Perubahan Sikap Selama Transisi Pembelajaran: Studi Eksploratif pada Pendidikan Vokasional

Transisi pembelajaran dari daring menjadi luring pascapandemi Covid-19 mengungkap permasalahan pada sikap belajar. Penelitian ini bertujuan untuk mengeksplorasi sikap belajar siswa yang terungkap pada masa transisi pembelajaran pada pendidikan vokasional, yang meliputi aspek menerima, menanggapi, menghargai, dan bertanggung jawab. Penelitian menggunakan metode deskriptif kuantitatif dengan pendekatan cross sectional . Sejumlah 233 siswa dan 127 guru pada pendidikan vokasional di Indonesia  dilibatkan sebagai responden penelitian. Pengumpulan data dalam penelitian ini menggunakan metode kuesioner dengan instrumen angket Likert berskala 4. Data yang terkumpul dianalisis menggunakan uji paired sample t-test dengan perbandingan antara periode pandemi dengan periode pascapandemi. Hasil penelitian menyimpulkan bahwa terdapat pengaruh signifikan terhadap perubahan sikap pembelajaran pada aspek menerima. Hal ini disebabkan perubahan situasi belajar dan menghargai karena pengaruh perubahan lingkungan belajar di sekolah. Aspek bertanggung jawab tidak menunjukkan perubahan sikap yang signifikan karena membutuhkan waktu yang cukup lama untuk membentuk kembali sikap ini. Aspek menanggapi menunjukkan hasil perbedaan cara pandang antara guru dan siswa karena kurangnya pengawasan pada saat pembelajaran daring berlangsung. Berdasarkan hasil penelitian maka peneliti dan praktisi pendidikan kejuruan dapat mengambil peran untuk memulihkan dan membentuk kembali sikap belajar, khususnya tanggung jawab dan menanggapi dengan mengembangkan strategi pembelajaran yang efektif.Transisi pembelajaran dari daring menjadi luring pascapandemi Covid-19 mengungkap permasalahan pada sikap belajar. Penelitian ini bertujuan untuk mengeksplorasi sikap belajar siswa yang terungkap pada masa transisi pembelajaran pada pendidikan vokasional, yang meliputi aspek menerima, menanggapi, menghargai, dan bertanggung jawab. Penelitian menggunakan metode deskriptif kuantitatif dengan pendekatan cross sectional . Sejumlah 233 siswa dan 127 guru pada pendidikan vokasional di Indonesia  dilibatkan sebagai responden penelitian. Pengumpulan data dalam penelitian ini menggunakan metode kuesioner dengan instrumen angket Likert berskala 4. Data yang terkumpul dianalisis menggunakan uji paired sample t-test dengan perbandingan antara periode pandemi dengan periode pascapandemi. Hasil penelitian menyimpulkan bahwa terdapat pengaruh signifikan terhadap perubahan sikap pembelajaran pada aspek menerima. Hal ini disebabkan perubahan situasi belajar dan menghargai karena pengaruh perubahan lingkungan belajar di sekolah. Aspek bertanggung jawab tidak menunjukkan perubahan sikap yang signifikan karena membutuhkan waktu yang cukup lama untuk membentuk kembali sikap ini. Aspek menanggapi menunjukkan hasil perbedaan cara pandang antara guru dan siswa karena kurangnya pengawasan pada saat pembelajaran daring berlangsung. Berdasarkan hasil penelitian maka peneliti dan praktisi pendidikan kejuruan dapat mengambil peran untuk memulihkan dan membentuk kembali sikap belajar, khususnya tanggung jawab dan menanggapi dengan mengembangkan strategi pembelajaran yang efektif

The maturity levels of the digital technology competence in vocational education

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 Effect of Observing Entrepreneurial Role Models on Critical Thinking Skills in Entrepreneurship Learning

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 model’s 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%. Findings: The results of the paired sample t-test obtained sig (2 tailed) 0.000 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%. 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.i3.20222

Digital Entrepreneurship of Vocational Educations: Enthusiasm Level and Entrepreneurial Personality of Students

Rapid development of fashion industry affected by digital technology has produced major opportunity in entrepreneurship. Significant obstacles that shall be solved are enthusiasm and student’s personality in entrepreneurship. Process of digitalization dominated in business sector has become solution that can be integrated in vocational education. This research aims to measure level of enthusiasm and entrepreneurial personality of vocational students. Descriptive research with qualitative method is used to quantify the level. 198 students from vocational educations are participated as respondents in this research. Four-Likert-scale questionnaire is applied as data collecting tool. Descriptive statistic is applied to analyze the level of enthusiasm and entrepreneurial personality of students. Meanwhile, independent sample T-test is applied to compare the two levels. The result of research reveals that high average level of enthusiasm and entrepreneurial personality of students in vocational educations that are implemented digital entrepreneur of 75,56%, while it is inversely proportional to vocational educations that do not apply of 70,51%. The process of entrepreneur in vocational education with integrated digital technology becomes innovative way that should be done while digitalization is getting stronger, so that enthusiasm and entrepreneurial personality can be improved

THE EFFECT OF SELF-EFFICACY AND EMOTIONAL INTELLIGENCE ON PROJECT-BASED LEARNING IN VOCATIONAL EDUCATION

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

Difficulties in implementing 21st century skills competence in vocational education learning

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 Role of Entrepreneurial Personality Mediation and Technological Competencies Moderation in Determining Entrepreneurial Intentions in Vocational Education

The importance of intention in producing graduates who are ready for entrepreneurship has not been addressed in depth by vocational education. The lack of entrepreneurial personality that is supported by technological competence is the main problem. In addition, low social and psychological capital is a consequence of these problems. This study examines the determination of the influence of social and psychological capital, and entrepreneurial personality on entrepreneurial intentions. In addition, the entrepreneurial personality is tested for its role as a mediator and the moderating effect of technological competence is tested, which includes technological capacity and capability. Ex-post facto research involving 647 participants. Data were collected through a questionnaire with a Likert scale of 1-5. SEM analysis was used to test the direct effect based on the path coefficient and the mediation and moderating effect based on the bootstrap results. Social and psychological capital, and entrepreneurial personality have a significant effect on entrepreneurial intentions. Entrepreneurial personality plays a significant role in mediating the effect of social capital, but not on the influence of psychological capital. Meanwhile, capacity and capability only play a significant role in moderating the influence of social capital, even though technological capabilities are able to significantly moderate entrepreneurial personality. These results indicate the importance of social and psychological capital, and entrepreneurial personality as an important foundation for the formation of entrepreneurial intentions in vocational education students. On the other hand, technological competence is very important in strengthening social capital to stimulate the growth of entrepreneurial intentions

The potential for suppressing rail defect growth through tailoring rail thermo-mechanical properties

Thermal damage of rails can occur through brake lock-up, or traction control system failure to prevent wheel spin. In most cases the damage produced is shallow and takes the form of a "white etching layer", usually thought to have a martensitic structure, formed as the steel is heated above its eutectoid temperature and then rapidly cooled as the wheel moves away. In many cases such layers are benign, but there is evidence of crack initiation at their interface with the sub-surface layers of the rail in “stud” defects. The metallurgical transformation during the formation of white etching layers leads to a volume change for the steel, leaving not only a transformed microstructure, but also locked-in stress. The influence of this additional locked-in stress on development of an initiated crack is studied in this paper, and the work extended to consider how alternative materials which react differently to the thermal input may offer a means to suppress crack development through locking in beneficial rather than problematic stresses

Designing The Structural Model of Students' Entrepreneurial Personality in Vocational Education: An Empirical Study in Indonesia

The importance of forming an entrepreneurial personality as a step to creating ideal entrepreneurial candidates through vocational education is still a significant obstacle. Currently, various theories and research studies reveal the role of digital literacy, interest in entrepreneurship and self-efficacy in shaping entrepreneurial personality. This study aims to examine the significant effect of digital literacy, interest in entrepreneurship, and self-efficacy on the entrepreneurial personality of vocational education students. In addition, self-efficacy was also tested as a mediator of the indirect influence of digital literacy and interest in entrepreneurship on entrepreneurial personality. Ex-post facto research with structural quantitative data approaches to examine as many as 597 vocational education students in the Province of Yogyakarta-Indonesia. Data collection was assisted using a closed questionnaire with a 4 Likert scale which had been tested for validity and reliability. Structural Equation Modeling is used to analyze the data through path analysis and bootstrap methods. The results of the path analysis show that digital literacy, interest in entrepreneurship, and entrepreneurial self-efficacy have a significant effect on entrepreneurial personality. In addition, a structural model that uses a mediator of entrepreneurial self-efficacy has also been tested significantly through bootstrap analysis with a confidence interval of 97.5%. Therefore, these results strengthen the theory that in shaping an entrepreneurial personality, digital technology literacy, interest in entrepreneurship and entrepreneurial self-efficacy are needed, so vocational education must strengthen these aspects. &nbsp

Mediating Role of Teachers’ Self-Efficacy and Psychological Capital in determining Success during Learning Transition Periods in Vocational Education

Polemics on the low quality of teaching and learning outcomes during the period of transition from online to offline learning is an issue that must be addressed by vocational education institutions. This study aims to analyze the effects of retraining and teaching experience on successful learning outcomes during the transition period, either directly or through the involvement of self-efficacy and psychological capital as mediators. An ex-post-facto study that adopted a research design from Cohen, Lawrence & Keith (2011) was carried out with a sample of 247 vocational education teachers in Indonesia. Data on all variables were collected through a closed questionnaire method based on a four-point Likert-scale. The data were then analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study reveal that retraining and teaching experience have a significant effect on the success of learning outcomes during the transition between online and offline teaching methods in vocational education. There is a significant indirect effect of the two exogenous variables through the mediating involvement of self-efficacy and psychological capital. In Vocational education it is very important to organize the retraining that is needed among teachers to improve the quality of learning in the learning transition period, in addition to providing more teaching experiences to strengthen self-efficacy and provide sufficient psychological capital so that the quality of learning outcomes can be enhanced and sustained