Agricultural Vocational School Research Articles

Factors That Influence the Work Readiness of Agricultural Vocational High School Students to Work in the Agricultural Sector

Objective: This study aims to identify factors that influence the work readiness of Agricultural Vocational High School students to work in the agricultural sector. Theoretical Framework: This study explores the influence of variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence on the work readiness of students of Agricultural Vocational High Schools. Method: This study is a quantitative study using a questionnaire to collect data from 132 student tourists. The data were analyzed using multiple linear regression. Results and Discussion: The results of the study showed that the variables of learning motivation, job information, career expectations, industrial world practices, family support, self-competence, and spiritual intelligence had a significant influence on the readiness of Agricultural Vocational School students to work in the agricultural sector both simultaneously and partially. Research Implications: The results of the study revealed the influence of 7 variables that together affect work readiness. By knowing the influence of these 7 variables, Agricultural Vocational High Schools can apply the seven variables to improve their students' work readiness. Originality/Value: This study includes the spiritual intelligence variable as one of the variables that influences the work readiness of students at Agricultural Vocational High Schools, where this spiritual intelligence variable has not been studied.

The Relationship between Diet and Stress with Gastritis Symptoms in Adolescents at Integrated Agricultural Vocational Schools

Adolescence is a productive age that can experience lifestyle changes that don't pay attention to health, making them susceptible to gastritis symptoms. Common causes of gastritis include improper eating patterns, such as inappropriate frequency or timing of meals, eating excessively and quickly, or consuming foods that are stimulating (too spiced and spicy). Gastritis can easily attack individuals who have irregular eating patterns. Stress affects changes in physiological functions in the body's systems, one of which is the digestive system. Stress can cause decreased appetite, stomach emptying, increased stomach acid, resulting in pain in the stomach. This study aims to determine the relationship between diet and stress and symptoms of gastritis in adolescents. This research is a cross sectional study conducted on 271 teenagers at the Integrated Agricultural Vocational School, Riau Province. The data collection tool is a questionnaire that is valid and has high reliability. The results of the analysis carried out using the chi square test showed that there was a significant relationship between diet and stress and symptoms of gastritis in adolescents as evidenced by a correlation value of 0.000 α 0.05. After conducting research, the results showed that poor eating patterns and high levels of stress can result in symptoms of gastritis.

An Overview of the Digital Competencies of Teachers in the Hungarian Secondary Agricultural Vocational Training System

AbstractIn contemporary times, possessing digital competence encompasses not only access to information and communication technologies (ICT) and their utilization, but also the acquisition of suitable knowledge and skills related to them. When it comes to the digital competencies of educators, studies in this field regularly report on the available professional development opportunities, but less attention is given to the educators’ personal attitudes. In our viewpoint, the success of the digital competence development process greatly hinges on realistic and effective teacher self-reflection. Within this framework, digital competence could become an essential component of teacher self-evaluation and emerge as a genuine demand within the predominantly supply-driven professional development market. Based on this observation, we determined to approach 400 instructors teaching at agricultural vocational schools and encourage them to thoughtfully contemplate their own skills and attitudes through our questionnaire. The objective of this exploratory research was to examine the current state of digital competence and future development possibilities among educators, specifically within the context of agricultural education. Moreover, it aimed to identify the actual needs of teachers. The research findings indicate that teachers engaged in Hungarian agricultural vocational education expressed a more positive view of their digital competence than anticipated. Concurrently, infrastructure gaps and developmental directions came to light. Among the novel findings of our research is the fact that real self-reflection is an essential attribute of the teaching career and plays an important role in the development of competences. In this context, a key finding of the research is that respondents strongly expressed their need for subject-specific and didactically-based, thematic and free workshops/courses to learn about the functioning of new ICT tools and platforms and their classroom applications.

Socialization of the Benefits of Continuing Higher Education at the Jayapura Regional Development Agricultural Vocational School

Socialization of the Benefits of Continuing Higher Education at the Jayapura Regional Development Agricultural Vocational School

Urgensi Penggunaan Kertas Berbahan Dasar Limbah Cangkang Kelapa Sawit Bagi Peserta Didik di SMK Pertanian Pada Proses Pembelajaran

The conventional type of paper that is still widely used by students to support the learning process in schools is printed modules. Even though digitalization such as ebooks is starting to be used by the public, printed modules are still used to simplify the teaching process in the classroom. The types of paper that are generally used do not all use environmentally friendly paper such as paper from palm oil shell waste processing, due to a lack of in-depth knowledge. This research is a qualitative research that uses interview methods with several students from three different skills programs at one of the Bandung City Agricultural Vocational Schools to measure knowledge about environmentally friendly paper. Participants were asked six questions related to the use of paper in schools, understanding of environmentally friendly paper, and knowledge about paper produced from processing palm oil shell waste. The results show that the majority of students do not know clearly about processing waste from palm oil shells into environmentally friendly paper, but the data shows that alternative types of environmentally friendly paper are needed to participate in preserving environmental welfare and improving economic aspects.

From Imperial Russia to the Soviet Union: formal and non-formal vocational education in Kyrgyz lands in 1917–1918

ABSTRACT This study aims to examine the vocational training activities carried out in Kyrgyz lands during the transition from Imperial Russia to the Soviet Union and the role of these activities in the construction of a new society. The study focuses on the norms and institutions involved rather than on the curriculum of these schools introduced by the Soviet reform. The role of agricultural vocational schools changed after the February and October Revolutions in 1917. Two prominent vocational schools, Pishpek Agricultural School (1890), established by the Russian Empire, and the Zhetysu Agricultural School (1918), were operated in Kyrgyz lands. These schools aimed to meet the need for qualified workers in the field of industry and food production. After Russia’s defeat in World War I (1914–1918), the most urgent problems addressed by the Bolsheviks were regaining the trust of the peoples in the lands controlled by Imperial Russia, solving the consequences of the economic crisis, and transforming society by using, among other means, vocational education.

Challenges of implementing a climate-smart agriculture-based curriculum in agricultural vocational schools: evidence from Iran

The research aimed to identify the challenges of developing and implementing a climate-smart agriculture (CSA)-based curriculum in Iran’s agricultural vocational schools. It was exploratory descriptive-analytical in nature and applied in goal, in which data were collected with the library and deep interview method. The research methodology was based on grounded theory. The statistical population was composed of 16 researchers, authors, managers, and experts of the Office of Textbook Compilation of the Organization for Educational Research and Planning and the Research Center of Educational Studies. The participants were selected by the homogenous purposive sampling method. The interview with the target population continued until it reached theoretical saturation. Data were analyzed using the content analysis method. The data collected in the interviews were subjected to open, axial, and selective coding, which resulted in deriving 119 concepts and 28 categories. The results revealed a seven-dimension structure composed of the challenges related to determining educational goals, trainees, trainers’ professional process, teaching methods, curriculum content selection and organization, curriculum implementation, and curriculum appraisal. The results can help the experts in the Office of Textbook Compilation experts adopt smarter policies and solutions to solve the challenges of developing and implementing a CSA-based curriculum in agricultural vocational schools in Iran.

Analisis Pencapaian Implementasi Permakultur di SMK Suwakul Ungaran Menggunakan Balanced Scorecard

Title: Analysis of Achievement for Permaculture Implementation at Suwakul Vocational High School Ungaran Using Balanced Scorecard
 The agricultural vocational school program hopes to increase human resources capable of cultivating land, managing horticultural crops, and producing agricultural products. Suwakul Ungaran Vocational School is one of the vocational schools in Semarang Regency that applies permaculture in its learning process. The permaculture principles applied at this school are capturing and storing energy, getting harvests, using and respecting resources, zero waste, and respecting diversity. Based on this background, this research focuses on learning outcomes through implementing permaculture with a sustainable agricultural system that includes the development of land processing based on natural ecosystems. The research aims to determine the ability of students at school to produce food and horticultural crops. This research applies a qualitative descriptive method to describe the results of permaculture implementation using Balanced Scorecard analysis, an evaluation strategy with four perspectives in improving an organization's goals. The research results show that learning through the implementation of permaculture at this Vocational School can improve students' abilities at school, as seen from fulfilling the perspective of the Balanced Scorecard. The study's results will be helpful for schools as a learning tool to improve students' abilities in producing agricultural products through the implementation of permaculture.

Constructing the future: solidarity action in Nicaragua

Hungarian solidarity action was organised in the second half of the 1980s to build an agricultural vocational school in Nicaragua. Even though Hungary and Nicaragua had special relations after the 1979 Sandinista revolution, the time of the construction calls the attention because it formed part of a period characterised by general disenchantment in solidarity actions towards the Third World as well as economic problems and the final years of socialism in Hungary. The motives and the evolution of the construction will be analysed providing an in-depth picture, with the aim of contributing to Cold War studies and investigations on knowledge exchange. The article principally relies on archival and press sources.

Peranan Lembaga Penunjang Terhadap Pengembangan Agribisnis Stroberi Di Kabupaten Bolaang Mongondow Timur

This study aims to determine the supporting institutions for strawberry agribusiness, and the role of supporting institutions in the development of strawberry agribusiness in Mooat Village and South Bongkudai Village, East Bolaang Mongondow Regency. This research was conducted from May to August 2022. This research method uses a survey method. The research locations are all areas that grow strawberries. The data used in this study are primary data and secondary data. Primary data were obtained from respondents, namely farmers and institutions that support the development of strawberry agribusiness, namely agribusiness supporting institutions. Secondary data was obtained from the government, sub-district office, mooat village office, and literature studies. The sampling method used is multistage random sampling. Data analysis used in this research is descriptive analysis. The results showed that agribusiness supporting institutions in East Bolaang Mongondow Regency included Bank BRI, Bank SulutGo, BNI, and BPR, Savings and Loans Cooperatives, Producers Cooperatives, Consumer Cooperatives, Service Cooperatives, Multi-Business Cooperatives. Research and Technology Institutions in the form of Agricultural Vocational Schools, and Universities. Fisheries and Forestry Extension Center (F2EC), Production Facilities Agency.

Analysis of Factors Influencing the Employment Motivation of Rural Students in Agricultural Vocational Education – The Example of an Agricultural Vocational School in Chifeng

In recent years, Chinese national investment in vocational education has increased, especially in rural areas. However, the large amount of investment has not contributed to the promotion of the quality of vocational education. Moreover, the employment of vocational school students is facing serious challenges. The influence of factors such as backward technology, poor working conditions, and low welfare benefits in rural areas has led to the loss of a large number of talents after they have received vocational education, resulting in a serious lack of agricultural high-tech talents in rural areas. This paper uses research and analysis of questionnaires to study rural students in Chifeng on the issue of rural education, discusses the current employment situation of students in agricultural vocational schools, and analyzes the main motives of rural education values on students’ going to rural areas for employment. The results show that 1) the urban orientation, as well as the utilitarianism of rural education, is not significant; 2) the lack of rural content in rural education affects rural students’ future employment region choice, making rural students more inclined to employment in big cities; 3) the employment difficulty of rural students in the city causes the main influence on rural students’ future employment region choice. At the same time, this paper proposes to change the status quo by combining education with information technology.

Designing A Model to Empower Educational System Performance of Agricultural Vocational Schools

This research aimed to compare the perspective of trainers and trainees at agricultural vocational schools in Iran regarding the empowerment of the educational system. It is an applied study in orientation, a hypothesis-testing study in goal, and a comparative causal study in strategy. Data were collected with a researcher-made questionnaire. The statistical population was composed of all trainers and trainees of the agricultural vocational schools in the 2020-2021 educational year amounting to 1119 trainees and 120 trainers, out of whom 169 trainees were sampled by simple randomisation and 120 trainers were sampled by the consensus method to participate in the research. The data were analysed in the Smart PLS3 and SPSS version 23 software packages. In addition to the descriptive statistics, the construct validity and the fit of the model were determined by confirmatory factor analysis and structural equation modeling. The management process, the educational process, curriculum content, technical teacher training, and the supply of space, equipment, and technology have positive and significant effects on the empowerment of the educational system at the agricultural vocational schools in both the trainers and trainees’ groups. The empowerment of the educational system at agricultural vocational schools is effective in achieving quality assurance in the educational system and subsequently, improving its quality continuously. This paper contributes to developing a theoretical framework by considering the dimensions and components underpinning an empowering educational system. This study is the first attempt to compare the perspective of trainers and trainees about an empowering educational system in agricultural vocational schools. The study provides a framework in which special attention is paid to the empowerment of the educational system at these schools so that the managers and trainers can work with more authority and play a role in improving the educational system of the agricultural vocational schools.

Spatial Patterns of Expertise Suitability in the Ruminant SubSector of Subang Regency, West Java Province

One of the causes of the high open unemployment rate for vocational school graduates is the incompatibility of the competency skills held with the potential of the available area. Subang Regency is one area that has considerable potential in the agricultural sector. The study aims to analyze the spatial pattern of expertise in vocational schools based on ruminant commodities in Subang Regency to support agricultural vocational schools according to their superior capacity. This research was conducted using a combined LQ (Location Quotient) analysis to identify the base area and combine physical and non-physical geographic components applying the spatial approach to identify the area’s carrying capacity. The research concluded that Jalancagak, Dawuan, and Cipeundeuy Sub-Districts are the most suitable sub-districts for addressed competency as Ruminant Agribusiness expertise because there are villages with a variety of basic commodities, physical and non-physical aspects of geography that are categorized as high so that the competence of Ruminant Agribusiness expertise carried out according to its carrying capacity. This research also found the expertise suitability competencies based on the village level, as upgrading scale, so that the carrying capacity that supports SMK is known precisely.

Peranan Sekolah Menengah Kejuruan (SMK) Pertanian Di D.I. Yogyakarta terhadap Keberlanjutan Pertanian dari Segi Sumber Daya Manusia

The one of problem in agriculture sustainability occur in the support of human resources aspect, marked by a decline in the number of people working in the agricultural sector and a decreasing in the interest of youth to work in agriculture sectors. Therefore needed for agricultural regeneration to overcome these problems. One of the institutions that play a role in agricultural regeneration is the Agricultural Vocational School. This study aims to analyze the assessment role of Agricultural Vocational Schools in DI.Yogyakarta (Special Region of Yogyakarta) towards agriculture sustainability with a variety of psychological indicators of students, This research was conducted at DI. Yogyakarta in four Agricultural Vocational Schools, using quantitative approaches and descriptive analytical basic methods. The total sample was 200 students at SMKN (Vocational School) 1 Cangkringan, SMK MM 52 Perkebunan Yogyakarta, SMKN 1 Pandak and SMKN 1 Nanggulan. The sample obtained by simple random sampling technique. The data obtained were analyzed by SEM (Structural Equation Modeling). The results of the role level analysis indicate that Agricultural Vocational Schools often play a role in the sustainability of agriculture with role level of (75.72%). SEM analysis shows that the role of Agricultural Vocational School towards agriculture sustainability has a negative effect as -0.25. Factors that influence the role of Vocational were personality reflected in motivation, perception and participation of 0.51, and school facilitation reflected in the role of the principal, teacher's role and curriculum quality of 0.45.

E-Module Development on Hydrocarbon Compounds Material for Class X Agricultural Vocational High School

The research on the development of e-modules on hydrocarbon compound material for agricultural vocational school education units aims to develop e-modules that are in accordance with the demands of the agricultural vocational curriculum. This study used a research and development (R&D) method with the ADDIE development model which only consists of 3 stages, namely analysis, design and development. The object of research was the e-module on the material of hydrocarbon compounds. The research subjects were 3 educators who taught chemistry subjects at the Agricultural Vocational School and 23 Agricultural Vocational Schools students. Data collection was done through validation sheets and response questionnaires. The results showed that the e-module developed was very valid or very feasible to be tested in the field with an overall average percentage value of material validation of 91.69% and an overall average percentage of media validation of 94.13%. Based on the results of the test, the response of educators obtained an average percentage of 85.18% with the very good category and the results of the students' responses obtained an average percentage of 72.72% with the attractive category. Thus it can be concluded that the e-module of hydrocarbon compounds is very good and interesting to be applied in the learning process on a larger scale.

Application of a Simulation Model in an Agricultural Vocational School Through Examples from the Livestock Sector

In today’s education system, it is possible to prepare a skilled workforce within the framework of public education, higher education and vocational training outside the school system. One of them young people need to be prepared for activities that require adaptability and perseverance. In contrast, there has been a level of development in agriculture that neither teacher training nor vocational training can keep up with, as a result of which it is not possible to teach in the same wayas before. Significant renewal is needed in secondary agricultural education. One of the areas of this is the renewal of technical and IT training, the improvement of the standard of practical education following technological innovations. Numerous researches show that educators need to breakaway from the “outdated” methods used so far, more emphasis should be placed on motivation and practice, as these graduates will ultimately be business leaders who will coordinate the work of their professionals (Berke and Kőmüves, 2016; Kőmüves, Berke and Póra, 2016). It is therefore important and necessary to apply and put into practice the ever-expanding innovative teaching methods. As an innovative pedagogical method, I examined the possibilities of applying the simulation model I created, as this model can point to interdisciplinary relationships that enable students to study an economic process in a broader, more complex light by broadening their knowledge and reflectiveness.

Student’s green skills in agricultural vocational school

Nowadays labour market demands employees with green skills due to green economy transformation. Students of agricultural vocational school as prospective workers have to hold these skills. This study was designed to identify students’ green skills in agricultural vocational secondary schools at study program of agricultural food processing technology. Five aspects that make up green skills based on past research were examined in this study. Data were collected through a set of questionnaires intended to gauge perceptions involving 195 students from different agricultural vocational schools in West Java Province, Indonesia. The result revealed that mean score for overall green skills was fair enough. However, it needs to be increased to produce competitive graduates in accordance with employer needs. Moreover, three aspects of green skills, namely management of waste, communication skills and innovation skills to respond green challenges are lower than the mean score. Findings of this study are the initial step in describing green skills of agricultural vocational students due to the limitations of this related research. More studies should be conducted to better understand and stimulate the integration of green skills into agricultural vocational curriculum to improve students’ green skills.

Green Skills Understanding of Agricultural Vocational School Teachers around West Java Indonesia

This study investigated understanding of agricultural vocational school teachers about green skills and its entity in the curriculum. Data were gathered through survey of teachers from fifteen agricultural vocational high school of agricultural food processing technology study program in West Java Province, Indonesia regarding their understanding about green skills. The results showed that the teachers had less knowledge of green skills, limited to environmental issues. However, they agreed that students needed to be equipped with green skills. The entity of green skills has not been stated explicitly in the curriculum of agricultural vocational school. However, the teachers argued that green skills could be embedded in the subjects of the existing curriculum. The findings of this preliminary study indicated the need to increase teacher understanding of green skills and curriculum development in agricultural vocational schools to meet industrial needs in order to support sustainable development in accordance with the UNESCO strategy for vocational education.

Strategi Desain Konsep Permakultur pada SMK Pertanian di Kabupaten Grobogan

<em>Grobogan Regency is one of the regions that has high agricultural potential. However, the existing educational facilities cannot accommodate all existing communities. Education in agriculture is found as lacking where not all regions who potentially in agriculture have agriculture-based educational institutions. Agricultural Vocational High School with the concept of permaculture in Grobogan provides five departments in agriculture with a three-year study period. Planning method in this design using planning, programming and designing which related to permaculture concept. Permaculture is the basis for ecological and independent building design by emphasizing the main principles of permaculture; energy planning, energy cycle, scale, biological sources and related locations that are in accordance with the needs of the education and agriculture regions. Design of agricultural vocational school emphasizes on zoning in building and sector. The result of the school design is to create an independent school area with maximum energy planning and to display related agricultural school buildings.</em>

Evaluating competence-based vocational education in Indonesia

ABSTRACT This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational policy documents and collects cross-sectional survey data from 41 school principals, 453 teachers, and 2219 students from 41 agricultural vocational schools in five provinces of Java, Indonesia. Results showed that the ten CCBE principles listed in the framework exist to large extent in Indonesian policy documents. School principals, teachers, and students noticed the realisation of CCBE principles in the study programme to differing degrees, except for the principle of flexibility that was largely absent. The level of CBE implementation varied, from the level of starting competence-based to that of largely competence-based education. The findings contribute to the discussion of CCBE design principles and lesson learned of CBE implementation in a non-western perspective.