Competency Analysis of The Graduate of Vocational High School Using Dual Response Surveys

This research aims to describe the student interest in learning programming at two different educational background, vocational high school and non-vocational high school graduates . The sample are all students of the Education of Information and Communication Technology Study Program in Universitas Muhammadiyah Sidoarjo ( UMSIDA ) academic year 2014/2015 up to 2016/2017 which involved 41 people. The data are collected by distributing questionnaires to the respondents. The collected data are analyzed by using descriptive statistical techniques with the norm percentage. The results showed that (1) the learning interest of vocational high school graduates has an average percentage of 73.04% with medium/ enough category; and (2) the learning interest of non - vocational high school graduates has an average of 74.34% with medium/ enough category. There are four results i f it is observed from each dimension shaping the learning interest of students graduated from vocational high school, namely: (1) the dimensions of interest has a mean of 75.57% with medium category; (2) the dimensions of attention by 73.58%; (3) the dimensions of consciousness by 73.86%; and (4) the dimensions of the curiosity of 68.41%. While the average in each dimension obtained from non - vocational high school graduate are (1) the dimensions of interest of 76.53%; (2) the dimensions of attention by 78.62%; (3) the dimensions of awareness by 75%; and (4) the dimensions of the curiosity of 66.84%.

This study examines senior high school and vocational high school graduates' job search outcomes in Banten and West Java, Indonesia, high-unemployment regions. It examines how financial hardships, self-efficacy, and social support affect job search behaviors and outcomes. Survey research uses questionnaires to collect data. A cross-sectional time horizon is used to capture job search behavior in a non-contrived setting. Data from 512 female participants was analyzed to determine how variables affected job search outcomes. Data suggests that vocational high school graduates have stronger relationships between self-efficacy, job search behaviors, and outcomes than general high school graduates. It's important to tailor job search support and interventions to different educational backgrounds. This study sheds light on how financial hardship, self-efficacy, and social support affect job search behaviour and outcomes for Indonesian general and vocational high school graduates. For vocational graduates, self-efficacy indirectly affects job search outcomes through job search behaviors more than for general graduates. Vocational graduates are more affected by job search behaviors than general high school graduates. These findings demonstrate the differences in job search dynamics between educational backgrounds and suggest ways to tailor career support interventions to Indonesia's demographic bonus and Golden Indonesia 2045 vision.

The main objective of this paper is to provide evidence on the extent of wage differential between general and vocational high school graduates who do not go on to higher education. School selection is modeled with a three way multinominal logit model. Selectivity corrected wage equations are estimated for general and vocational high school graduates. Oaxaca-Blinder decomposition of the wage differential is performed. Analysis is carried out for men and women separately. Individual level data from 1994 household Expenditure Survey conducted by the State Institute of Statistics are used in the analysis. The main finding is that when controlled for observed characteristics and sample selection, for men, the wages of the vocational high school graduates are larger than that of the general high school graduates. It was not possible to make a comparison for women due to poor wage equation estimates for the vocational high school graduate women. Second, lower unemployment rates are observed among vocational high school graduates than among general high school graduates. Third, for men private returns to vocational high schooling are higher than to general high schooling. Thus, labor market outcomes in terms of private rates of return to schooling, unemployment rates and wages favor vocational high schools than general high schools.

- After 1998 financial crisis, the growth of Indonesian manufactures sector had been dominated bythe technology intensive- tools and machinery sub sector. The development of tools and machinery sub-sectorshould have increased the demand for skilled and specific labors namely vocational high school (VHS)graduates. Nevertheless, the VHS graduates’ roles had relatively been reduced. Despite they have betteropportunities to develop their career in the long term, they are less likely to achieve supervisory or higher careerlevel because the diploma or undergraduates workers most likely occupy the level. One of the main factorsbehind their lower career level prospects is due to rare opportunities to upgrade their skills through further Onthe Job Training in the shop floor. Coincidently, this arguably happened due to the declining position ofIndonesian tools and machinery industry within global value chain from previously export oriented to domesticmarket oriented. Therefore, the existing technology transfer relatively hardly needs sophisticated skills whichconsequently could be delivered by less skilled workers such as general high school (GHS) graduates.

This study examines the factors that affect vocational high school graduates" career choices and job achievements using data from the Korea Education and Employment Panel. Results show that, first, reasons for entering vocational high school affect vocational high school graduates" decision to attend junior college instead of getting a job, and high school achievements, household income, and parents" education levels affect high school graduates" attending four-year colleges instead of getting a job. Compared to those who enter vocational high school because they want to get a job or because they like vocational high school, those who enter vocational high school because their middle school grades are low or because they plan to enter college are more likely to enter college than they are likely to get a job. The higher one"s high school grades, household income, and parents" education levels, the higher the probability of going to a four-year college instead of getting a job. Second, wage levels of college graduates are higher than those of vocational high school graduates, but major matching of college graduates is lower and skill matching of a four-year college graduates is lower than that of vocational high school graduates. There are no differences between workplace satisfaction, probability of self-improvement, and education matching of four-year college graduates and those of vocational high school graduates. These results imply that, on one hand, college graduates earn higher wages, the most important objective for individual employees, but on the other hand, they show neither higher subjective job achievements nor higher job achievements on a social dimension than do vocational high school graduates.

The low competitiveness of vocational high school (SMK) graduates remains a serious challenge in meeting the needs of the dynamic industrial world, particularly in Banten Province, particularly Cilegon City. Although this region has many companies in the manufacturing, shipping, and stevedoring sectors, the unemployment rate among vocational high school graduates remains relatively high. This study aims to analyze the impactSkill Development Revolving Fundtowards developmentvocational careerand professional competence in an effort to increase the competitiveness of vocational school graduates. The research approach used was quantitative with a sample of 266 respondents, who were randomly drawn from graduates of four vocational schools in Cilegon City. The results of the study showed that: (1)Skill Development Revolving Fundhas a significant impact on developmentvocational career, which ultimately increases the competitiveness of vocational school graduates; (2)Skill Development Revolving Fundalso has a significant influence on improving the professional competence of graduates, thus encouraging the creation of competitive advantages; (3) overall,Skill Development Revolving Fundand its indicators play an important role in strengthening the competitiveness of vocational school graduates; and (4) a combination ofSkill Development Revolving Fund, developmentvocational career, and professional competence provide a positive contribution to increasing the competitiveness of vocational school graduates. Thus, it can be concluded that the management ofSkill Development Revolving FundAn effective program can create career development mechanisms and enhance professional competencies relevant to industry needs. This program needs to be continuously strengthened as a sustainable strategy to prepare a competent, adaptive, and highly competitive vocational high school workforce in the global job market.

Vocational High School is a kind of school that has a strategic role in fulfilling labors. One of the competencies that graduates of Vocational High School must have is the Higher Order Thinking Skills (HOTS). Many graduates of Vocational High School are not absorbed by industry because they do not have HOTS. This study aims to develop a HOTS-based Assessment for Learning (AFL) model that can be applied to learning computer networks for vocational students. This research is a development research using the modified model of Hopkins and Clark - Analysis, Design, Development, Implementation, and Evaluation (HC-ADDIE), which is a collaboration and modification of research, development, and diffusion model of the Hopkins and Clark - Instructional System Design - Analysis, Design, Development, Implementation, and Evaluation (HC-ISD ADDIE), and Classroom Action Research (CAR). The development stage includes designing a prototype model, validating the model, testing legibility, training teachers / observers, and implementing limited and expanded trials. The results showed that the HOTS-based AFL model of computer network learning for vocational students was successfully developed through the HC-ADDIE modified model.

This study examines the challenges faced by vocational high school graduates in their transition to employment and their strategies for overcoming these challenges. Vocational high school is advocated as a provider of skilled and job-ready graduates to solve unemployment problems. However, employment statistics show that vocational high school graduates account for the largest share of unemployment in Indonesia. This study aims to improve our understanding of this anomaly. The data in this paper were collected through in-depth interviews with vocational high school graduates in Yogyakarta, with a balanced representation of gender, geographic location, and specialization. We found that most graduates successfully obtained employment immediately after graduation. However, most of the employment is of low quality, indicating vulnerability in the transition. Their challenges emerge at different stages: before, during and after their schooling. This study also highlights the institutional role of vocational high schools in facilitating the school-to-work transition. Thus, this study contributes to the current discourse on youth transition by highlighting the intersectionality of factors influencing the transition of vocational high school graduates to the labor market and by pointing to the central role of the school in supporting their transition process.

The purpose of this study was to determine of the competitiveness of vocational high school graduates towards learning outcome in Central Lombok Regency. This study uses a quantitative research approach with a research model that has been implemented by Bikse. The method used in this study is a survey. The population in this study were graduates from four Vocational Schools in Central Lombok Regency consisting of 2 State Vocational Schools namely: Vocational High School 1 of Praya Barat and Vocational High School 1 of Central Praya and 2 private Vocational Schools namely Tastura AZ-zikro Mangkung Vocational School and Al-Makrif Islamic Vocational School totaling 430 person. The study sample was 207 as obtained by using the proportional stratifaid random sampling technique. The instrument used in this study was adapted from a questionnaire developed by Bikse. Data analysis techniques in this study used inferential statistics. The results showed that vocational school graduates in Central Lombok Regency had competitiveness and competitiveness of Vocational High School graduates in Central Lombok Regency had been quite good even though the expectations of graduates were greater than the reality faced today:Key Words: Competitiveness; vocational high school graduates

E-learning in Indonesia began in mid-nineties with the advent of internet preceded by information technology which was introduced in Indonesia in late 1970s and early19 80s. However, those elearning initiators hit hard by the economic and political crises which hit Indonesia in 1997s until early 21st century. Beginning the year 2000, many schools, especially senior high school, took the initiatives to conduct e-learning in their environments, in spite of the economic crises. Based on data available from the Department of national Education, a survey conducted toward high school Websites. A virtual visit and randomly selected physical visits to high schools situated in Jakarta, Yogyakarta (Central Java), Makassar (South Sulawesi) and Padang(West Sumatera) yielded result that those Websites mainly used for disseminating school profiles including name and address, principals and teaching staffs, facilities, extracurricular works etc, but none specially directed to e-learning materials. The research orientation changed to vocational high school with the assumption that the vocational high school graduates are geared toward working market hence the courses are directed to more practical application and subsequently can improved with e-learning activities. Based on data from National Library of Indonesia and Directorate of Vocational High School, purposive sampling was done. The criteria are (a) the school has conducted e-learning for at least five years; (b) agree to be interviewed; (c) has trained other schools on e-learning development; (d) own a school library (e) appointed by Directorate of Vocational High School as a pilot project (f) accessible economically from Jakarta so it is more convenient to visit. Using snowball method, from interview with Wikrama principal and teachers, yielded data on other vocational schools in many regions. Those vocational high schools are randomly selected, interviewed by volunteer researchers . The results are analysed and showed that e-learning in vocational high school is limited to facilities designed by the school such as commonly found in Intranet, the constraints mainly on physical infrastructure and e-learning spread because of lack of facilities from school library. The development of e-learning activities is separated from school library, a cause resulted from the wrong perception of the school principals. It is suggested that the development of e-learning should synchronised with school library because in the future, even right now, school library will developed into learning resource centres, in which e-learning is covered. However, it needs better understanding among school principals which in Indonesia who will decide the fate of school library, either like it or not.

Purpose of Study: Along with the development of science and technology, significant Become preparing qualified gradu- ates in the working world, Including for the graduates of vocational senior high school. In accordance with the Law of the Republic of Indonesia No.20 / 2003 on National Education System, the purpose of vocational education is to prepare stu- dents to be ready to work in Certain fields. Meanwhile, According to Regulation 32/2013 National Standard of Education, the vocational education intended to increase of the intelligence, knowledge, personality, moral, as well as the skills to live independently and to have further education in parallel with previous education.
 Based on the direction of vocational education policy as described, Several questions were drawn as follows: 1. What is meant by teaching factory ?; 2. What is the teaching-learning purpose of teaching factory ?; 3.What benefits will be gained by implementing a teaching factory ?; 4.What do the strengths and weaknesses of the teaching factory?; and 5.What are the implications of the Institute of Education and the Workforce, especially in the preparing of vocational senior high school teachers?
 Methodology: From the study to the related literature and relevant researches, it can be concluded that: 1The basic principle of teaching factory is the experience integration of working in the school curriculum, where all the equipment, materials and education subjects were designed in order to carry out the production process. This process Aimed to produce the goods/services, and reliable and competent graduates. 2 Though there were thirteen performance indicators, many Efforts were needed in order to fully implement the teaching factory in Senior Vocational High School environment, According to concepts, objectives and benefits, Including pre14 paring qualified senior vocational high school teachers; 3. In the evaluation of teaching factory activity in Surakarta, Fajaryati in 2012 found that in terms of learning activities, the implementation of teaching factory was well-run, whereas the aspect of the production process, did not run as expected; and 4. Reorientation and revitalization of the Education and Workforce Education curriculum roommates were in line with the demands of users graduates, especially in the faculty of engineering were required.
 Results: Benefits of teaching factory, in principle, is aware of the students, that in the mastery of skills, not enough to just practice soft skills in learning, work in teams, and training interpersonal communication skills, but also have to realize the knowledge directly and exercise work to enter the working world significantly.
 Implications/Applications: The basic principle learning factory is the integration experience of working in the school curriculum, where all the equipment, materials and education actors, designed to make the production process in order to produce goods/services, as well as Vocational High School graduates who are competent/reliable.

This paper estimates the causal effect of vocational high school (VHS) education on employment likelihood relative to general high school (GHS) education in Turkey using census data. To address non-random selection into high school types, we collect construction dates of the VHSs at the town-level and use VHS availability in the town by age 13 as an instrumental variable. The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but generates a substitution from GHS to VHS. The OLS estimates yield the result that the individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS degree. When we use the availability of VHS as an instrumental variable, we still find positive and statistically significant effect of VHS degree on employment likelihood relative to GHS degree. However, once we include town-specific socio-economic variables to control for education, employment, and business activity levels in the town, the IV estimates get much smaller and become statistically insignificant. We conclude that although the VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way. We also argue that location-specific controls improve the reliability of the school construction/proximity instruments.

This research is a comparative study of mathematics learning outcomes between students in informatics study programs who are Senior High School (SMA) graduates and Vocational High School (SMK) graduates. Based on the results of the study, it was found that the average score of mathematics learning outcomes of SMA graduates’ students is 79,3 which is slightly higher than students who graduate from SMK with an average score of 78.13. Therefore, this suggests that there are no differences in mathematical learning outcomes between students graduating from Senior High School and those graduating from Vocational High School. Furthermore, the results of the research are (1) The difference educational background between students from SMA or SMK have no influence in their mathematics learning outcomes (2) There is no learning outcomes difference between students graduating from SMA and SMK (3) Not related to study habits and mathematics learning outcomes of high school students. (4) There is a relationship between thinking habits and mathematical learning outcomes of students graduating from vocational high school.

Purpose The purpose of this paper is to estimate the causal effect of vocational high school (VHS) education on employment likelihood relative to general high school (GHS) education in Turkey using Census data. Design/methodology/approach To address non-random selection into high school types, the authors collect construction dates of the VHSs at the town level and use various measures of VHS availability in the town by the age of 13 as instrumental variables. Findings The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but generates a substitution from GHS to VHS. The OLS estimates yield the result that individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS degree. When the authors use measures of VHS availability as instruments, they still find positive and statistically significant effect of VHS degree on employment likelihood relative to GHS degree. However, once they include town-level controls or town fixed effects, IV estimates get much smaller and become statistically insignificant. Originality/value The authorsconclude that, although VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way.

<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School. The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>