Abstract
Vocational education is characterized by practical learning. During online learning in the Covid-19 outbreak, students' practice learning outcomes have decreased significantly. This study evaluates the implementation of online practical learning in Vocational High Schools (VHS) for technical competencies of Light Automotive Engineering in terms of Context, Input, Process, and Product (CIPP). This study was conducted at a Vocational High School, SMKN 1 Simpangkatis, Central Bangka Regency. The research subjects were the principal, vice-principal, 5 productive teachers, and 191 students in the department of Light Automotive Engineering. This evaluation research used the CIPP method. Data were collected through questionnaires supported with interviews and documentation. The findings indicated that (1) the implementation of online practical learning for context and input components is included in the medium category and (2) the process and product components are categorized as low.
Highlights
Vocational education has a mission as one of the human resource development institutions of a country [1], [2]
This study evaluates the implementation of online practical learning in Vocational High Schools (VHS) for technical competencies of Light Automotive Engineering in terms of Context, Input, Process, and Product (CIPP)
The process and product indicator relate to students' hard skills and soft skills consisting of (a) What practical materials are obtained by students through online learning, (b) the advantages and disadvantages of online practical learning, (c) the skills students acquire from online practical learning, and (d) soft skills
Summary
Vocational education has a mission as one of the human resource development institutions of a country [1], [2]. Work competencies that include cognitive, affective, and psychomotor domains are provided through learning [3]. The achievement of graduate work competencies in these three domains is an indicator of the success of vocational education [4]. The three domains of work competence are pursued through learning both theoretically and practically. Understanding that is abstract and concrete in learning becomes a special characteristic in achieving work competence in vocational learning [5]. The complexity of the learning becomes a unit that must be organized and managed properly so that the success of vocational education can be sustainable [6]
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