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Daerah istimewa yogyakarta
INDONESIA
Jurnal Pendidikan Vokasi
Published by Universitas Negeri Yogyakarta
ISSN : 20882866     EISSN : 24769401     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 382 Documents
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Indonesia-Germany cooperation in efforts to improve vocational education levels: Analysis of the Ausbildung program Rafflialdi Hugo Atthareq; RMT Nurhasan Affandi
Jurnal Pendidikan Vokasi Vol 13, No 1 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i1.49341

Abstract

The quality of Indonesian human resources still needs improvement to compete in the international world. Currently, the international market requires a lot of competence in technical skills in the vocational field. For this reason, Indonesia focuses on developing vocational training and education. This demand was not fulfilled because Indonesian vocational graduates did not have the right skills. With abundant but ineffective resources, Indonesia must learn much from other countries, including Germany. The output of this international collaboration is the Ausbildung program or Apprenticeship Training. This article seeks to reveal how Indonesian-Germany cooperation in vocational education impacts the two countries by using a qualitative method of reviewing documents and interviews with relevant sources. Findings from this article's cooperation opens up new opportunities for exploiting intellectual labor, which is neo-capitalism. In terms of salary, the wages received by Indonesian workers are far below the minimum wage that should be given to professional workers in Germany.
Cognitive apprenticeship in vocational students mathematical decision making skills Rina Oktaviyanthi; Indri Lestari
Jurnal Pendidikan Vokasi Vol 13, No 1 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i1.52831

Abstract

Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.
Paving the way for integrated STEAM-H education in agricultural product processing vocational high school Ai Tusi Fatimah; Agus Yuniawan Isyanto; Toto Toto; Bibin Bintang Andriana
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.53861

Abstract

The increasing boundaries of agriculture and health disciplines in STEM to STEAM-H (Science, Technology, Engineering, Agriculture, Mathematics, and Health) is an opportunity for the world of education to expand integration between disciplines for solving increasingly challenging and complex problems. The Agricultural Product Processing Program, one of the spectrums of vocational education in Indonesia that focuses on agriculture, is located in the STEAM-H area. Therefore, this study aims to explore cross-subject connections, essential concepts, and teacher beliefs to implement integrated learning. This study used a qualitative approach with a case study design. Data were collected through interviews and documents. Participants were teachers at SMK Agrotechnology Processing Agricultural Products in Ciamis, Indonesia. Descriptive analysis was carried out on the standard subject matter of agribusiness, mathematics, and science to obtain an overview of interdisciplinary connections in STEAM-H and the essential concepts within it. The findings of this study are that mathematics and science have a role in processing agricultural products subject, as indicated by the existence of conceptual connections in them. Concepts of processing products of agriculture become conceptual and contextual integrators of science and mathematics. The essential concepts of mathematics and science are either explicit or implicit, within or outside the secondary school curriculum set by the government. Based on the participants' beliefs, integrated STEAM-H in learning can be carried out at agribusiness vocational schools. This finding has implications for integrated STEAM-H learning planning that requires further research.
Smart learning model in technical and vocational education training with webcast technology Yasdinul Huda; Putra Jaya; Elfi Tasrif; Hafiz Elmi
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.59146

Abstract

This research aims to develop an e-learning strategy for the industrial revolution 4.0 era by developing an innovative and adaptable TVET learning model using Webcast technology. This approach highlights the blended learning model developed as a smart learning model featuring a balance between synchronous and asynchronous learning using webcast technology. Research and development method is used in this approach.  The model design is done by literature study and focus group discussion with experts and academicians. The model effectiveness trial results were measured with an experimental design (using the one-group pretest-posttest and posttest-only method with nonequivalent groups). The results of developing a smart learning model of TVET webcast technology describe: (1) How the learning rules are used; (2) How to connect with webcasting technology; and (3) What are the stages and steps of the webcasting-based smart learning model? The proposed model approach allows for simultaneous learning interactions in synchronous and asynchronous classes in various locations, thus triggering student engagement in learning activities and enhancing different learning styles, ways of thinking, and problem-solving skills.
Employability skills and self-perception of diploma 3 graduates in the world of work Rina Febriana; Ivan Hanafi; Annis Kandriasari; Apri Nuryanto; Soeprijanto Soeprijanto; Muksin Muksin; Su Jo Ching; Abu Bakar Mamat
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.54039

Abstract

This study aims to determine the world's perception of Diploma 3 graduates regarding work skills. The research used a questionnaire survey method on Diploma 3 graduates who had worked for 2-5 years. Measurement of work aspects includes individual qualities, basic skills, interpersonal skills, thinking skills, resource management, systems and technology, and information skills. The instrument's validity in each aspect ranges from 0.416 to 0.683, with a reliability of 0.882. The research technique used simple random sampling with 109 respondents in this study. The results of the study stated that the self-perception of graduates are (1) an individual quality score of 85.5 with a very high interpretation; (2) basic skills get a score of 81.8 with a high interpretation; (3) an interpersonal score of 84.8 with a very high interpretation; (4) thinking skills get a score of 83.1 with a very high interpretation; (5) resource management obtained a score of 88.6 with a very high interpretation; (6) systems and technology got a score of 92.4 with a very high interpretation, and (7) information skills got a score of 85.1 with a very high interpretation. Thus, the average worldwide employment of Diploma 3 graduates is 85.9, with a high interpretation. This finding implies that the higher graduates' employability skills, the higher their self-perception at work.
The influence of digital and vocational information literacy on student learning outcomes Heru Setiyawan; Suharno Suharno; Nugroho Agung Pambudi
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.53999

Abstract

Vocational students are confronted by intricate demands once they graduate. Despite the considerable need for vocational graduates in the workforce, most students have a limited understanding of digital and vocational information. This study used a descriptive quantitative method to determine the influence of digital and vocational information literacy on students' learning outcomes in three vocational schools in the Sragen Regency. Cluster Random Sampling was used to select a sample of 111 students. Data on digital and vocational information literacy were collected using a questionnaire, while those on the learning outcomes were obtained from the student’s grades. The results showed that digital literacy influences vocational students’ learning outcomes with a significance of 0.000 0.05. Vocational information literacy influences the students’ learning outcomes with a significance of 0.000 0.05. Furthermore, digital and vocational information literacy simultaneously influence the students’ learning outcomes with a significance of 0.000 0.05. These results indicate the necessity to familiarize and increase the students’ literacy skills to improve learning outcomes. The results indicated that digital and vocational literacy partially and collectively influenced learning outcomes by 48.2%. Therefore, classroom instruction needs to be structured around learning models that actively stimulate the development of digital and vocational literacy skills, preparing students for workplace competitions. Consequently, teachers should consistently implement learning strategies that create a meaningful connection between the school environment and the realities of the professional world.
The effectiveness of flipbook-based e-modules in increasing student creativity in nail art subject in higher education Rahmiati Rahmiati; Mutia Putri; Engkizar Engkizar; Marzni Mohamed Mokhtar
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.54330

Abstract

Incorporating technology into the learning process has resulted in the development of various new media for lecturers to use in delivering subject matter. Furthermore, the material presented is intended to enable students to develop creative and innovative ideas in higher education vocational majors in makeup and beauty. The purpose of this study is to determine how effective the flipbook-based module is in increasing student creativity in nail art subject at the Department of Beauty and Cosmetology at Universitas Negeri Padang. This study employs a quantitative and experimental approach (Group Pretest-Posttest Design). Data were collected from thirty respondents using a Likert scale questionnaire and a pre-test and post-test of nail art practice skills. All respondents are students in the Department of Cosmetology and Beauty, Faculty of Tourism and Hospitality, for the 2021/2022 academic year. All data were then analyzed descriptively and correlated using SPSS 23 software. Overall, the analysis results showed that using flip book-based e-modules could increase students' creativity in nail art subjects. These results can be proven by the effectiveness test of students' creativity, with an average value of 71.9%. Furthermore, the correlation analysis revealed a significant value of 0.05 and a t-score of 7.083 t-table of 2.045. The results of this study imply that it can provide references for education in choosing learning media and strategies for delivering learning materials that are effective in increasing creativity. Furthermore, this can be used as a basis for further development to produce effective media and learning approaches.
Essential competences contribution of the S2-PTE course in Universitas Negeri Yogyakarta to work competence Djoko Laras Budiyo Taruno; Istanto Wahyu Djatmiko; Samsul Hadi; Nurhening Yuniarti
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.62244

Abstract

This study aims to determine the essential competencies contribution of each vocational course and engineering course in the curriculum to the competence needs of education, training, and engineering work in the electrical power competencies. The research was carried out using a goal-oriented evaluation approach. The object of this research is to the essential competencies of the electrical engineering education Master Program's courses at Universitas Negeri Yogyakarta, including engineering and vocational education courses. Data collection used a questionnaire, then analyzed descriptively. Furthermore, it was presented in the form of categorical data and graphs. The research results show that each essential competence contributes 70.0% to electrical education and training jobs. Referring to the Indonesian National Work Competency Standards, each essential competency contributes more than 66.7%. Thus it can be concluded that the essential competencies of the electrical engineering education Master Program's courses in Universitas Negeri Yogyakarta have contributed to the electricity sector jobs.
The appraisal model of remedial and enrichment activities integrated with the independent curriculum in vocational field Suhendar Suhendar; Muhammad Yusro; Asnul Dahar Minghat; Cucu Sutianah; Bayu Rahmat Setiadi; Fitri Nur Mahmudah
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.61860

Abstract

Implementing remedial and enrichment strategies followed by modeling the weight of the appraisal is the goal to be achieved in this study. The ASSURE model in this study has been used to develop an appraisal model for remedial and enrichment activities integrated with the independent curriculum in the vocational field. The results showed that the peer tutoring strategy among students could optimize remedial and enrichment outcomes. The students have shown their ability in independent and collaborative learning. In remedial and enrichment activities, groups of enrichment students have been directed to help their friends to be successful in remedial. Students' success in the remedial process is the success of enriching other students and vice versa. Each student has received an appreciation of the value according to his effort. The progress of remedial students is 8% to 82%, with an average of 10%. This progress forms the basis for determining the final score for the remedial, intermediate, and enrichment groups as tutors. The difference between the remedial and enrichment appraisal weights was determined using mathematical model 1. The final score of students who become tutors is determined using the mathematical model 3. The three mathematical models above can calculate remedial, enrichment, and tutor results. The use of this model helps teachers or lecturers to be more objective in giving grades. Lecturers' appraisal of student learning outcomes has been carried out in a transparent, fair, and accountable following the differences in the potential competencies of each student. Students have followed the learning process, the assessment process has been carried out properly, the teacher's documentation is complete, and the teacher is more confident.
Application of Augmented Reality (AR) in vocational education: A systematic literature review Supriyanto Supriyanto; Quienera Joshua; Ade Gafar Abdullah; Emmanuel Obobi Tettehfio; Sulaeman Deni Ramdani
Jurnal Pendidikan Vokasi Vol 13, No 2 (2023)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i2.54280

Abstract

Augmented Reality (AR) is a technology that combines two-dimensional and or three-dimensional virtual objects into a real environment and then projects these virtual objects in reality in real time. Through this AR technology, users can see virtual objects added to the real world with contextual information. In education, AR has been widely used to complement the standard curriculum. Text, graphics, video, and audio can be superimposed into the student's real-time environment. This article aims to examine how the application and impact of the use of AR in vocational education. The Systematic Literature Review (SLR) method is used to identify, study, evaluate, and interpret Augmented Reality in vocational education. Research data were identified using the SLR method with the help of the PRISMA 2020 form. Article collection was carried out on the Science Direct database. There were as many as 454 articles. After being selected using inclusion and exclusion criteria, the data used were 14 articles. The study results reveal that AR is applied in learning as an innovative learning medium, a new approach to learning to improve students' understanding of knowledge and skills and provide a concrete learning experience. The integration of AR in education has the impact of increasing students' understanding and learning experience, promoting positive attitudes, making the learning process fun and interesting, and learning efficiency

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