Vocational High School Students Research Articles

Civic Literacy in the information age: a survey of vocational high school student in Sidoarjo, Indonesia

Civic Literacy in the information age: a survey of vocational high school student in Sidoarjo, Indonesia

Why Do Vocational High School Students Opt for College?

This study aims to elucidate how—and the underlying significance of their doing so—Korean vocational high school students decide to pursue university education rather than entering the workforce. Drawing on autoethnographic journals, the research employs a combination of Chang’s descriptive-realistic, confessional-emotive, and analytical-interpretive writing methods to convey personal experiences, including the background of students and their motivations for opting for university. As an autoethnographer, I have encountered the societal perceptions of Korean vocational high schools, issues with school curricula, and misunderstandings surrounding employment. Over time, I chronicled the documented process of choosing university education, and this has been facilitated by conversations with the homeroom teacher; I have endeavored to elucidate the sociocultural implications of each student’s experience through interpretive methods. This study’s findings are anticipated to enhance the understanding of the fundamentals of career education in the realm of secondary vocational education and to offer a valuable reference for vocational high school educators on how to guide their students effectively. Furthermore, it should provide educational perspectives and fresh insights for vocational educators and researchers worldwide, thereby facilitating enhancements in career education policies and systems for vocational students.

Differences in Archery Skill Results for Vocational School Students and Beginners Based on Shooting Distance

This research aims to examine differences in archery skill scores for Vocational High School (SMK) students among beginners based on the shooting target distance factors of 5 meters, 10 meters, and accumulated distances of 5 and 10 meters. The sample for this research was 16 male and female students from classes XA, XB and XIA, taken using the cluster random sampling method. Data analysis used descriptive statistics and inferential factorial one-way Anova. One-way anova test results Sig. 0.030 < 0.05 means there is a significant difference in the average of the three students' archery skill score results at a distance of 5 m, a distance of 10 m, and an accumulated distance of 5 and 10 m. First Post Hoc follow-up test Sig value. 0.088 > 0.05, meaning that there is no significant difference between the results of students' archery skills at a shooting distance of 5 m and a shooting distance of 10 m. Post Hoc follow-up test for both Sig values. 0.917 > 0.05, meaning that there is no significant difference in the results of students' archery skills at a shooting distance of 5 m with accumulated shooting distances of 5 and 10 m. Post Hoc follow-up test for the three Sig values. 0.036 > 0.05, meaning that the results of students' archery skills at a shooting distance of 10 m with an accumulated shooting distance of 5 and 10 m have a significant difference. Thus, it can be concluded that there is a significant difference in the average of the three students' archery skill score results at a distance of 5 m, a distance of 10 m, and an accumulated distance of 5 and 10. The findings of this study suggest the design of an archery training program for beginners, including consideration of starting from a shorter distance and gradually increasing the shooting distance, as well as carrying out various training techniques with a combination of exercises at various appropriate distances and giving priority to the consistency of technical movements and body posture. while archery. Keywords: Differences, Skills Archery, Vocational School Students, Beginners, Shooting Range

Enhancement Entrepreneurial Readiness for Vocational High School Students in Terms of Transferable Skills, Competency Skills and Interest in Entrepreneurship

The focus in this article is to reveal enhancement entrepreneurial readiness for high school students in terms of transferable skills, competency skills and interest in entrepreneurship. The design of this study uses quantitative correlational. The results of this study (1) There is a significant contribution of transferable skills, expertise competencies and interest in entrepreneurship to entrepreneurial readiness that is equal to 63.2%, (2) There is a significant contribution of transferable skills to entrepreneurial readiness that is equal to 26.1%. (3) There is a significant contribution of expertise competence to entrepreneurial readiness that is equal to 8.3%. (4) There is a significant contribution of interest in entrepreneurship to entrepreneurial readiness that is equal to 28.8%.

The Student’s Perceptions of Netflix Movies in Learning English to Improve Writing Skills on Vocational High School

This study investigates how students feel about using Netflix as an additional English language learning resource to improve their writing abilities in vocational high schools. The increasing significance of technology in education makes it necessary to understand the positive effects of non-traditional platforms such as Netflix when it comes to language learning. The study employs a qualitative approach, and interviews to gather insights from vocational high school students engaged in English language learning through Netflix. This article aims to investigate students' perceptions of the use of Netflix in the context of English language learning, and to investigate students' How does the use of Netflix contribute in the context of English language learning, particularly in the development of writing skills. The study findings will be the knowledge which can be implemented in the future prospect as the educator, specifically when facing the related problem about The Student Perceptions of Netflix in Learning English to Improve Writing Skills on Vocational High School.

IMPLEMENTASI LITERASI DAN NUMERASI PADA PELAKSANAAN KAMPUS MENGAJAR ANGKATAN 6 DI SD NEGERI 03 SEPAUK KABUPATEN SINTANG

The government has been started the School Literacy Movement (GLS) program since 2015, which is regulated in Minister of Education and Culture Regulation No. 23 of 2015 concerning the growth of Character. Literacy and numeracy are fundamental competencies which have an important role in determining the quality of a nation. Kampus Mengajar is one of the Merdeka Belajar Kampus Merdeka (MBKM) programs, has come to provide a solution. The activities carried out in the Kampus Mengajar program are assisting with teaching, assisting with technology adaptation, and assisting school administration. Kampus Mengajar students focus on improving the quality of learning and numeracy and literacy skills on elementary school (SD), junior high school (SMP) and vocational high school (SMK) students. One of them is at SD Negeri 03 Sepauk, Sintang Regency. This activity provides experience results that students may not necessarily get through lectures. Implementation of Kampus Mengajar activities can provide knowledge for students to become individuals who have high loyalty and dedication to the country through education, students can also gain insight and experience outside of college.

Synchronous and Asynchronous Online Classrooms in Tourism Vocational High School in Indonesia: Technological Applications and Challenges

There has been an increasingly dominant use of technology in education institutions, yet limited studies holistically investigate the utilization of technological applications in tourism vocational high schools. This research explored the synchronous and asynchronous technological applications used and the challenges experienced by teachers and students of a tourism vocational high school in Indonesia, mainly in hotel and culinary online classrooms. This research employed a qualitative approach. Data were collected by observing four classes in two vocational schools in Yogyakarta and Bali. Interviews with five teachers and five students were also conducted on a voluntary basis. The findings indicate that teachers and students used various technological applications like Google Meet, Zoom, Microsoft Team, Cisco WebEx, Discord,and Skype for synchronous online learning. They also utilized more technological applications such as WhatsApp, YouTube, Google Classroom, Google Form, Telegram, Moodle, Screencast-O-Matic, Facebook, Instagram, Quizzes, Kahoot, and Twitterfor their asynchronous online learning. Both teachers and students faced technical, pedagogical, psychological, and personal challenges such as an unstable internet connection, a lack of technological literacy, incompatible gadgets, limited participation, work overload, demotivation, and a lack of focus on learning. To conclude, a number of technological applications were used to facilitate learning in hotel and culinary departments, even though there were many challenges that came with their usage. The results of this research can be used by relevant stakeholders preparing for future learning, especially in vocational high schools.

Exploration of vocational high school students experiencing difficulty in cloze test performances: a mixed-methods study in Taiwan

This study addressed a gap in existing research on Multiple-Choice (MC) cloze tests by focusing on the learners’ perspective, specifically examining the difficulties faced by vocational high school students (VHSs). A nationwide sample of 293 VHSs participated, providing both quantitative and qualitative data through a self-developed questionnaire. The results revealed that vocabulary and grammar posed the greatest challenges in the MC cloze test, while sentence patterns were perceived as the least difficult by VHSs. Factors contributing to these difficulties included the need for increased focus on vocabulary and grammar learning. Some participants attributed challenges to personal perceptions of intellectual capability, while others highlighted the influential role of teachers’ attitudes on their learning motivations and outcomes. The study suggested implications for test designs and teaching approaches. Despite these contributions, the study acknowledged limitations and offered suggestions for future research directions.

Vocational High School Students’ Perception of Assessments in Online Learning: For, As, and Of Learning

<p style="text-align:justify">Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81.</p>

Analysis of prevalence status and influencing factors of e-cigarette use among secondary school students in Heilongjiang Province

Objective: To describe the current situation and influencing factors of e-cigarette use among secondary school students in Heilongjiang Province to provide evidence for formulating provincial youth e-cigarette prevention and control strategies. Methods: A multi-stage stratified cluster probability sampling method was adopted in 2021, with 8 340 students in 180 classes from 56 primary and high schools in 10 monitoring districts and counties in Heilongjiang Province. The students in the selected classes filled out a unified questionnaire by themselves. SAS 9.4 software was used for data cleansing, sample weighting, and analysis. Chi-squared tests were used to compare the differences between groups, and a two-level logistic regression model was used to analyze the influencing factors of e-cigarette use among secondary school students. Results: A total of 8 329 survey questionnaires were included in the analysis. The prevalence rates of ever and current e-cigarette use among secondary school students in Heilongjiang Province were 18.27% and 5.46%, respectively. In terms of ever e-cigarette use, the rate of boys (23.94%) was higher than that of girls (12.35%). The rate of vocational high school students (39.18%) was higher than that of general high school students (24.11%) and than that of junior school students (11.27%). In terms of current e-cigarette use, the rate of boys (7.08%) was higher than that of girls (3.76%). The rate of vocational high school students (14.56%) was higher than that of general high school students (7.70%) and than that of junior school students (2.67%). The rates of ever and current e-cigarette use were relatively higher in each subgroup, including "weekly allowance more than 40 Yuan" "one of the student's parents, friends or teachers was smoker" "smoked cigarettes now" and "saw e-cigarette advertisements". A two-level logistic regression model showed that the following factors were the influencing factors of current use of e-cigarettes among secondary school students, including gender, whether they were current cigarette smokers, the smoking status of their close friends, if they saw teachers smoked in the school, noticed e-cigarette advertisements, and e-cigarette addictive cognition. Conclusions: The prevalence rates of ever and current e-cigarette use among secondary school students in Heilongjiang Province were high. E-cigarette advertisements, the smoking status of their close friends, and whether they saw teachers smoking in the school were the main factors affecting e-cigarette use among secondary school students in Heilongjiang Province. It is necessary to focus on constructing smoke-free environments and increase health education related to e-cigarette knowledge on risk in developing a smoke-free campus in the whole province.

Developing Critical Thinking Skills in Vocational High School Students through the Application of Physics Project Team Learning Model Integrated with Vocational-Based Worksheets

Purpose: This study aimed to investigate the effectiveness of enhancing the critical thinking skills of students by implementing the Physics Project Team Learning Model integrated with Vocational-Based Worksheets. Methods: The research uses a quantitative approach. A quasi-experimental design with pretest-posttest measures was adopted. The study was conducted at a vocational school in Labuhanbatu Regency, North Sumatra Province, and included sample size of 20 students assessed using a Critical Thinking Skill Test, comprising reasoned multiple-choice questions. Results and Conclusion: The results showed that the Physics Project Team Learning model integrated with the Vocational-Based Worksheet motivated students to meet their needs and facilitated learning. Statistical tests indicated that the model had a positive effect on improving the critical thinking skills of vocational high school students, as evidenced by a normalized gain (n-gain) of 0.31, falling into the moderate category. The effectiveness was also demonstrated by an effect size of 0.83, falling into the high category. Research implications: Implementation of the Physics Project Team Learning Model has proven to be effective in improving critical thinking skills. Therefore, the Physics Project Team Learning Model integrated with the Vocational-Based Worksheets could be considered an alternative to address student issues and enhance critical thinking skills. Originality/value: Implementation of the Physics Project Team Learning model integrated with vocational-based worksheets is a new learning approach in Vocational High Schools. The learning approach that is often used is project-based learning.

The Ability of Students in the Hospitality Accommodation Program at Vocational High School to Write Paragraphs Wsing English Terms in the Food and Beverage Service Subject

Purpose of the study: This research aims to determine the ability of class XI students of Vocational High School 4 in Jambi City hotel accommodation skills program in writing paragraphs using English terms contained in the Food and Beverage Service subject.
 Methodology: The population in this study were class XI students of the Hospitality Accommodation Skills Program at Vocational High School 4 in Jambi City, a sample of 34 class X1 students in hotel accommodation 2 as respondents. The data collection technique uses the test method. The data obtained were analyzed using quantitative descriptive analysis formulas with mean, median, mode.
 Main Findings: The results showed that the majority of students demonstrated adequate abilities in expressing ideas and concepts related to food and beverage service in English. However, there are still some students who face difficulties in applying competence and appropriate grammar in this specific context. Therefore, there is a need for a more focused and interactive learning approach to improve students' writing skills in this subject.
 Novelty/Originality of this study: The research makes a significant contribution to the understanding of the challenges and potential in English language learning in the hospitality sector. It is hoped that the results of this research will not only provide a deeper understanding of students' abilities in using English, but also highlight effective learning strategies in improving students' language skills in contexts relevant to the hospitality industry.

Student’s digital literacy competence and its implications for the learning process

This study measures and compares the digital literacy index between general and vocational high school students. The aim is to determine each student’s ability to understand and implement literacy skills in the digital space. The notes from the findings of this study are then related to the proper implementation of the learning process between the two groups of education levels. This study uses quantitative methods, with the research design as a survey. The population of this research is general and vocational high school students in Medan, Indonesia using a margin of error of 5%. The sampling technique in this study used the quota sampling method proportionally to 400 respondents, with 220 respondents coming from general high school education level and 180 respondents from vocational education level. The results of this study indicate that vocational high school students have a higher digital literacy index than general high school students.

The influence of Teaching Factory (TEFA) implementation and work readiness on vocational high school students' future job perspectives

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

Evaluation of teaching factory using CIPP (Context, Input, Process, Product) model to improve vocational high school students' skills

Teaching Factory (TEFA) is a program that provides a real learning experience for students. Students are taught simulation of job sheet practice, management, marketing, and entrepreneurship. This research examines the feasibility of teaching factories regarding context, input, process, and product. This research uses mixed methods, namely qualitative research supported by descriptive quantitative data. The research was conducted in vocational high schools in East Java Province, Indonesia. The population of this research used a sample size based on the empirical formula from Isaac and Michael. The results showed that: (1) Based on the context, the teaching factory follows the vision and mission of the school and the demand from the community, business, and industry. Production planning achieved a score of 2.825 with a good category, based on the learning questionnaire; (2) Teaching factory learning in VHSs is appropriate in terms of the readiness of buildings and teachers by VHSs, the completeness of facilities, and the readiness of students in attitudes and competencies to get a score of 2.855 with a good category; (3) Based on the process, the learning is appropriate in terms of workshop layout, student activities, product quality control, and practical activities getting a score of 2.825 with a good category; and (4) The evaluation results, concluded that the learning is appropriate in terms of workshop layout, student activities, product quality control, and practical activities getting a score of 2.855 with a good category. The results of this evaluation study can be used to contribute to developing and improving existing programs to make them better.

The influence of creativity and learning motivation on entrepreneurial intentions of fisheries vocational high school students

The fisheries department is one of the expertise programs in Vocational High Schools (VHS). Learning motivation towards the entrepreneurial intention of VHS students majoring in fisheries is still low. This is supported by the fact that some students do not know the relationship between entrepreneurial intentions and learning motivation, which can arouse students' intentions for entrepreneurship. Therefore, this research aims to see the effect of creativity and learning motivation on the entrepreneurial intentions of VHS students majoring in fisheries. This research is ex post facto research with a quantitative approach because the data is generated in the form of numbers and analyzed based on statistical analysis. The sample in this research was 100 students, and the sampling technique used was purposive sampling. The data analysis technique used is multiple regression analysis. The results of this research explain that creativity has an influence on entrepreneurial intentions, and learning motivation has an influence on entrepreneurial intentions. This is evidenced through the results of the t-test where the sig value obtained is 0.003, whose value is much smaller than 0.05 (0.001 0.05) and the t-count is greater than the t-table (2.614 1.984), so it can be said that creativity has an influence on entrepreneurial intention, as well as the learning motivation variable where the t-count value is greater than the t-table (2.679 1.984). This research contributes to the literature by providing insight into the role of creativity and learning motivation in shaping student entrepreneurial intentions, which can inform the development of entrepreneurship education programs and policies.

Guiding the Path: Exploring the Contribution of Career-Specific Parenting Practices on Career Decision Self-Efficacy among Vocational High School Students

Guiding the Path: Exploring the Contribution of Career-Specific Parenting Practices on Career Decision Self-Efficacy among Vocational High School Students

Teaching Factory Management on Vocational High School Case Study: Arts and Creative Industry Competency

Vocational High School (VHS) students have the limitation of places and time for internships that can be overcome by establishing a teaching factory (TEFA) in schools. The purpose of this study is to show the implementation of teaching factory management in vocational high schools with art and creative industry competence. This research used the survey method. The respondents were students and teachers. The Questionnaire and interview were analyzed descriptively with words. The results showed that the implementation of TEFA management was well planned and socialized around the school. The actuating of TEFA improved student skills in production and had a positive effect on the work readiness of vocational students. TEFA also considered entrepreneurship skills based on business principles and culminated emersion of new creator in creating start-up businesses in the creative industry. TEFA does not only involve schools and industries but also requires the third parties outside of schools, such as the government as the regulator; meanwhile the community is the recipient of products/ services from TEFA.

THE EFFECTIVENESS OF DIFFERENTIATED LEARNING USING PERSONALIZED APPROACH TO THE EMPLOYABILITY OF VOCATIONAL HIGH SCHOOL STUDENTS IN THE ANIMATION STUDY PROGRAM

Objective: The objective of this study is to assess the efficacy of personalized differentiated learning in enhancing the employability of students enrolled in the animation study program at vocational schools. Currently, the transmission of subject matter and animation program training in vocational schools is conducted in a traditional and uniform manner. All students in a class receive the same instruction without considering their individual learning styles, talents, and interests. However, animation companies require specific skills from their employees, leading to a disconnect between the skills possessed by vocational school graduates and the demands of the job market. The vocational school curriculum focuses on the application of theoretical knowledge to practical animation production, which necessitates access to computer facilities. To address these challenges, differentiated learning using a personalized approach is proposed as a solution to enhance the employability of vocational school students in the animation field. Method: To gather accurate and valid data for this study, the exposefacto quantitative method was utilized. This method ensured that the questions used and the descriptions of the material being taught were aligned with the objectives and content of the lesson (Patria et al., 2023). The research took place at SMKN 12 Surabaya, specifically targeting students enrolled in the animation study program. A sample size of 30 students from this program was included in the study. The main objective of the research was to evaluate how differentiated learning, implemented with a personalized approach, could enhance the employability of vocational high school students in the animation study program. In this particular research design, a non-experimental approach is employed to examine the causal relationship between two variables, one being the dependent variable and the other being the independent variable. To collect data, a survey method is utilized, involving the administration of specific questions. The researcher employs an analytical technique known as structural equation models (SEM) to assess the impact of the relationship between these variables. The participants in this study consist of students enrolled in the animation study program at SMKN 12 Surabaya. They are divided into two groups: a control class that follows a traditional teaching method and an experimental class that adopts a personalized approach to differentiated learning. The data is derived from the completion of questionnaires distributed among the students in both classes. Results: The percentage of students that are employable increased by 10.3% following the differentiation of learning methods with a personalized approach. When compared to the control class that only received the application of different learning that was not personalized, it increased by an average of 0.3%. It is possible to deduce that the utilization of personalized approaches in different educational methods is beneficial because it maximizes the students' employability. The results showed that the students who were taught with the differentiated approach had a higher percentage of employment than the controls. Additionally, students in the experimental group had a greater sense of motivation and participation in the educational process as a whole. Distinguished learning style with personalization is considered a method that can be employed to enhance the efficiency of learning in high schools that specialize in professions in order to create skills that are relevant to the industry. Conclusions: Drawing from the findings of the research, one can reasonably deduce that: (1) The employability of students in animation study programs in vocational schools is positively impacted by the adoption of a personalized learning approach, (2) The effectiveness of students' employability is greatly impacted by differentiated learning, and (3) The integration of personalized learning and differentiated instruction yields superior outcomes in equipping Animation Study Program students with the necessary employability skills.

The Effect of Entrepreneurship Education and Curriculum on Student Entrepreneurial Intention moderated by Student Entrepreneurial Mindset

Aims: This study aims to analyze the impact of entrepreneurship education and entrepreneurship curriculum on entrepreneurial intention among students, moderated by entrepreneurial mindset in Vocational High Schools. Study Design: This research employs a quantitative research design. Place and Duration of Study: The study was conducted among students of the Center of Excellence Vocational High School in Banyuwangi, with a population of 7249 students (N). The sample size was determined using a Sample Size Calculator, resulting in a sample of 365 participants. Methodology: The research instrument utilized in this study was a questionnaire employing a Likert scale. Data analysis was conducted using the Partial Least Squares (PLS) technique implemented through SmartPLS version 3. Results: Entrepreneurship education provides practical knowledge and shapes students' entrepreneurial mindsets, whereas the Entrepreneurship Curriculum offers theoretical foundations and stimulates entrepreneurial enthusiasm. Although the Entrepreneurial Mindset does not moderate the impact of Entrepreneurship Education, it moderates the effect of the Entrepreneurship Curriculum, highlighting the need to align the Curriculum with the development of an entrepreneurial mindset. These findings serve as a basis for improving entrepreneurial education strategies at the vocational high school level. Conclusion: This study concludes that Entrepreneurship Education, Entrepreneurship Curriculum, and Entrepreneurial Mindset positively contribute to Entrepreneurial Intention among outstanding Vocational High School students in Banyuwangi. These findings illustrate the moderating role of the Entrepreneurial Mindset in mitigating the negative impact of the Curriculum on students' entrepreneurial intention.