Visual and Auditory Features of Memrise in Increasing the Motivation to Learn English Vocabulary for Class X Students of SMK Negeri 3 Metro

Depressive symptoms are serious mental health problems, which are harmful for adolescents' physical and psychological development. Limited studies have focused on depressive symptoms of vocational high school students, who are more susceptible to mental health problems than high school students. Based on the main effect model of social support and self-regulation theory, the current study aims at exploring two potential mediating roles of hope and future work self on the relationship between perceived social support and depressive symptoms among vocational high school students by a cross-sectional study. A total of 521 vocational high school students aged 14-21 (M= 16.45; SD= 0.91) participated in the survey. There were 266 males (51.1%) and 255 females (48.9%). The multidimensional scale of perceived social support, the future work self scale, the children's hope scale, and the center for epidemiologic studies depression scale were applied in the study. The results revealed that: (1) perceived social support, future work self, and hope were negatively related to depressive symptoms (r = -0.25 to -0.35, p < 0.001); (2) students who perceived more social support have fewer depressive symptoms (β = -0.22, p < 0.001); (3) perceived social support predicted a more salient future work self and then was associated with higher levels of hope, which in turn, was related to lower levels of depressive symptoms (β = -0.02, and 95% CI = [-0.035, -0.005]). Perceived social support was the protective factor against vocational school students' depressive symptoms. More specifically, stronger perceived social support predicted a more salient future work self, which promoted high level of hope, and ultimately decreased vocational school students' depressive symptoms. The findings provide enlighten implications for interventions on depressive symptoms among vocational high school students.

Vocational High School (SMK) is an educational institution that specifically aims to prepare students to be ready for work, either working independently or filling existing job vacancies. Appropriate learning can improve vocational students 'skills and vocational school students' readiness in entrepreneurship. This study aims to 1) produce a Precondition Model for Industrial Work Practices based on project-based learning to improve competency and work readiness of vocational school students in the Dressmaking expertise program. 2) to analyze the feasibility of the Preconditioned Industrial Work Practice Model based on project-based learning to improve the competence and work readiness of the Vocational School students in the Fashion Design expertise program 3) knowing the practicality of the Precondition Model for Industrial Work Practice based on project-based learning to improve competency and job readiness of vocational school students. Dressmaking expertise program Fashion. This type of research is development research (R&D) with a development model adapting to ADDIE development. The instruments used in this study were 1) Feasibility Assessment Sheet for the Precondition Model Model for Industrial Work Practice based on project-based learning 2) Practicality questionnaire for the Precondition Model for Industrial Work Practice based on a project-based learning 3) Evaluation sheet for evaluation of the effectiveness of project-based learning based on basic competency analyze the hemispheres in a product. The data analysis used in this study was (1) the scoring category to determine the level of feasibility of the Preconditioned Fieldwork Practices model based on project-based learning to improve the competence and readiness of vocational students in entrepreneurship in the Dressmaking expertise program. (2) to determine the level of practicality of the Preconditioning Practical Fieldwork model based on project-based learning using a Likert scale (3) N-Gain and the N-Gain difference test using the t-test, to determine the effectiveness of the Preconditioned Fieldwork Practices model based on project-based learning to improve the readiness of vocational high school students in entrepreneurship in the Dressmaking expertise program. The results of this study indicate that the assessment of the first validator and the second validator obtained criteria very worthy of use and based on the effectiveness test in the experimental class obtained effective and significant values to increase the readiness of junior high school students in entrepreneurship.

This study aims to examine the level of work readiness of vocational high school students majoring in Mechanical Engineering in the era of the Industrial Revolution 4.0, and to analyze the influence of learning motivation, industrial work experience, career guidance, learning quality, and mastery of IMTS, both partially and simultaneously, on the work readiness of vocational high school students majoring in Mechanical Engineering in the era of Industry 4.0. This is an ex post facto study using a quantitative approach. The study population was 210 12th-grade vocational high school students majoring in Mechanical Engineering in 2025 who will soon graduate. The sample was drawn using simple random sampling at a significant level of 5%. Data collection was conducted through questionnaire distribution, assignments, and documentation. Instrument validity was tested using Pearson Product Moment correlation analysis. The results indicate that the level of work readiness of most vocational high school students is still in the moderate category. Linear regression analysis shows that motivation variables (β = 0.652; t = 6.703; p = 0.000), industrial practice (β = 0.764; t = 4.855; p = 0.000), vocational guidance (β = 1.182; t = 8.115; p = 0.000), learning quality (β = 0.806; t = 3.28; p = 0.001), and IMTS mastery (β = 0.705; t = 5.238; p = 0.000) have a positive and significant effect on students' work readiness. Simultaneously, the five independent variables have a significant effect on students' work readiness with an F value of 32.28, a p-value of 0.000, and a coefficient of determination (R²) of 54.8%. readiness of Mechanical Engineering Vocational School students in facing the demands of the industry 4.0 era.

The competency of vocational high school students is still said to be lacking in work readiness. This is caused by a lack of encouragement for oneself, family, school facilities, school environment, etc. This research aims to analyze the mediating role of work motivation in determining vocational school students' work readiness. This research uses an ex-post facto quantitative approach with the path analysis method. Research subjects in 3 vocational schools in machining engineering expertise in class XII with a total sample of 193 people. Data collection uses questionnaires, interviews, and documentation. Hypothesis testing in this study used SmartPLS 3 software. The findings show that work competency and industrial work practice experience can influence work motivation. Work motivation can directly influence students' work readiness. Indirectly, work competency affects work motivation through work readiness. Indirectly, industrial work practice experience affects work motivation through work readiness. It was concluded that work motivation plays a role in determining vocational school students' work readiness, especially in class XII machining engineering, followed by work competency and industrial work practice experience. So it is recommended to the vocational school community always to be motivated so that students are ready to work, have sufficient competence and experience, and always pay attention to the 3 things researchers discovered and discussed because vocational schools aim to work, continue, and become self-employed.

This study aims to determine the contributions of career guidance and parents support to the vocational high school students' work readiness. This research is survey. The sampling technique used a proportional random sampling method. The data collection used the questionnaire method to obtain career guidance data, support parents, and students’ work readiness. The data analysis included descriptive analysis, prerequisite analysis including normality test, linearity test, and multi-collinearity test, and multiple analysis with F-test, determination test, and partial correlation analysis. The results showed that (1) career guidance and parents’ support influenced positively and significantly to work readiness of vocational students, (2) career guidance influenced positively and significantly to work readiness of students in vocational school, and (3) the parental support influenced positively and significantly on work readiness of students in vocational high schools.

An empirical analysis on burnout levels among second year vocational schools students

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.

Based on the latest data from the Serang Regency Central Statistics Agency in 2022, the Open Unemployment Rate (TPT) of Vocational High School (SMK) graduates is still relatively high compared to graduates of other levels of education, namely 12.87%. Apart from that, from the results of observations, there are still many vocational school students who still need to be ready for work. This is because the industrial internship program has not been able to optimize students' work readiness, students' work motivation still needs to be visible, and students' communication skills still need to be improved for their readiness to enter the world of work. This research seeks to determine the influence of industrial internship, work motivation, and communication skills on vocational school students' work readiness. This research uses a quantitative approach to answer the research hypothesis, which asks whether industrial internship, work motivation, and communication skills are positively correlated with vocational school students' work readiness. This research used a questionnaire distributed to 180 students in seven vocational schools in Serang Regency. This research proved that industrial internship, work motivation, and communication skills significantly influence work readiness (7%). For the conclusions and limitations of existing research, this research provides several suggestions for improving vocational school students' work readiness by paying more attention to the variables of industrial internship, work motivation, and communication skills.

Other skills that students need to develop beside their expertise fields are 21st century skills. What is needed in preparing students for work and entrepreneurship are, among others, communication, critical thinking, and collaboration skills. The purpose of this research was to see the effect of 21st century skills on job and entrepreneurship readiness, partially and simultaneously. This research was quantitative using multiple linear regression analysis. Respondents in this study were vocational high school students with a total of 445 respondents. The results of this study were the partial or simultaneous influences of communication, critical thinking, and collaboration skills on work readiness and entrepreneurship. The results can be used as consideration materials for educational institutions and the industry to increase the importance of 21st century skills for students and employees. The more improvement of these skills increases job and entrepreneurial readiness of vocational high school students. Students who master other skills would find it easier to find work or develop entrepreneurship because academic skills could not keep up with the situations and conditions when they are about to graduate from vocational high schools. The industry is looking for workers who can see the situation and conditions when they are working, and also stated that academic potential or vocational abilities could be developed over time.

This research aims to examine the influence of PKL experience, critical thinking, creative thinking ability on job readiness mediated by the professional attitude of students at SMKN Batang Hari. This research uses a quantitative survey approach. The population in this study was 287 students. Sampling using random sampling technique. Research data was tested using Structural Equation Modeling (SEM) with the help of the SmartPLS application (v.3.2.9). The results of the research show that there is a significant positive direct influence on the influence of PKL experience, critical thinking, creative thinking ability on job readiness. And then there is an indirect influence on the influence of PKL experience, critical thinking, creative thinking ability on job readiness, mediated by students' professional attitudes. The novelty in this research is the introduction of the Astin I-E-O (Input-Environment-Output) theory integration model with the Theory of Planned Behavior (TPB) which can increase the Work Readiness of vocational school students through the influence variables of PKL experience, ability to think creatively, think critically, and professional attitude. High levels of students have an impact on increasing better work readiness. This research can be a basis for making policies or programs to increase the Work Readiness of vocational school students. Apart from that, this research also aims to deepen understanding of the factors that influence vocational school students' work readiness and provide suggestions for developing more effective policies and programs in vocational high schools.

This research aims to determine the effect of citizenship education in overcoming bullying behavior among vocational high school students. This research is a type of qualitative research with a descriptive approach. The method used for sampling in this research is a qualitative method, where the author carried out observations and interviews and gave questionnaires to vocational high school students, then the results of the questionnaires and interviews became data in this research. The population in this study were high school students and above with a sample size of 25 people. The results of the research show that the occurrence of bullying behavior among vocational high school students is due to a lack of character education, where character education can be implemented through citizenship education. Behavior such as mocking or calling friends with bad words and names often occurs among vocational school students, especially in class. Then there is also behavior such as extorting friends' money. Bullying behavior often occurs and the victims are weak children so they can be bullied easily.

Career planning is an important aspect in the career development process because it will have an impact on the student's future. It is hoped that the existence of Vocational High Schools (SMK) will be a step for the government and schools in providing students who are ready to work. Vocational School is a vocational education institution that has an important role in developing the quality of graduates who are ready to work and respond to the needs and developments of the times. The high unemployment rate in the 15–19-year age group nationally emphasizes that junior high school and high school/vocational school levels are important age phases in formulating future careers. The aim of this research is to determine students' readiness in career planning at Bengkulu Vocational School. The method used is survey research. The instrument developed was an inventory which, using data collection techniques, was distributed to 124 vocational school students via Google Form, which was then analyzed using Rasch modeling. Based on the data obtained, overall self-readiness in career planning for vocational school students is in the high category at 19%, in the medium category at 67%, and in the low category at 14%. Thus, it can be concluded that vocational school students in Bengkulu have not prepared themselves optimally in good career planning. Based on the findings, appropriate management of student career development in schools is needed. So it will have an impact on students' career maturity. A student's career is not only limited to a choice of job and work, but how students can manage and formulate career plans well so as to achieve career success in the future.

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.

General Background: Listening skills are essential for effective communication and learning, particularly in language acquisition. Specific Background: In vocational high schools, traditional teaching methods may not adequately engage students or enhance their listening abilities. Knowledge Gap: Despite the potential of digital media, there is limited research on the specific benefits of podcasts in improving listening skills among vocational students in Indonesia. Aims: This study investigates the role of podcasts in enhancing listening comprehension among Class X students at SMK Dian Indonesia through a pre-experimental design. Results: Utilizing pre-test and post-test assessments analyzed via a T-test with SPSS, findings indicate a significant improvement in listening skills, with post-test scores averaging 79.75 compared to pre-test scores of 70.60. Novelty: This research contributes to the literature by demonstrating that podcasts can serve as an effective and engaging educational tool for enhancing listening abilities in a vocational context. Implications: The positive outcomes suggest that integrating podcasts into English language instruction can foster a dynamic learning environment, providing students with diverse content and contexts to practice listening. This approach not only addresses existing gaps in language education but also promotes the adoption of innovative teaching methods in vocational schools, thereby enriching the overall educational experience. Highlights: Significant Improvement: The study found a notable increase in students' listening skills, with post-test scores rising from 70.60 to 79.75. Innovative Learning Tool: Podcasts are introduced as a dynamic and engaging medium for enhancing language comprehension in vocational education. Practical Implications: Integrating podcasts into English instruction can diversify content and contexts, enriching the learning experience for students. Keywords: listening skills, podcasts, vocational education, English learning, student engagement

&lt;p class="061IsiAbstrakIndoneia"&gt;&lt;strong&gt;&lt;em&gt;&lt;span lang="EN-GB"&gt;Exploring the psychological state of career well-being in vocational students' choice of major interest.&lt;/span&gt;&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;&lt;span lang="EN-GB"&gt; This research aims to explore the level of career satisfaction through interest in the scientific fields of majors taken by Vocational High School students in South Sulawesi, especially at SMK Negeri 1 Bantaeng. This research uses a descriptive quantitative approach. This research uses the Career Well-being Scale (CWS) instrument consisting of 14 items which have been tested for Confirmatory Factor Analysis (CFA). The sample for this research was 200 students at SMK Negeri 1 Bantaeng. Descriptive data analysis techniques using the JASP statistical test application. The research findings through aspects of positive affective career planning conditions, career meaningfulness conditions, career network conditions/social support as a whole are categorized as high. Recommendations for further research are needed to look at factors and further interventions related to career development in schools.&lt;/span&gt;&lt;/em&gt;&lt;/p&gt;&lt;strong&gt;&lt;em&gt;&lt;span&gt;Keywords: &lt;/span&gt;&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;&lt;span&gt;Career Psychological Wellbeing; Interest; Vocational school students.&lt;/span&gt;&lt;/em&gt;