Efectiveness of Block System Learning on Grade X Student of Business Management and Office Services Expertise Program

Fadhilah, Nafa. 2022. "Implementation of the 2013 Curriculum Scientific Approach on Physical Education Learning in Vocational High Schools in Wonosobo District". Under Graduate Thesis. Department of Physical Education. Faculty of Sport Science. Semarang State University. Advisor Dr. Tri Rustiadi, M. Kes.
 Keywords: Implementation, Scientific Approach, Physical Education
 The background of this problem is based on the results of observations in Vocational Schools throughout Wonosobo District and school experience in one of the Vocational Schools in Wonosobo District, it was found that all schools have implemented the 2013 curriculum but the implementation of the 2013 curriculum scientific approach has not been implemented optimally. The purpose of this study is to determine the implementation of the scientific approach in learning planning, implementation of learning, and evaluation of Physical education learning in Vocational Schools throughout Wonosobo District.
 The research method used by the researcher is descriptive qualitative. The objects in this study were 4 SMK in Wonosobo District that had implemented the 2013 curriculum. The subjects in this study were physical education teachers, class X students, and principals at SMK in Wonosobo District. The instrument of data collection was carried out by the methods of observation, interviews, and documentation. Data analysis was carried out using data reduction, data presentation and drawing conclusions. Test the validity of the data using triangulation of sources and techniques.
 The results of the study can be concluded that, in planning the lesson the teacher has made a lesson plan using a scientific approach, but the teacher still has difficulty in adjusting the characteristics of students and the conditions of each school. In the implementation of learning using almost all teachers have carried out 5M activities (observing, asking, trying, reasoning, and communicating), but there are still two teachers who have not carried out reasoning and communicating activities in learning activities. Learning using a scientific approach is also not optimal because there are several things, such as the lack of feedback from students, the characteristics of students who are different, the condition of the infrastructure that has not been maximized in every school. Then the implementation of learning also has not used various media and learning resources, and some teachers still have not provided cooling activities to students.
 Suggestions in this study is that teachers should improve the RPP according to Permendikbud No. 22 of 2016, the characteristics of students and the circumstances of each school. Then in the implementation of learning, the teacher must accourding to Perendikbud No. 22 of 2016.

This research aims to evaluate the implementation of industrial class-based experiential learning in Vocational High Schools (SMK) and its impact on increasing student competency, which is considered crucial in facing the challenges of industrial development in Indonesia. This learning approach is expected to provide an authentic and relevant learning experience to the needs of the world of work, proven to increase students' motivation, learning outcomes and practical skills in various subjects through a literature review. However, the high unemployment rate of vocational school graduates and the lack of connection between the school curriculum and industrial demands show the urgency of developing learning models that better integrate education with industrial needs. The Systematic Literature Review (SLR) method was used to analyze ten related previous studies, showing that the experiential learning model had a positive impact on learning motivation and learning outcomes of vocational school students. However, research highlights the limitations of implementing industry-based experiential learning for it requires collaboration between schools, government and industry. Involving industry in the learning process is expected to provide students with direct experience, increasing their readiness to enter the world of work. This research contributes to detailing the benefits of industrial class-based experiential learning in vocational schools and highlights the need for increased implementation of this model. The findings of this research are the basis for further research and efforts to develop vocational education in Indonesia.

Amid digital transformation in the 21st century, the use of digital technology, such as e-learning, in the learning process has become urgent to develop vocational school students' knowledge and skills. However, some studies show that online learning is ineffective in improving vocational school students' knowledge and skills. Online learning cannot improve students' vocational skills because the online learning process cannot conduct actual practicum. Therefore, this study aims to analyze the effectiveness of online learning to improve vocational students' knowledge and skills. The research method used was random effect model meta-analysis with Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) article analysis technique. A total of 25 articles from the Scopus, Google Scholar, and Wiley databases were obtained and analyzed in this study. The articles analyzed were free from publication bias, as indicated by the funnel plot, Egger's, and Fail-safe N test results. Based on the meta-analysis results, it is known that the effect size value obtained is 0.703 (medium category). Thus, implementing online learning in vocational schools has a moderate impact on improving vocational students' knowledge and skills. The findings of this study indicate that the implementation of online learning in vocational schools can support the effectiveness of learning in vocational schools and encourage students to develop the knowledge and skills they will master. This research is expected to be the basis for teachers and vocational schools to integrate online learning into the learning process.

Learning in Vocational Schools is learning aimed at improving intelligence, knowledge, personality, noble character, and the skills of students to live independently and to take further education in accordance with their vocational programs. learning resources used in vocational schools are expected to be very varied for this independence. learning resources can be physical and non physical. Types of learning resources include, messages (in the form of learning materials, folklore, fairy tales, advice, Islamic saga, story stories), people (learners), materials (transparency, films, slides, book tapes, pictures), equipment (ohp , tv, camera, blackboard), methods (lectures, discussions, simulations, independent learning), environment (rooms, studios, halls, prayer rooms, mosques). In history learning, these learning resources can be used. During the Hindu-Buddhist development, historical learning could use heritage buildings. Looking at the latest curriculum, that learning activities should force the student center to create creativity in learning. This study used qualitative methods for three schools using interview instruments to Indonesian history teachers and students as samples and documented studies about learning activities. The results found that the lack of creativity for teachers to utilize technology, especially the internet, one of which is to use films, documentaries or videos, and visit local cultural heritage sites and museums as media and sources of historical learning. So that it causes history learning to be delivered monotonously. The purpose of this study looks at the use of historical learning resources in Vocational Schools and the impact of the use of these learning resources. Until finally the purpose of this study is to provide solutions for ways of innovation and creation in history learning in vocational schools so that they are in accordance with their vocational training. Keywords: Keywords: Vocational High School (SMK), historical learning resources, history learning material on Hindu-Buddhist and Islamic development

In a work environment that continues to develop, vocational school students are required to be independent and able to adapt quickly, making self-regulated learning (SRL) skills an urgent need. Innovations in education are needed to create learning environments that support students in developing self-regulated learning skills. This study developed a digital module to assist teachers in fashion vocational schools in facilitating learning, emphasizing SRL development through active learning interventions. The module incorporates motivational regulation prompts in the form of questions that encourage students and guide them to understand their learning objectives and ways to achieve them. Meanwhile, metacognitive prompts help students set goals, plan, select strategies, and evaluate learning activities. Based on feasibility assessments, the module's development data showed a 98% rating from media experts, categorizing it as highly feasible, and an 88% rating from subject matter experts, also categorizing it as highly feasible. The practicality test in a small group yielded an 88% score, categorizing the module as practical, engaging, and easy to use. Data from implementing the digital module with students indicated that it helped improve SRL by 35%, categorized as moderate. These findings suggest that a digital module integrating motivational regulation and metacognitive prompts can effectively support self-regulated learning in fashion vocational schools. which are expected to help the student learning process and improve self-regulated learning. It is expected to help students realize their learning needs and train them in independently planning, learning, managing strategies, and evaluating the learning process. This SRL ability is expected to form the character of vocational students who can adapt to all existing changes. There is a need for a sustainable implementation pattern and school support, so that students gain experience and feel a positive impact in the learning process so that they can grow the need for independent learning in students.

Perencanaan pembelajaran merupakan hal penting yang harus dilakukan sebelum pembelajaran berlansung. Perencanaan pembelajaran menjadi sangat penting karena dapat membantu pencapaian sasaran secara lebih tepat waktu dan memberi peluang untuk lebih mudah dikontrol dan dimonitor dalam pelaksanaannya. Penelitian ini bertujuan mendeskripsikan dan menganalisis secara kritis terkait relevansi perencanaan pembelajaran dan pelaksanaan pembelajaran pendidikan agama Islam. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan latar SMK Negeri 1 Parepare. Data yang dianalisis adalah hasil wawancara dengan pendidik dan penserta didik di SMK Negeri 1 Parepare, hasil pengamatan dalam proses pembelajaran serta pengumpulan dokumen dari staf sekolah yang bersangkutan. Hasil penelitian menunjukkan bahwa dalam menyusun perencanaan pembelajaran di sekolah SMK Negeri 1 Parepare, guru menjadikan silabus sebagai rujukan dalam pembuatan RPP. Sebelum proses mengajar guru membuat rencana pelaksanaan terlebih dahulu agar semua materi tersampaikan sesuai waktu yang telah ditentukan. Sedangkan dalam pelaksanaan pembelajaran mata pelajaran pendidikan agama Islam di SMK Negeri 1 Parepare terbagi menjadi tiga, yaitu kegiatan pendahuluan, kegiatan inti dan kegiatan penutup. Relevansi internal antara komponen pada RPP sudah saling berkaitan (relevan). Relevansi eksternal antara perencanaan pelaksanaan pembelajaran mata pelajaran pendidikan agama Islam di SMK Negeri 1 Parepare dalam materi kepedulian ummat Islam terhadap jenazah dan hikmah dan manfaat tatacara penyelenggaraan jenazah adalah sebagai berikut: materi yang disampaikan di dalam kelas sudah relevan dengan yang ada dalam RPP, alokasi waktu yang digunakan sudah relevan dengan yang telah direncanakan pada RPP, ada beberapa kegiatan pembelajaran di kelas yang tidak relevan dengan yang direncanakan pada RPP, penilaian yang diambil sudah relevan dengan yang telah direncanakan pada RPP.

The purpose of this study is to systematically review empirical evidence about how necessary blended learning for vocational education, the blended learning implementation in vocational schools, and the blended learning impact in vocational schools. It analyzed 32 studies concerning blended learning implementation and impact in vocational schools, published in the last five years. Employing the meta-analysis review method, the data were extracted and analyzed by descriptive analysis and concluded in the form of a percentage. This study's results stated that blended learning could be used as a vocational education system solution by adjusting technological advances. The highest implementation was in the design and management dimensions of blended learning at 39%; It was considered the most important in adopting blended learning in vocational schools. Besides, the study of the highest impact was the increase in students' abilities and knowledge in the form of test scores, which was 42% higher than behavior and motivation's impact. Therefore, it is necessary for future research to develop blended learning in vocational schools by paying attention to the students' behavior and motivation impact.

Vocational institutions and schools are undertaking a range of considerable teaching approaches to adopt new technologies for meeting society demands. Game-based learning (GBL) is a style particularly well-suited for vocational schools because it satisfies the basic requirements of professional skills learning environment and can provide engaging learning experiences for students. Experiential learning focuses on the learning process of making meaning from direct experience. This paper is chiefly concerned with tutoring strategy integrated with GBL and experiential learning in vocational school. In this paper, we adopt systematical research method and provide insights on tutoring model for game-based experiential learning (GBeL) conceptualized from the Piagetian science learning cycle model and the Kolb's experiential learning model. This model represents students' learning as an experiential process in a game cycle of four stages, namely, playing, thinking, knowing, and debriefing. A pedagogy application, which includes several main instructional steps, is also provided. The aim is to identify and describe the processes by which teachers plan and implement GBeL in existing curricular contexts.

<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>

Chemistry learning in vocational schools is often limited to general concepts and lacks connection with students’ vocational expertise, making it difficult for them to apply theory to practice in agricultural product processing. This study aims to develop acid–base teaching materials using the four-step teaching material development (4STMD) method for students in the agricultural product processing agribusiness program at vocational high schools. The research responds to the lack of curriculum-aligned and contextually relevant resources that integrate chemistry with vocational practices. The study employed development research (DR), focusing on the first two stages of the 4STMD method: selection and structuring. In the selection stage, materials were designed based on basic competencies 3.5 and 4.5, producing eight learning indicators and sixteen concept labels. Acid–base concepts were compiled from national and international textbooks and contextualized with agricultural applications, such as pH control in fermentation. In the structuring stage, concept maps, macro structures, and three levels of representation (macroscopic, microscopic, and symbolic) were developed to link chemical theory with agricultural practices. The draft materials were refined through expert review to ensure clarity and scientific accuracy. The results indicate that the developed teaching materials are systematic, scientifically valid, and relevant to the curriculum. They also integrate substantive and pedagogical contexts that support students’ vocational learning needs. This study shows that the 4STMD method is effective for producing chemistry teaching materials that are structured, contextual, and applicable, thereby enhancing the relevance and quality of chemistry education in vocational high schools

Purpose: In the evolving landscape of the 21st century, characterized by dynamic global challenges such as health crises, climate change, and rapid technological advancements, the imperative of lifelong learning has become more pronounced than ever. Self-Regulated Learning (SRL) plays a pivotal role in lifelong learning, involving independent, self-directed behaviors to enhance knowledge and skills. While the significance of SRL is widely acknowledged in the broader context of lifelong learning, its specific role in vocational schools is a critical aspect that requires careful investigation. In these specialized educational settings, effective SRL practices are not only integral to individual academic success but are also crucial for fostering the competencies essential for a thriving professional career. However, there is a need for a systematic analysis of how SRL is fostered within vocational schools. Despite its importance, the current best practices for promoting successful SRL in vocational schools remain underexplored. Therefore, this study aimed to systematically review intervention studies focused on changing educational practices related to SRL in vocational schools. Specifically, we addressed two key research questions: (1) What are the characteristics of intervention studies aimed at fostering SRL in vocational schools? and (2) What is the quality of these interventions in terms of their impact on promoting SRL? Methods: To address these questions, we conducted a systematic review of intervention studies focused on fostering SRL in the context of vocational education. Our review includes 11 studies, with 10 reporting positive effects of interventions promoting SRL. Findings: The findings highlight that collaborative and problem-solving approaches, along with learning environments emphasizing student autonomy, are effective methods for enhancing SRL. Additionally, the review underscores the importance of distinguishing between direct and indirect interventions to promote SRL in the classroom. The effectiveness of each approach is contingent on the specific context and student population. Conclusion: However, comparing and drawing conclusions from these studies presented challenges due to the limited similarity in outcome measures and variations in the quality of evidence. Future research should consider methodological adjustments to address the heterogeneity of intervention studies on SRL at the vocational school level, including the development of standardized assessment tools and more rigorous experimental designs to better evaluate the impact of SRL interventions. These adjustments are crucial for ensuring that vocational schools can effectively integrate SRL practices that not only align with academic goals but also prepare students for the demands of their professional careers.

This study aims to determine the potential of using virtual reality as a learning tool for teachers, especially at Vocational High Schools. This research is descriptive research with a quantitative approach. Descriptive analysis aims to reveal an objective picture of the conditions in the subject under study. Descriptive quantification seeks to describe an object using numerical data. In addition, verbal/qualitative descriptions of targets are also carried out through in-depth and detailed studies of organizations or certain phenomena through observation or analysis to generate data. The implementation of Virtual Reality-based learning has been systematic, following the design, development/production, utilization, and management and evaluation models. The stages that have not been implemented are developing a learning system integrated with virtual reality models, using virtual reality as a system, managing information systems, and evaluating the effectiveness of implementing virtual reality-based learning. In addition, there are several obstacles, including: 1) The limited quantity and quality of resources that include professionals, specialists, and technicians in the use of virtual reality-based learning; 2) Not all teachers are enthusiastic and motivated, especially older teachers, to apply virtual reality-based learning concerning improving the quality of learning; 3) Not all schools have the necessary infrastructure for optimal implementation of virtual reality (such as multimedia classrooms), there are no buildings or spaces to manage the development of virtual learning in vocational Schools; and 4) The high cost of official/original software is an obstacle for the development and production of virtual reality programs.

This study aims to analyze the effect of human resource management (HRM) on the effectiveness of learning in vocational schools. This research uses quantitative methods with a meta-analysis approach. The data source came from an analysis of 10 national and international journals. The data collection process is through searching the google database, ProQuest and ScienceDirect. Data analysis techniques in quantitative analysis research by calculating the value of effect size with the help of the JSAP application. The results of this study concluded that human resource management has a significant influence on the effectiveness of learning in vocational schools with an effect size value of 0.814; P< 0.001. The findings have a positive impact on vocational school teachers to provide professional and competent teacher candidates in work. Vocational schools need to implement good HR practices to improve the quality of education and produce job-ready graduates.

The main purpose of this study is to determine the implementation of internalization, the effectiveness of internalization, the impact of internalization and government support in internalizing entrepreneurship values for entrepreneurship learning in Vocational Schools. This research uses a qualitative approach, with data collection tools in the form of interviews, observations and questionnaires. The study population is the eleventh grade students at Vocational School in Medan, North Sumatra. The research sample is eleventh grade students of marketing and office administration that are determined based on purposive random sampling. The results showed that internalization of entrepreneurial values is important to be applied in entrepreneurship learning because: (1) it is able to improve the quality of learning and student involvement in the learning process, (2) improving the competence and skills of students or graduates in developing self-potential and (3) changing students’ attitudes and behavior in the learning process and daily life. Data material only includes 2 vocational schools in medan city, north sumatra province. Further studies are needed in increasing the number of students and larger vocational schools. In addition, expanding the internalization of entrepreneurial values in entrepreneurial learning activities. Qualitative research must consider a greater number of student and school involvement, because this is related to the extent of the validity of the data produced. At the same time, there is an urgent need to internalize entrepreneurial values in learning to provide provisions for students to enter the labor market.

This research is to describe the influence of the influence the school partnerships with industry in supporting the effectiveness of learning in the Vocational High School. The method used was explanatory Survey Method with quantitative approach. Data was collected in Vocational Schools in Bandung regency. The study used descriptive and correlation statistical analysis based on the interpretation of the Pearson Correlation which provides the direction and significance. Effectiveness of learning in vocational school in Bandung Regency has a tendency is high, which received contributions from school partnerships with industry and business. Beside that get contributions by other factors, such as leadership, work climate, facilities/infrastructure, motivation, and attitude of students, government policy and others. School partnership with industry than can increase learning effectiveness is collaborative cooperation is not only limited in