Abstract
Vocational High Schools/VHS (or SMK in Indonesian), which initially aimed to produce ready-to-work graduates, is the biggest contributor to unemployment in Indonesia. In efforts to overcome this, VHS graduates need to be given 21st-century skills to increase agility to survive in the current industrial 4.0 era. 21st-century skills are described as the life and career skills, learning and innovation skills, and information communication and technology skills. This study conducted a sample grouping of the data from 10,737 students of State VHS in Bogor Regency who took advantage of the data mining process using clustering techniques. The method in this study uses the Cross-School Standard Process for Data Mining (CSISP-DM). While the algorithms used for cluster determination are hierarchical and non-hierarchic (K-Means) algorithms. SPSS 25 is used to help find accurate values. The results showed that life and career skills had a frequency of 4,130 students (38%), learning and innovation skills had a frequency of 4,977 students (46%) and information media and technology skills had a frequency of 3,796 students (35%). Meanwhile, 21st-century skills at 11 VHSs in Bogor Regency are described in stages. The results of Non-Hierarchical Clustering are described in three ways.
Highlights
Since Schwab (2016) introduced the term the fourth Industrial Revolution, the transformation of this world has become increasingly rapid
The data used are students’ positive answers related to life and career skills, shortened to Life and career skills (LNCS), learning and innovation skills shortened to Learning and innovation skills (LNIS), and information media and technology skills shortened to Information media and technology skills (IMNTS)
The result of K-Means is the Final Cluster Centers, which contain three clusters to divide 11 Public VHSs based on the life and career skills shortened to LNCS, learning and innovation skills shortened to LNIS and media skills information and technology will be abbreviated as IMNTS in 2020
Summary
Since Schwab (2016) introduced the term the fourth Industrial Revolution, the transformation of this world has become increasingly rapid. Based on the explanation above, researchers need to conduct an assessment of the 21st-century skills possessed by VHS students. Considering that the government has issued a VHS revitalization policy, many VHSs are required to be ready to face the demands of the fourth Industrial Revolution. Including when they choose to have a career These skills will automatically form a desire in students when completing their formal education. Will he choose to work, continue his studies, or be entrepreneurial? The application of this concept will be more interesting, fun, and believed to be able to improve learning outcomes (Nurdyansyah & Riananda, 2016) On this basis, the need for a vocational school student to master ICT. The framework for this research is reflected as follows:
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