Higher Order Thinking Skills (HOTs) based Assessment for Learning: A Model for Computer Networks Learning in Vocational School

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.

<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>

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 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

General versus Vocational High Schools and Labor Market Outcomes in Turkey

The problem in this research is that there are still graduates of Vocational High School No. 9 Padang who are unemployed after graduating. This study aims to analyze the competencies of culinary graduation at Vocational High School No. 9 Padang. This research is a quantitative study using the need assessment instrument with the dual-response survey technique. The results of the discrepancy analysis show that there is no high gap between the competencies of Vocational High School No. 9 Padang graduates and the competencies expected by the industry. The results of the direction analysis show that all the gap categories are in a low category, so it can be concluded that there is no high gap between the competencies of graduates of Vocational High School No. 9 Padang and the competencies expected by the industry. Based on the results of the priority analysis, it is known that there are differences in priority indicators in the three industries. Based on the research findings, it can be concluded that the graduates of culinary in Vocational High School No. 9 Padang have good competence based on an industry perspective.

Higher-order thinking skills is an ability that all vocational high school students should have because vocational high school graduates are required to have the good soft skill and hard skill. The reality was their HOTS ability was low, as stated by several explanations from researchers and strengthened by the observation in vocational high school. This research aimed to find the students' learning activity through blended learning of Student Teams Achievement Division (STAD) model and jigsaw model, and their influence on the HOTS. This research was quantitative research using the quasi-experiment method of nonequivalent control group design with research subjects of 50 students that were chosen using simple random sampling. The data was collected using test instruments in multiple choices and descriptions and non-test tool in the form of observation sheets. The data then were analyzed with t-test sample independent test. The results showed that the usage of STAD and jigsaw blended learning made students more active and energized in following the learning activities. The direct learning model made students inactive and not excited during learning activities. Also, the blended learning of STAD and jigsaw had significant influence compared to the direct learning model on higher-order thinking skills.

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.

This study aims to analyze the role of artificial intelligence (AI) in language learning in vocational high schools, focusing on the experiences of teachers and students. This study uses a qualitative approach with a case study method, where data are collected through observation and interviews. Vygotsky's constructivism theory is used as a basis for understanding how AI supports independent and interactive learning. The results show that AI improves students' speaking and listening skills through automated feedback and enables personalized learning. However, limited infrastructure and lack of training for teachers are major obstacles in implementing AI in the classroom. In addition, although AI increases the motivation of most students, some students with limited access to technology have difficulty in using it optimally. The main conclusion of this study is that AI has great potential in improving language learning in vocational schools, but there is a need for improved infrastructure and training for teachers to ensure effective implementation. This study contributes to updating perspectives on the integration of AI in vocational education and opens up opportunities for further research to explore the long-term impact of AI on student learning outcomes

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.

- 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 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.

Advances in artificial intelligence technology, especially deep learning, have brought about significant transformations in various sectors of life, including in the world of education. Vocational High Schools (SMK), as educational institutions that focus on developing vocational skills, have ample opportunities to optimize deep learning in the learning process and development of students' abilities. This paper aims to analyze the opportunities and development of deep learning in vocational schools, emphasizing the advantages, obstacles, and strategic steps that can be taken in its implementation. The analysis shows that the integration of deep learning into the vocational school curriculum can enrich the learning experience through personalized learning, evaluation automation, student achievement analysis, and the development of adaptive and data-based learning systems. In vocational sectors such as engineering, automotive, information technology, and multimedia, the use of deep learning can assist in simulation, data analysis, and product development based on artificial intelligence. However, the main challenges include the limited number of experts in the field of deep learning, the need for adequate technological infrastructure, and the availability of quality data. Therefore, collaboration between schools, industry, and government is essential to provide training, laboratory facilities, and curriculum development that is in accordance with the needs of industry 4.0. With the right approach, the implementation of deep learning in vocational schools not only strengthens the competitiveness of alumni in the job market, but also facilitates the emergence of new innovations and creativity among students. Finally, the potential of deep learning in vocational schools is an ongoing revolution, which can change the paradigm of vocational education to a digital era that is more adaptive and responsive to the dynamics of the industry in the future. Keywords: Deep Learning, Vocational High School, Vocational Education, Innovation, Industry 4.0

Vocational High School (SMK) graduates contributed the most to the percentage of TPT (Open Unemployment Rate) as of August 2022 of 5.86% or 8.42 million people. The importance of increasing the involvement of partners in the world of work in designing and managing learning in vocational schools and developing the potential of students' abilities and expertise that are in line with opportunities to work in the world of work and/or entrepreneurship can reduce the TPT score. The results of direct observations at schools and confirmed based on the provisions of BSKAP 033/H/KR/2022, the learning achievements of students have not achieved their competencies in either phase E or F, namely regarding the ability to model 3D pictorial projections using BIM technology. The purpose of this PKM in the field of BIM applications is to improve students' skills in applying Building Information Modeling in achieving 3D modeling abilities and competencies. The empowerment method applied is in the form of training and mentoring of BIM applications in 3D modeling of construction buildings to improve the skills of partners related to drawing 3D building structures with BIM technology integrated with software. From the results of the initial and final assessment analysis, it was found that there was an increase in partner skills related to drawing 3D building structures with BIM technology integrated with software of ≥ 70% based on the performance of the 3D modeling simulation that was built after participating in the training as well as an increase in skills in creating informative construction design visualizations with software of ≥ 70%.