the paired sample t-test obtained sig (2 tailed) 0.000 less than 0.05. Thus rejecting H0 and accepting Ha. Conclusion: Observing an entrepreneurial role model significantly affects the critical thinking skills in entrepreneurship learning at Vocational High School.Keywords: entrepreneurial role model, critical thinking skills, entrepreneurship learning.Abstrak: Pengaruh pelibatan role model kewirausahaan terhadap keterampilan berpikir kritis pada pembelajaran kewirausahaan. Tujuan: Tujuan penelitian ini adalah menganalisis pengaruh model pembelajaran berbasis masalah dengan mengamati role model kewirausahaan terhadap keterampilan berpikir kritis dalam pembelajaran kewirausahaan di SMK. Metode: Penelitian ini menggunakan jenis penelitian eksperimen semu dengan pendekatan kuantitatif. Jumlah populasi dalam penelitian ini adalah 463 siswa dan sampel sebanyak 60 siswa diperoleh dengan menggunakan teknik simple random sampling yang dibagi menjadi dua kelompok. Penelitian ini menggunakan instrumen tes soal essay berupa pre-test dan post-test. Analisis uji-t dilakukan untuk menguji hipotesis dengan taraf signifikansi 5 persen. Temuan: Hasil uji t sampel berpasangan diperoleh sig (2 tailed) 0,000 0,05. Dengan demikian menolak H0 dan menerima Ha. Kesimpulan: Mengamati role model kewirausahaan berpengaruh signifikan terhadap keterampilan berpikir kritis dalam pembelajaran kewirausahaan di SMK.Kata kunci: role model kewirausahaan, keterampilan berpikir kritis, pembelajaran kewirausahaan.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202220

Improving Self Efficacy and Learning Motivation Through Hybrid Learning Based Google Classroom Ari Kurniawati; Pardjono Pardjono; Farid Mutohhari; Soffan Nurhaji; Sigit Purnomo
Jurnal Pendidikan Indonesia Vol 11 No 3 (2022): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Online learning that is currently taking place causes problems because of the limited learning models that can be done online, so that it can reduce students' self-efficacy and motivation to learn. Learning with the help of Google Classroom is one solution that can be applied to online learning activities in order to increase self-efficacy and student learning motivation. This study aims to analyses the effect of the application of Google Classroom on increasing self-efficacy and student motivation in the Department of Electrical Power Installation Engineering (TITL). This research is a quasi-experimental study using a pretest-posttest design in the control class and the experimental class. The sample in this study amounted to 80 students from the Department of Electrical Power Installation Engineering. The observation method was used to collect data on self-efficacy and learning motivation during the pretest and posttest by using an instrument that was arranged based on indicators on the dependent variable. The data obtained were then tested for prerequisites and then the data were analyzed using paired sample t-test and independent sample t-test. The results of data analysis showed that the use of Google Classroom proved significant in increasing students' self-efficacy and learning motivation in online learning activities for students of the Electrical Engineering Department. Learning activities with the help of Google Classroom are significantly superior to learning activities without the help of Google Classroom.

THE EFFECT OF SELF-EFFICACY AND EMOTIONAL INTELLIGENCE ON PROJECT-BASED LEARNING IN VOCATIONAL EDUCATION Rohmat Martanto; Putu Sudira; Farid Mutohhari; Muhammad Nurtanto; Melinda Astuti
Kwangsan: Jurnal Teknologi Pendidikan Vol 10, No 1 (2022): Kwangsan
Publisher : Balai Besar Guru Penggerak Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31800/jtp.kw.v10n1.p15--29

Project-based learning does not only require hard skills, but requires a balance of soft skills and student self-development. This study aims to analyze how much influence self-efficacy and emotional intelligence have on the quality of product outcomes in project-based learning and analyze the determinant factors. A total of 228 vocational education students were involved in this study. Data were collected through questionnaires measuring self-efficacy and emotional intelligence, and product evaluation observation sheets. Data were analyzed using multiple linear regression analysis and confirmatory factor analysis. The results showed that self-efficacy and emotional intelligence had a significant effect on the quality of students' products. The level of experience, social skills, and quality of materials are the determinants of each variable. Various student self-development efforts to foster self-efficacy are very important to do to improve product quality. In addition to strengthening students' emotional intelligence, it is also very important to improve the quality of project-based learning outcomes. AbstrakPembelajaran berbasis proyek tidak hanya membutuhkan keterampilan keras, tetapi membutuhkan keseimbangan soft skill dan pengembangan diri siswa. Studi ini bertujuan untuk menganalisis seberapa besar pengaruh self-efficacy dan kecerdasan emosional terhadap kualitas hasil produk dalam pembelajaran berbasis proyek dan menganalisis faktor penentu. Sebanyak 228 siswa pendidikan kejuruan terlibat dalam penelitian ini. Data dikumpulkan melalui kuesioner yang mengukur self-efficacy dan kecerdasan emosional, dan lembar pengamatan evaluasi produk. Data dianalisis menggunakan analisis regresi linier berganda dan analisis faktor konfirmasi. Hasil penelitian menunjukkan bahwa self-efficacy dan kecerdasan emosional memiliki efek yang signifikan pada kualitas produk siswa. Tingkat pengalaman, keterampilan sosial, dan kualitas bahan adalah penentu dari setiap variabel. Berbagai upaya pengembangan diri siswa untuk menumbuhkan self-efficacy sangat penting dilakukan untuk meningkatkan kualitas produk. Selain memperkuat kecerdasan emosional siswa, juga sangat penting untuk meningkatkan kualitas hasil pembelajaran berbasis proyek.

Title

Found 10 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search