Revisiting the School-Based Management Recent Studies

This paper aims at reviewing the School-Based Management recent studies. As the research method, researcher follows the systematic procedures for literature review article such as collecting data, reviewing, categorizing, and presentation. This paper answers the three questions: (A) definition of SBM, (B) factors considered to implement SBM, and (C) the roles of practitioners. Data is based mainly on secondary data, published papers in the international journals in particular. In the findings, the researcher presents a certain definition of SBM defined by prior researchers, authority sharing, facility and infrastructure management, budget management, autonomy, transparency as well as the roles of school players, in-depth and breadth. Eventually, the recommendations are also appointed for further studies to promote the School-Based Management literature

Perancangan Media Pembelajaran Listrik Statis dan Dinamis Berbasis Android

This study discusses about design of static electricity and dynamic electricity learning media based on Android. designed learning media containing static and dynamic electrical materials that are abstract and not visible to see. The material is described in real and easily understood by learners. The method used in the design of learning media is SDLC (System Development Life Cycle) Waterfall model. And the design model of learning media using UML (Unified Modeling Language) with Use case diagram, flowchart and then developed using Adobe Flash CS6 tool. The results of this study indicate that the learning tool of static and dynamic electricity based on android easy to use for learners and teachers in the learning process. Keywords : Learning Tools, Android, Static Electricity, Dynamic Electricit

The Effectiveness of Project-Based Learning On 4Cs Skills of Vocational Students in Higher Education

The results of the previous study showed that the implementation of the project which is based on the potential of the students’ region was better in improving soft skills, engagement and core competencies of learning for students. This study aims to continue the investigation on revealing the effectiveness of the model in improving the students’ 4Cs skills. It is driven by educational needs in this 21st century which requires vocational students to have those skills to adapt to the complexities of the real industry. This study was conducted by using a quasi-experimental method. The potential of the students’ region-based project was implemented to an experimental group; meanwhile, the free theme-based project was administered to a control group. Upon completion of the assessment, each student's 4Cs skill in the experimental group had higher scores than those of the control group. Overall, after being analysed by using ANCOVA, there were significant differences found between the 4Cs skills scores of the experimental group and those of the control group. Therefore, it can be concluded that the project which is based on the potential of the students’ region is more effective in improving the 4Cs skills of vocational students in higher education than the free theme based-project is. The syntaxes of the project based on the potential of students’ region explained here can be a reference for teachers and lecturers in implementing it. In addition, as it is being developed, it can also inspire and be a reference for other researches focusing their study in the learning quality development at vocational education

Cabaran dan Keperluan Pengajaran Guru dalam Mata Pelajaran Grafik Komunikasi Teknikal di Sekolah Menengah Kebangsaan : Challenges and Teaching Needs for Technical Communication Graphics Teachers at National Secondary Schools

Mata pelajaran Grafik Komunikasi Teknikal (GKT) diperkenalkan bagi tujuan melahirkan pelajar yang berpengetahuan, berkemahiran, serta mengembangkan kebolehan imaginatif, kreatif, dan inovatif supaya mereka dapat berkomunikasi melalui grafik dalam pelbagai bidang teknologi dengan berkesan dan penuh keyakinan. Namun, kajian mengenai cabaran dan keperluan pengajaran guru dalam mata pelajaran GKT belum dijalankan dengan sepenuhnya selepas diperkenalkan mulai tahun 2017. Justeru, kajian ini dijalankan untuk mengenal pasti cabaran yang dihadapi oleh guru GKT dan keperluan mereka dalam pengajaran mata pelajaran ini. Responden kajian tinjauan ini terdiri daripada 217 orang guru GKT dari seluruh Malaysia. Kajian ini menggunakan instrumen borang soal selidik yang mengandungi soalan tertutup dan soalan terbuka. Maka, data yang dikumpulkan untuk soalan tertutup telah dianalisis dengan menggunakan perisian Statistical Package of Social Science (SPSS) versi 27 untuk memperoleh nilai skor min, sisihan piawai, kekerapan dan peratusan. Manakala, analisis tema telah dilakukan untuk soalan terbuka bagi cabaran pengajaran yang dihadapi dan keperluan guru dalam pengajaran GKT. Dapatan kajian menunjukkan cabaran pengajaran guru GKT adalah pada tahap sederhana rendah dengan skor min keseluruhan 3.17 dan sisihan piawai 0.659. Sebaliknya, tahap keperluan guru dalam pengajaran mata pelajaran GKT adalah tinggi dalam semua aspek termasuk alat bahan bantu mengajar, kursus pembangunan profesionalisme, kepelbagaian strategi pengajaran dan aktiviti pengajaran dan pembelajaran mengikut gaya pembelajaran dengan nilai min keseluruhan 4.31 dan sisihan piawai 0.634. Selain itu, analisis tema bagi soalan terbuka juga menunjukkan guru memerlukan kemudahan pengajaran asas yang mencukupi, alat bahan bantu mengajar yang menarik, kursus pembangunan profesionalisme, strategi pengajaran yang berkesan, serta peruntukan masa pengajaran dan bajet kewangan yang bersesuaian. Secara keseluruhan, pihak berkepentingan perlu memberi perhatian yang serius terhadap cabaran yang dihadapi oleh guru GKT dan memberi sokongan yang terbaik bagi keperluan guru GKT untuk meningkatkan kualiti pengajaran GKT dan prestasi pelajar dalam mata pelajaran ini.   The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject

Project-based learning module on creativity and entrepreneurship products subject: Validity and empirical effect

The learning process for Creativity and Entrepreneurship Products subjects in Vocational High Schools still uses printed books which are verbal in nature so this will make it difficult for students to learn the learning material. Apart from that, the learning method used the lecture method which is certainly less effective in supporting students' understanding of the material so that learning is more teacher-centred. Meanwhile, the demand for the current ‘Merdeka’ curriculum is that learning must be student-centered. This research aimed at developing learning tools of PjBL (Project Based Learning) based teaching modules on the Product Creativity and Entrepreneurship subjects. This research was a type of research and development using the ADDIE development model. There were 12 experts who validate this module from 3 aspects, namely material, media and model, and language aspects and there were 30 students for limited trials. The results of this research showed that this module was valid and has a positive effect in supporting the learning process for the Product Creativity and Entrepreneurship subjects. This research had implications for the effectiveness of Creativity and Entrepreneurship Products learning and being one method that can be used by teachers in this learning

Computer Assisted Instruction (CAI) Integrated Case Method-Flipped Classroom: Innovative Instructional Model to Improve Problem-Solving Skill and Learning Outcome of TVET Students

The post-pandemic has affected all educational institutions, including TVET. The situation has shifted fully online learning into a blended one, conducted online through e-learning and onsite through face-to-face learning. In this learning, students must do self-directed learning before coming to the class, known as the flipped classroom method. On the other hand, to trigger their effort to do so, applying the case method is valuable to improve their problem-solving skill. Therefore, the flipped classroom and case method integration needs to be implemented. In the flipped classroom method, students must use CAI media to optimise the learning outcome. This study aims to see the effectiveness of integrating CAI into case method-flipped classrooms in improving the problem-solving skills and learning outcomes of TVET students. This study used a quasi-experiment with a pre-test and post-test control group design. The research instruments were a questionnaire and an achievement test with 62 participants. Based on the results, it was found that there was a significant difference in students’ problem-solving skills and learning outcomes between control and experimental groups. Research findings showed substantial improvements in students’ material understanding and problem-solving skills. Students reported high engagement and satisfaction with the proposed interactive learning model. Thus, it can be concluded that the CAI-integrated Case Method-Flipped Classroom effectively improves TVET students’ problem-solving skills and learning outcomes. The novelty of this research is that it offers an innovation from various learning models in TVET that TVET educators can implement. The model provides time efficiency availability of such a lead-in that bridges the initial material to the primary material. Hence, the investigation results in this study provide a new knowledge reference for the TVET education curriculum

Entrepreneurship dalam pendidikan vokasi: model pembelajaran dan skill yang dibutuhkan

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Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approachesBerdasarkan penelitian yang dilakukan oleh PISA, kemampuan memecahkan masalah dan berpikir kritis siswa Indonesia masih dibawah skor rata-rata yang ditetapkan oleh PISA. Problem based learning adalah salah satu model pembelajaran yang direkomendasikan oleh kemendikbud untuk dapat diterapkan dalam peningkatan kemampuan tersebut. Akan tetapi, kekurangan dari problem-based learning yang diterapkan selama ini kurangnya penggunaan media yang dapat dijadikan penunjang dalam kegiatan pembelajaran, sehingga terjadi inkonsistensi terhadap dampak problem-based learning dalam meningkatkan keterampilan mahasiswa. Pentingnya keterampilan tersebut untuk dimiliki oleh mahasiswa di era revolusi industry 4.0 ini, membuat pendidik harus bisa lebih kreatif dan inovatif dalam menerapkan pembelajaran. Oleh karena itu, penelitian ini bertujuan untuk melihat upaya peningkatakan problem solving skill dan critical thinking skill melalui computer assisted instruction (CAI) terintegrasi problem based. Penelitian ini menggunakan quasi eksperimen pre-test dan post-test control group desain. Populasi dalam penelitian ini adalah mahasiswa S1 Pendidikan Teknik Mesin Universitas Negeri Padang. Instrument yang digunakan dalam penelitian ini adalah angket yang berfungsi untuk melihat kemampuan pemecahan masalah dan berpikir kritis mahasiswa. Teknik analisis data pada penelitian ini sesuai dengan hipotesis penilitian, dimana hipotesis penilitian 1 dan 2 menggunakan independent sample t-test dan hipotesis penelitian 3 menggunakan MANCOVA. Penelitian yang dicakup oleh studinya ini sejalan dengan pencarian berkelanjutan pendidikan tinggi untuk pendekatan SCL yang efektif. Dalam penelitian ini, Computer Assisted Instruction (CAI) Terintegrasi Problem-Based terbukti efektif dalam meningkatkan keterampilan pemecahan masalah, serta meningkatkan keterampilan berpikir kritis mahasisw

The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

The use of formative assessment with active feedback in learning greatly contributes to the professional development of educators and student learning, but the use of the formative function of an evaluation has not been maximally applied in learning. In fact, this formative assessment if applied correctly and with active feedback, it can improve the quality of learning. This formative assessment with active feedback is not only to give a rating, but to see how far the students' mastery is and what they have not mastered. Many studies explain the positive and negative effects of applying formative tests at various levels and fields of science. Therefore, this study aims to see the impact of the formative assessment with active feedback on vocational education in higher education. This study is a quasi-experimental, with a pretest posttest control design. Based on research findings, the implementation of formative assessment with active feedback has been found to significantly improve students' academic achievement towards class. The implication of this study is the research findings will contribute to existing knowledge, particularly to determine the effect of formative tests with active feedback on student achievement

COUNTENANCE EVALUATION OF VIRTUAL REALITY (VR) IMPLEMENTATION IN MACHINING TECHNOLOGY COURSES

This study aims to evaluate whether virtual reality (VR) learning media can be used in Machining Technology courses which are practical learning but implemented virtually. The research using the Stake Countenance evaluation method was carried out at the Department of Mechanical Engineering FT-UNP in the July-December 2021 semester with 60 students as research subjects. This study was mix method by using sequential explanatory design. which is the collection of quantitative and qualitative data that is carried out sequentially. Data related to the antecedents, transaction, and outcomes phases were collected using questionnaires, interviews, and observations. The research begins with developing VR media that is implemented to learning materials in the field of Machining Technology and then applied to learning. Then first stage is carried out using quantitative then the next stage or the second stage is carried out using qualitative. The result of research showed that this VR application can help students understand the theory of introducing machine tool operations but have not been able to run machine. This study imply that students’ learning process should be enjoyable and also influence existing practices of Student-Centered Learning. The novelty of this study showed the evaluation result of technology, especially virtual reality can be implemented in the practice learning course, it can be reference for educator to consider implementing technology in practice learning. This study will contribute to existing knowledge and various instructional method that can be implemented by educato