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All Journal Jurnal Pendidikan Vokasi Journal of Mechanical Engineering Learning SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pengelolaan Laboratorium Pendidikan Jurnal Ilmiah Wahana Pendidikan
Rizki Setiadi
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Journal : Jurnal Pendidikan Vokasi

 1 
Improving the milling machine competency learning outcomes through industrial project-based learning for vocational school students Heri Yudiono; Wirawan Sumbodo; Salim Salim; Rizki Setiadi
Jurnal Pendidikan Vokasi Vol 9, No 2 (2019): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.492 KB) | DOI: 10.21831/jpv.v9i2.23686

Abstract

This research is motivated by the implementation of conventional learning. Besides, student learning motivation is still low due to student activities that are less centered on making workpieces that are suitable for work in the industry. Learning outcomes show that only 55.88% of students reach Minimum Completeness Criteria (Kriteria Ketuntasan minimum or KKM). The design and learning of productive machining competencies that are in accordance with the needs of the industry influence students' experience and learning outcomes. This study aims to analyze the results of industrial project-based learning (InPro-BL) milling machine competency learning outcomes in SMK Negeri 1 Semarang. The method used in this study is Class Action Research (CAR) through four stages: (1) planning, (2) implementation of actions, (3) observation and evaluation, (4) reflection. The samples were 34 students of class XII of Mechanical Engineering. The data were collected using product assessment instruments to measure dimensional accuracy, timeliness, level of disability, level of smoothness, and work attitude. This study was descriptive quantitative, and qualitative. The results of the study show that InPro-BL is effective in improving the learning outcomes of milling machine competencies. In Cycle I,  there is an increase in learning outcomes, from 19 students who completed the KKM to 25 students or 73.52%. In Cycle II, there are 88.23% of students passed the KKM. These results can be improved by paying attention to the management of learning time through the block system, teacher's understanding of industrial-project-based learning, and industry guest teachers mentoring every learning process.
Blended learning model in Seafarers Training Program for level II technical expert based on the needs of the shipping industry F. Pambudi Widiatmaka; Tri Joko Raharjo; I Made Sudana; Wirawan Sumbodo; Rizki Setiadi
Jurnal Pendidikan Vokasi Vol 12, No 3 (2022): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v12i3.47823

Abstract

Nowadays, the Level II Technical Expert Seafarers' Training Program learning is conventional. This is burdensome for students due to the increased cost of living for students and needs to be revised. The coronavirus pandemic also limits direct learning. This article discusses the blended learning model for Seafarers Training Program for Level II Technical Experts. This research uses mixed methods. Quantitative methods are used to determine student responses to learning conditions. Student response data was taken using a questionnaire filled in by 41 students. Qualitative methods are used in finding the Blended Learning Model in the Level II Technical Seafarers Training Program Based on the needs of the Shipping Industry. In preparing the data model, the literature review includes blended learning, e-modules, and problem-based learning. The learning model is based on a literature review using the principles of education management. The descriptive analysis describes the model findings of Blended learning at Level II Technical Seafarers' Training. The findings in this article are that The MixPAM (Mixture Blended Problem-based And e-Module) model is a mixture of blended learning and problem-based learning e-module. The results show that the MixPAM model is hypothetically effective and efficient in improving student skills according to industry needs. Professional skills include ship engine repair maintenance (according to industry requirements), ship electrical, control, and ship management systems. Interpersonal skills include communication, teamwork, responsibility, and critical thinking.
Co-Authors , Khoirul Huda Abdurrahman Abdurrahman Aldias Bahatmaka Andi Abdullah Ghyferi F Pambudi Widiatmaka Fiqri Fadillah Fahmi Fitriyana, Deni Fajar Hanif Hidayat Heri Yudiono Hidayat, Hanif I Made Sudana Imam Sukoco Imanu Danar Herunandi Iskandar, Ranu Khoirul Huda Muhammad Yusuf Wibowo R Ambar Kuntoro Mursit Gendroyono R. Ambar Kuntoro Mursid Gendroyono Rafif Dimas Pratama Rizqi Fitri Naryanto Rusiyanto Rusiyanto Salim Salim Sukoco, Imam Tri Joko Raharjo Wirawan Sumbodo