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Model pembelajaran karakter pelaut Wegig Pratama; P. Pardjono
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menghasilkan: (1) deskripsi tentang nilai-nilai karakter pelaut yang sudah dikembangkan pada taruna di Pertikepel; (2) deskripsi tentang nilai-nilai karakter pelaut yang menjadi tuntutan industri pelayaran internasional; (3) model pembelajaran karakter pelaut yang efektif untuk diterapkan pada taruna Pertikepel. Penelitian ini merupakan penelitian dan pengembangan yang mengacu pada model Research Development Richey dan Klein. Tahapan penelitian ini adalah: (1) pengembangan model needs assessment dan draf model (2) validasi model internal menggunakan metode FGD dan expert review, serta validasi model eksternal menggunakan metode quasi experimental dengan one group pretest posttest design dari Isaac dan Michael. Hasil penelitian: (1) nilai karakter pelaut yang sudah dikembangkan pada taruna Pertikepel adalah disiplin; (2) nilai karakter pelaut yang seharusnya dikembangkan pada taruna Pertikepel adalah tanggung jawab, kepercayaan diri, etos kerja, pemecahan masalah, dan kerja sama; (3) efektifitas model Co-Prol dilihat dari perkembangan trend nilai karakter taruna perminggunya selama 16 minggu, didapatkan efektif.Kata kunci: karakter pelaut, co-prol, pertikepel INSTRUCTIONAL MODEL OF SEAFARERS’ CHARACTERAbstractThe objectives of this research were to produce: (1) the description of values of seafarers’ character had been developed for the students of Pertikepel; (2) the description of the values of seafarers’ character required by international maritime industry; (3) the effective seafarers’ character instructional model applied for the students of Pertikepel. This study used a Research and Development Model proposed by Richey Klein. The research involved the following steps: (1) developing the model of need assessment and draft, (2) validating the internal model using FGD method and expert review, and validating the external model using quasi experimental method withone group pretest posttest design proposed by Isaac and Michael. The results of the research showed that: (1) discipline was the value of seafarers’ character which had been developed for the students of Pertikepel; (2) the values of seafarers’ character should be developed for the students of maritime higher education were responsibility, self confidence, work ethic, problem solving, and cooperativeness; (3) the Co–Prol model was effective since there was the development of the weekly increasing trend on the values of character, starting from first week until sixteenth week.Keywords: seafarers’ character, co-prol, pertikepel

Implementasi uji coba modul-modul statistika berbasis Spreadsheet untuk mahasiswa jurusan akuntansi politeknik I Made Wijana; Anak Agung Putri Suardani
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Tujuan penelitian ini untuk mengetahui hasil penilaian ahli terhadap draf modul-modul mata kuliah statistika berbasis spreadsheet untuk mahasiswa Jurusan Akuntansi Politeknik yang telah dihasilkan pada penelitian tahap sebelumnya (tahap pertama), untuk mengetahui bagian dari modul yang perlu direvisi, dan untuk mengetahui hasil uji coba terbatas dari draf modul-modul tersebut. Instrumen yang digunakan untuk penilaian terdiri atas lima aspek yaitu aspek pendahuluan, pembelajaran, isi, tugas, evaluasi, penilaian, dan rangkuman. Uji coba terbatas dilakukan pada dua kelompok mahasiswa Jurusan Akuntansi Politeknik Negeri Bali. Hasil penelitian menunjukkan penilaian ahli materi yaitu secara keseluruhan modul-modul dikategorikan baik dan tiap-tiap modul dari tujuh modul dikategorikan baik. Bagian dari modul-modul yang perlu direvisi terutama dalam hal kecukupan contoh yang disertakan pada aspek isi, tingkat kesulitan soal pada aspek tugas, evaluasi, penilaian, dan ketepatan dalam penjelasan materi teoritis pada aspek pembelajaran. Hasil uji coba secara keseluruhan modul-modul mata kuliah statistika ini memberikan nilai yang lebih baik secara signifikan bagi mahasiswa yang menggunakan modul dibandingkan mahasiswa yang tidak menggunakan modul. Semua modul memberikan nilai yang lebih baik secara signifikan kecuali modul Regresi dan Korelasi.Kata kunci: Implementasi, Statistika, modul, berbasis spreadsheet TRIALS IMPLEMENTATION OF SPREADSHEET BASED STATISTICS COURSE MODULES FOR ACCOUNTING DEPARTMENT OF POLYTECHNIC STUDENTSAbstractThis research aims to know the results of the expert assessment on the module drafts that have been generated in the previous research stage (first stage), to determine which part of modules need to be revised, and to know the results of trials implementation of the module drafts. The instrument used for assesment covering five aspects: the introduction, learning, content, task,evaluation, assessment, and a summary. The trials implementation involving two groups of students from the Accounting Department Bali State Polytechnic. The results of the research show assessment of the expert is the overall modules are categorized good and all of the seven modules are also categorized good. Part of the modules need to be revised, especially in terms of examples adequacy, difficulty level of problems, and explanation accuracy in theoretical materials are included in the aspects of content, task/evaluation/assessment, and learning. The trials implementation of the overall statistical modules provide better results significantly for students who used the modules compared to students who did not use the modules. Every module provide better results signifcantly except on Regression and Correlation module.Keywords: statistics, implementation, module, spreadsheet-based

Pengembangan isi kurikulum pendidikan teknik alat berat berbasis kebutuhan industri Triyono, Mochamad Bruri
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk: (1) mengetahui rumusan kompetensi tenaga mekanik alat berat sesuai standar industri; (2) mengetahui kualifikasi tenaga instruktur alat berat yang dibutuhkan industri sesuai standar industri; (3) merumuskan isi kurikulum untuk materi ajar produktif untuk menciptakan tenaga kerja di bidang alat berat. Penelitian ini merupakan penelitian survei dengan model pilihan pengembangan kurikulum Task Analysis. Penelitian dilaksanakan di industri yang bergerak di bidang alat berat dan institusi pendidikan perguruan tinggi dan SMK yang bekerja sama dengan industri alat berat yaitu PT Thiess Contractors Indonesia, PT United Tractors Indonesia, dan PT Trakindo Utama. Hasil penelitian diperoleh bahwa: (1) kompetensi mekanik alat berat meliputi: menerapkan keselamatan dan kesehatan kerja, menguasai dasar mekanik alat berat, melaksanakan perawatan dan perbaikan engine, sistem hidrolik, powertrain, sistem vehicle control, serta sistem kelistrikan alat berat minimal pada level capable (di bawah supervisi); (2) kualifikasi tenaga instruktur alat berat meliputi: memiliki kemampuan mekanik alat berat level III, memiliki kemampuan mengelola pelatihan, memiliki pengalaman kerja, serta mendapatkan pelatihan instruktur; (3) isi kurikulum untuk materi ajar produktif mekanik alat berat meliputi: dasar mekanik alat berat dan keselamatan kerja, dasar engine, dasar hidrolik, dasar vehicle control, dasar kelistrikan, materi sistem engine lanjut, sistem hidrolik lanjut, sistem powertrain lanjut, sistem vehicle control lanjut, sistem kelistrikan lanjut, product training, serta electronic machine control.Kata kunci: kompetensi, instruktur alat berat, isi kurikulum, materi ajarÂ THE CONTENT CURRICULLUM DEVELOPMENT OF EDUCATION TECHNIC IN HEAVY EQUIPMENT BASED ON INDUSTRIAL NEEDSABSTRACTThis study aims to: (1) find out the formula of competency for heavy equipment mechanic based on industry needs, (2) determine the qualifications of instructors in heavy equipment which is appropriate to the industry standards, (3) formulate the content of curriculum development for the teaching material. This research is a survey of Task Analysis curriculum development model. The research was conducted in the industry engaging in heavy equipment that has collaboration with educational institutions and vocational colleges the heavy equipment industry wich invole such as, (PT Thiess Contractors Indonesia, PT United Tractors Indonesia, and PT Trakindo Utama). The results showed that: (1) the competence of heavy equipment mechanic include: implementing occupational safety and health, mastering the basic mechanics of heavy equipment, carrying out maintenance and repairing engine, hydraulic system, powertrain, the system of vehicle control, as well as the electrical system of the machine with a minimum level capable (participants under supervision); (2) the qualifications of heavy equipment instructors includes: having the ability of heavy equipment mechanic to level III, having the skill to manage training, work experience, and training instructors; (3) The contents of the curriculum for the teaching material in heavy equipment mechanic include: basic heavy equipment mechanics and safety, the basic engine, hydraulic basic, basic vehicle control, basic electricity; Advance engine system materials, advanced hydraulic system, advanced powertrain systems, vehicle control systems further, advanced electrical systems, product training, as well as electronic machine control.Keywords: commpetence, heavy equipment instructor, curriculum content, teaching materials

Pengembangan teknologi augmented reality sebagai penguatan dan penunjang metode pembelajaran di SMK untuk implementasi Kurikulum 2013 M. Mantasia; Hendra Jaya
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah untuk mengetahui: (1) proses pengembangan Augmented Reality (AR); (2) desain model AR; (3) penerapan teknologi AR; dan (4) hasil pengembangan AR yang dapat dijadikan sebagai penunjang metode pembelajaran di SMK untuk implementasi kurikulum 2013 dapat memenuhi kriteria valid, praktis, dan efektif. Penelitian ini merupakan jenis penelitian pengembangan. Pengembangan perangkat lunak yang berupa aplikasi AR ini dilaksanakan dengan pendekatan engineering yang tahapannya adalah: analisis, desain, implementasi, dan evaluasi. AR diintegrasikan dengan Kurikulum 2013 menggunakan modul yang berkaitan dengan kaidah-kaidah yang ada dalam pembelajaran saintifik. Penilaian AR melibatkan ahli media dalam proses aplikasi dan penerapannya pada mata pelajaran elektronika Dasar. Penilaian terhadap media terdiri atas aspek: (1) tampilan augmented reality (audio visual) dikategorikan sangat baik; (2) aspek AR dikategorikan sangat baik; dan (3) aspek pemrograman dikategorikan sangat baik; (3) penilaian ahli materi terhadap aspek isi dikategorikan baik; (4) aspek desain pembelajaran dikategorikan sangat baik. Pengembangan teknologi AR untuk mata pelajaran produktif di SMK khususnya dalam pelaksanaan kegiatan pembelajaran dengan metode scientific approach dapat memenuhi kebutuhan peningkatan keterampilan siswa, kognitif, dan afektif siswa serta menjauhkan siswa dalam memahami suatu hal yang abstrak dan kompleks.Kata Kunci: Teknologi Augmented Reality, Pembelajaran, Kurikulum 2013. DEVELOPING AUGMENTED REALITY TECHNOLOGY AS A METHOD OF STRENGTHENING AND LEARNING METHOD SUPPORT FOR IMPLEMENTATION OF CURRICULUM IN SMK 2013 AbstractThe study aimed to know: (1) the process of Augmented reality (AR) development; (2) the model design AR; (3) the application of technology AR; and (4) the result of development AR that can become as learning method in smk for the implementation of K 13 in SMK, can fulfill the valid criteria, practice, and affective. This research is developmental research. The development of software, it is a augmented reality application, do by the engineering approach where the step such as: design analysis, implementation, and evaluation for integrated augmented reality with Curriculum 2013, in this research create a handbook, relate to the instruction of scientific learning, augmented reality criteria involved an expert of media in a process of application, for subject basic electronic. Standard criteria of media consist of some aspect; (1) the display of augmented reality (audiovisual) was categorized excellent; (2) AR aspect was categorized very good; (3) program aspect was categorized very good. The standard criteria from the expert to the content aspect get the score 4,46 or good, while for learning aspect design get the average score 4,62 or very good. The development of augmented reality technology for productive subject in SMK especially in learning with scientific approach method can fulfill the need of student skill, the students cognitive and affective, and apart the students in understanding an abstract and complex.Keywords: Augmented Reality Technology, Learning, Curiculum 2013

Kemampuan guru SMKN program keahlian teknik bangunan dalam mengimplementasikan Kurikulum 2013 Sutarto Hadiprayitno
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Tujuan penelitian ini untuk mengetahui: (1) tanggapan guru terhadap prinsip-prinsip pembelajaran Kurikulum 2013; (2) kemampuan guru dalam menyusun rencana pembelajaran (RPP); (3) kemampuan guru dalam melaksanakan proses belajar dan mengajar; dan (4) kemampuan guru dalam menilai hasil belajar menurut Kurikulum 2013 pada Program Keahlian Teknik Bangunan SMKN di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi. Populasi dalam penelitian ini adalah guru SMKN Program Keahlian Teknik Bangunan di Kota Yogyakarta yang berjumlah 70 orang. Sampel penelitian diperoleh secara quota random sampling dan diperoleh sejumlah 36 orang. Teknik pengumpulan data dengan angket dan dokumen RPP. Validitas logis angket diperoleh melalui penilaian ahli. Data angket dianalisis dengan statistik deskriptif selanjutnya dicek silang dengan analisis kualitas deskripsi komponen-komponen RPP. Hasil penelitian menunjukkan: (1) tanggapan guru terhadap prinsip-prinsip pembelajaran Kurikulum 2013 termasuk dalam kategori setuju; (2) kemampuan guru menyusun RPP termasuk dalam kategori memadai; (3) kemampuan guru melaksanakan proses belajar-mengajar termasuk dalam kategori memadai; dan (4) kemampuan guru melaksanakan penilaian hasil belajar siswa juga termasuk dalam kategori memadai.Kata kunci: Sekolah Menengah Kejuruan, kurikulum 2013, dan pembelajaran. TEACHERS’ ABILTY OF BUILDING TECHNIQUE SPEZIALIZATION PROGRAM OF STATE VOCATIONAL HIGH SCHOOL IN IMPLEMENTING CURRICULUM 2013AbstractThe aim of this study were to know: (1) teachers’ respons to curriculum 2013 principles; (2) teachers’ ability in developing teaching plan (RPP); (3) teachers’ ability in implementing teaching and learning process; and (4) teachers’ ability in assessing students’ learning outcome based on curriculum 2013 of Building Tecnique Spezialization Program State Vocational High School in Yogyakarta City. This study was an evaluation study. Population of this study was State Vocational High School Teachers of Building Technique Spezialization Program in Yogyakarta City that were 70 teachers. While, sample was determine by quota random sampling and resulted 36 teachers. Collecting data technique were questionnaire and documention of lesson plan. Logical Validity of questionnaire was done by expert judgment. Questionnaire data analyzed using statistical and qualitative descriptive techniques, then those results were cross-checked by quality analysis of RPP components’ description. The study results were: (1) teachers’ respons to curriculum 2013 learning principles was moderate; (2) teachers’ ability in developing teaching plan was adequate; (3) teachers’ ability in implementing teaching plan was adequate; and (4) teachers’ ability in assessing students’ learning outcome was also adequate.Keywords: Vocational High School, curriculum 2013, and learning

Determinan pembentuk keluarga sejahtera bagi keluarga miskin pedesaan di Kabupaten Wonosobo yang berbasis industri kreatif pangan Asih Kuswardinah
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian bertujuan mendeskripsikan: tingkat pemahaman tentang makna keluarga sejahtera dan tentang industri kreatif pangan di kalangan keluarga miskin (gakin); faktor determinan terhadap terbentuknya keluarga sejahtera yang berbasis pada usaha industri kreatif pangan; mengidentifikasi dan menganalisis kebutuhan gakin. Penelitian ini menggunakan pendekatan deskriptif yang digunakan sebagai dasar analisis penelitian pengembangan (research and development). Data-data yang diperlukan untuk mencapai tujuan penelitian diperoleh melalui kegiatan-kegiatan FGD. Lokasi penelitian ialah dua desa kategori termiskin di kabupaten Wonosobo. Subjek penelitian ialah gakin yang berjumlah 61 keluarga. Hasil penelitian menunjukkan, bahwa, tingkat pemahaman gakin terhadap makna keluarga sejahtera dan terhadap makna industri kreatif pangan keduanya bernilai cukup; Determinan utama yang membentuk keluarga sejahtera ialah motiv beribadah, sementara determinan utama yang membentuk usaha memenuhi kebutuhan hidup melalui industri kreatif pangan ialah, diperolehnya pelatihan-pelatihan untuk mengolah pangan. Hasil analisis terhadap faktor-faktor pembentuk keluarga sejahtera dan usaha guna memperoleh penghasilan yang dilakukan melalui industri kreatif pangan ialah: faktor pendidikan dan kesejahteraan keluarga; hubungan inter dan antarkeluarga; peran orang tua dalam mendidik anak; pengaturan ekonomi keluarga; keamanan lahir batin dan perencanaan hidup sehat; pengembangan industri kreatif pangan.Kata kunci: pendidikan, kesejahteraan keluarga; industri kreatif pangan; keluarga miskin DETERMINANT FACTORS FOR ESTABLISHING PROSPEROUS FAMILY FOR RURAL POOR IN WONOSOBO REGENCY BASED ON CREATIVE FOOD INDUSTRYAbstractThis study aim to describetheng level of understanding of the definition of both prosperous family and food creative industry among poor family, to find out the determinant factors for the establishing prosperous family based on creative food industry, and to identifyand analyse the needs of the poor family. This study adopted a descriptiv approach as the basis for the analysis in the research and development. The data were collected through FGD activities. The research sites were the two poorest villages in Wonosoboregency. The subjects consisted of 61 poor families.The results of the study show that the level of understanding of the definition of both prosperous family and food creative industry is categorized as fair. Additionally, the main determinant factor for establishing prosperous family is religious motives and the main determinant factor for establishing business activities to support livelihood needs through food creative industry is by joining trainings on food processing.Also, the vital components for establishing prosperous family and to establish business activities to earn income through food creative industry include:education, family welfare; intra and interfamily relationship; the role of parents for the children’s education; family economy management; physical and spiritual security, healthy life planning; and development of food creative industry.Keywords: education; family welfare; food creative industry; poor family

BACK MATTER (index, author guideline) Editorial Team
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Profil pembelajaran di Fakultas Teknik Universitas Negeri Yogyakarta W. Wagiran
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui: (1) pembelajaran yang baik menurut mahasiswa, (2) profil pembelajaran dilihat dari sisi pelaksanaan, (3) keunggulan pembelajaran di Jurusan Pendidikan Teknik Mesin, (4) kelemahan pembelajaran di Jurusan pendidikan Teknik Mesin, (5) kinerja/layanan dosen dalam perkuliahan, (6) krakteristik dosen yang baik. Penelitian dirancang dengan pendekatan kuantitatif model ex-post facto dengan metode utama survey. Penelitian dilakukan terhadap mahasiswa Fakultas Teknik UNY. Sample ditentukan secara proporsional dengan teknik random. Pengumpulan data menggunakan angket dan wawancara terbatas. Analisis data dilakukan secara deskriptif. Hasil penelitian menunjukkan bahwa: (1) karakteristik pembelajaran yang baik adalah pembelajaran aktif yang sifatnya interaktif dengan menempatkan mahasiswa sebagai subjek; (2) pelaksanaan pembelajaran sudah berjalan dengan baik; (3) Keunggulan pembelajaran terutama berada pada pembelajaran praktek dengan dukungan fasilitas yang memadai; (4) Kelemahan pembelajaran tampak dalam aspek cara mengajar beberapa dosen yang masih konvensional, suasana kelas yang kurang kondusif, kedisiplinan mengajar, dan orientasi pembelajaran dalam upaya pembekalan kompetensi selain bidang keahlian; (5) Dosen telah menunjukkan layanan yang baik dalam perkuliahan di dalam kelas maupun di luar kelas, dan (6) Karakteristik dosen yang dapat dijadikan sebagai model antara lain: menunjukkan penguasaan materi, menyampaikan materi dengan jelas, interaktif, disiplin, obyektif, mampu menumbuhkan suasana kelas yang kondusif, bersahabat dengan mahasiswa, dan mampu menumbuhkan karakter dan motivasi peserta didik.Kata kunci: pembelajaran, pendidikan teknologi dan kejuruan, efektivitas pembelajaran LEARNING PROFILE AT FACULTY OF ENGINEERING YOGYAKARTA STATE UNIVERSITY(Studies at Department of Mechanical Engineering Education)AbstractThis study aims to determine: (1) students perception about a good learning, (2) the profile of implementation learning, (3) the exellences of learning in the Department of Mechanical Engineering Education, (4) the weakness of learning at the Department of Education Mechanical Engineering, (5) performance or services of lecturer, (6) the characteristics of a good lecturer. The study was designed with a quantitative approach with ex-post facto model by survey. Research conducted on students of the Faculty of Engineering. Sample is determined proportionally with random technique. Collecting data using questionnaires and interviews. The data were analyzed descriptively. The results showed that: (1) The characteristics of good learning is interactive with students as subjects; (2) the implementation of learning is already well; (3) The exellences of learning mainly be on practical learning with the support of adequate facilities; (4) The weakness seen in the aspect of learning are still conventional, classroom atmosphere which is less conducive, discipline teaching and learning orientation in an effort debriefing competence in addition to areas of expertise; (5) lecturer has shown a good service in the lecture in the classroom and outside the classroom; and (6) a good characteristics of lecturer who could serve as a model, demonstrate mastery of the material, presenting the material with clear, interactive, discipline, objective, able to foster a conducive classroom atmosphere, friendly to students, and is able to grow the character and motivation of learners.Keywords: learning, teaching, technical and vocational education

Pembelajaran problem based learning dalam implementasi Kurikulum 2013 di SMK Herminarto Sofyan; Kokom Komariah
Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk menggambarkan kondisi awal pembelajaran dalam penerapan Kurikulum 2013 SMK dan kondisi pembelajaran setelah diterapkan Problem Based Learning (PBL). Penelitian ini merupakan bagian dari pengembangan model pembelajaran PBL dalam Penerapan Kurikulum 2013. Populasi dalam penelitian ini adalah guru-guru yang mencoba menerapakan PBL dalam penerapan Kurikulum 2013. Data dikumpulkan dengan teknik angket dan wawancara melalui Focused Group Discussion (FGD). Analisis data dilakukan secara deskriptif. Hasil penelitian tahun pertama menunjukkkan bahwa: (a) PBL sangat potensial diterapkan dalam penerapan Kurikulum 2013 di SMK. Kesiapan guru dalam implementasi Kurikulum 2013 termasuk dalam kategori tinggi dengan harga rerata sebesar 96,73 dan pencapaian skor 71,9%. Kesesuaian implementasi pembelajaran dalam penerapan Kurikulum 2013 termasuk kategori tinggi dengan rerata 152,26 dan pencapaian skor 78,40%. Sebagian besar guru menyatakan bahwa PBL layak diterapkan di setiap mata pelajaran dalam implementasi Kurikulum 2013; (b) PBL terbukti mampu meningkatkan kompetensi siswa dalam aspek kemampuan (hard skills) maupun sikap (soft skills).Kata kunci: kurikulum 2013, SMK, Probem Based Learning PROBLEM BASED LEARNING IN THE 2013 CURICULLUM IMPLEMENTATION OF VOCATIONAL HIGH SCHOOLAbstractThis study aims to describe the pre-learning condition in 2013 curriculum implementation of vocational high school (VHS) and the post-learning condition that Problem Based Learning (PBL) has been implemented. The research is a part of PBL learning model development in 2013 curriculum implementation. The population of this study is the teachers who try to apply PBL in 2013 curriculum implementation. Data collection was done by questionnaire and interview through the Focused Group Discussion (FGD). Data analysis was conducted descriptively. The first year research finding shows: (a) PBL is very potential to be implemented in 2013 curriculum implementation of vocational high school. Teachers’ readiness in 2013 curriculum implementation came into the high category with average score 97.63% and the attainment score 71.9%. The compatibility of learning implementation in 2013 curriculum came into the high category with average score 152.26 and the attainment score 78.40%. The majority of teachers explained that PBL is valid to be implemented in every subject matter in the 2013 curriculum implementation; (b) PBL is evident can increase the students competence in the hard skills and soft skills aspect.Keywords: 2013 Curriculum, VHS, Problem Based Learning

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Jurnal Pendidikan Vokasi Vol 6, No 3 (2016): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

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