Vocational Lecturers Research Articles

English Proficiency Levels of Vocational Lecturers at Hasnur Polytechnic Banjarmasin based on TOEFL Test

English Proficiency Levels of Vocational Lecturers at Hasnur Polytechnic Banjarmasin based on TOEFL Test

Vocational English Lecturers’ Professional Identity: A Closer Look to the Six Domains

The growing research on teachers’ identity focused mostly on pre-service teachers, beginning teachers, and teachers at the secondary level. Research on teacher identity in the tertiary context has indeed been carried out, however, not much research has focused on the identity of English lecturers in vocational institutions, which arguably face more challenges compared to non-vocational counterparts. Teachers’ identity impacts the teaching process, in the way teachers see themselves, value their roles, and what their beliefs about teaching. These things significantly influence how they approach their work in the classroom. Aiming to fill in the gaps and add to the literature regarding the identity of vocational lecturers, this study seeks to answer three questions: (1) How do vocational English lecturers define their identities related to the six domains namely self-image, motivation, commitment, self-efficacy, task perception, job satisfaction, of teacher identity? (2) What are the things that cause the vocational English lecturer to define their identity, based on the six domains? (3) What are the advantages of knowing the teachers’ identity regarding the challenges that the vocational English lecturers face in their professional lives? The research used the purposive sampling method in qualitative research and was based on the saturation principle to determine the number of research participants. Using questionnaires and interviews with three participants as well as three-stage coding techniques and inductive analysis, this research found various positive identities within all six domains of teacher identity. These identities stem from both personal and contextual factors. Despite these promising findings, vocational English lecturers encounter certain challenges, notably with students who often have limited academic abilities, resulting in feelings of inadequacy, and a lack of enthusiasm for the English learning process.

Role of innovative work behavior of vocational lecturer in Indonesia

One aspect that needs to be developed in work is competence. In this case, competence is knowledge, skills, and attitudes sufficient to meet needs, such as good job performance. One of the employee behaviors that has not been developed and improved is the behavior of innovation at work. This study aims to analyze the role of Vocational Lecturers’ innovative behavior. This study was conducted based on data about 1,494 lecturers from vocational higher education institutions in East Java, Indonesia (seven state polytechnics and two state community academies). Using the proportional random sampling method, the Slovin formula of 316 people was used. The questionnaire was conducted as through Google Forms, as a person by seeing research respondents, and by holding virtual meetings from March to April 2022. The collected data were processed using descriptive statistical analysis methods to determine the characteristics of the respondents and inferential statistics using the SmartPLS version 3.0 program. The results of this study indicate that organizational support and transglobal leadership characteristics significantly affect employee engagement, proactive personality, proactive work behavior, and performance. Transglobal leadership influences proactive personality and job engagement in positive and significant ways. Organizational support significantly and beneficially influences work engagement and proactive attitudes. Work engagement positively and meaningfully encourages innovative work behavior, with a path coefficient 0.22. The path coefficients of the relationship between inventive work style, proactive attitude, and employee performance are 0.55 and 0.617, respectively. In addition, job involvement has a statistically significant adverse effect on worker performance.

Theoretically Rich Design Thinking: Blended Approaches for Educational Technology Workshops

This paper is a reflective account that outlines the design of two Continual Professional Development (CPD) workshop sessions based on a blend of theory for design thinking about aspects of curriculum, pedagogy and technology. The theoretical approach blended aspects of design-based research, speculative design, Activity Theory and subtractive change to address issues, barriers and explore opportunities in each workshop example that is presented. The first of these workshops brought university engineering lecturers together to explore the opportunities and barriers for integrating ‘co-creation’ as a pedagogical strategy to subject teaching alongside a new interface into their curriculum. The results show how design thinking exposes limitations and challenges that prevent the realisation of pedagogically rich interventions. The second workshop brought together post-compulsory vocational lecturers to a teacher education workshop and used the same theoretical reference points to inform and antagonise the implications that Large Language Models, such as Chat GPT, present to subject knowledge, curriculum design and modes of assessment. Here these theoretically rich forms are proposed for planning use in learning design and for reshaping curricula, where academics and other professionals supporting teaching and learning may want to introduce new technologies and integrate innovative pedagogical methods or confront new challenges to their work. They may also be used as continual professional development sessions in highly participatory, practical and creative ways that allow for lucid experimentation and to imbue professionals with agency and trust.

The influence of vocational lecturer’s work environment on innovative work behavior and creative self-efficiency

Lecturers have an essential role in achieving higher education goals. One of them is by being innovative in implementing learning. Currently, a severe problem for lecturers is developing innovative ideas and behavior. This study examines how the work environment of vocational lecturers influences innovative work behavior and self-efficacy. The sample comprised 361 vocational lecturers in East Java, Indonesia, who took part in an offline survey to collect the data. Using SmartPLS, the collected data were then examined. The results of the study show that transglobal leadership has a significant effect on creative self-efficacy with a t-statistic value of 6.893. Organizational culture also greatly influences innovative work behavior with a t-statistic of 5.507, and organizational culture significantly affects creative self-efficacy with a t-statistic of 2.048. In addition, creative self-efficacy significantly affects how innovative lecturers work with a t-statistic of 20.925. This study is relevant because it examines the relationship between transglobal leadership, organizational culture, creative self-efficacy, and innovative work behavior, which has not received much academic attention.

CHALLENGES AND GENDER DIFFERENCES IN IMPLEMENTING GAMIFICATION APPROACH AMONG VOCATIONAL COLLEGE LECTURERS IN MALAYSIA

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges.
 
 Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender.
 
 Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them.
 
 Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students’ motivation. 
 
 Keywords: Gamification, gender, challenges, approach, vocational.
 
 Cite as: Marlissa, O., Dayana Farzeeha, A., & Fathiyah, M. K. (2023). Challenges and gender differences in implementing gamification approach among vocational college lecturers in Malaysia. Journal of Nusantara Studies, 8(2), 123-140. http://dx.doi.org/10.24200/jonus.vol8iss2pp123-140

Continuous Professional Development (CPD) Model Development for Vocational Lecturers

Lecturers are professional educators and scientists with the main tasks of transforming, and disseminating science, technology and art through education, research and community service. Education in this century is a big challenge. The dominance of knowledge in education and learning must be able to be wise in using machines for benefit. To create quality lecturers, lecturer professional development is needed to improve their abilities. This study aims to develop a comprehensive and structured Continuous Professional Development (CPD) model to achieve standardized educational goals for vocational lecturers in the nautical study program at the Sekolah Tinggi Ilmu Pelayaran (STIP). Qualitative research with a population of 37 lecturers and a sample of 24 lecturers. The sample technique was purposive sampling. Data analysis techniques using descriptive statistics. The results showed that the value of a continuous professional competency development model required 47% of lecturers' perceptions, 47% of required perceptions of heads of research and community service departments, 61% of needed perceptions of heads of study programs, 61% of needed perceptions of leadership elements (chairman/deputy chairperson) 59%, the perception of the head of the quality assurance unit/headquarters is urgently needed 66% and the perception of the head of the lecturer group is needed 77% apprenticeship on ships.

English Medium Instruction (EMI) in Higher Education: Insights from Indonesian Vocational Lecturers

Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.

THE EFFECT OF KNOWLEDGE MANAGEMENT AND TRAINING PROGRAMS ON LECTURER INNOVATIVENESS AT VOCATIONAL PRIVATE UNIVERSITIES IN BOGOR

Lecturer innovativeness is one of the most important parts of educational innovation process, and assist the achievement of educational goals. Currently, lecturers' innovativeness needs to be improved, especially for vocational lecturers to initiate or improve a product, process, or service. The purpose of this research is to identify the effect of knowledge management and training programs on lecturers' innovativeness. This research was conducted lecturer of Vocational Universities in Bogor. The sample of this research was 100 lecturers from 6 Vocational Universities, and the sample determination used a proportional random sampling method to obtain representative data. This research uses SEM-Smart PLS data analysis techniques in quantitative research types. The results of this research found that knowledge management affects innovativeness with p-values of 0.000<0.05 and positive t-statistics values with tcount > ttable (7.013>1.96), and training programs affect innovativeness with p-values of 0.000 < 0.05 and positive t-statistics value with tcount > ttable (4.420>1.96). From the research result, it shows that knowledge management is directly predicted to increase innovativeness through application efforts and training programs is directly predicted to increase the innovativeness through the role of professional instructors.

Emergency Remote Teaching: Perceptions of College Vocational Lecturers Towards Constraints and Pedagogical Competencies

This study aims to identify the perceptions of vocational college lecturers on the constraints and pedagogical competencies that need to be possessed in delivering the curriculum when the COVID-19 pandemic hits the country. The curriculum delivery method implemented in this study is online with emergency remote teaching (ERT) method. This study was a quantitative study that used a set of questionnaire as a research instrument. The respondents of this study consisted of 364 lecturers of KV throughout Malaysia. The data collected were analysed using the SPSS software. Multivariate analysis of variance was used to analyse the data. The results of the study found that enabling conditions factor and technological factor are the main constraints for KV lecturers in implementing ERT teaching. Overall, the level of lecturers' constraints is at a moderate level. Meanwhile, from the aspect of pedagogical competence of lecturers in implementing ERT is also at a moderate level. The one-way ANOVA test conducted showed that there was a significant difference between the gender factors on the constraints and the pedagogical competence of the lecturers in implementing ERT. The study is significant to Malaysian Vocational College in identifying lecturers' perceptions of the constraints faced in implementing teaching during the COVID-19 pandemic. Besides, this study is important to identify the pedagogical competencies possessed by lecturers when implementing teaching and learning at home using ERT.

English Oral and Written Receptive Skills of Vocational Lecturers

Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly positive correlation between reading and listening skills. In the listening test, the high achievers had strengths in all of the subskills, whereas the low achievers’ performance in all the subskills was below 50%, which implied that they had weaknesses in all of the listening subskills. In the reading test, the high achievers had strengths in all subskills. The low achievers showed strong reading performance in the subskills of finding main ideas and answering stated-detail questions. At the same time, they had weaknesses in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse. This result implies that vocabulary is the most important factor to upgrade to anticipate the weakness in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse.

Analysis of Vocational Lecturer’s Pedagogical Competence Needs for TVET: A Case Study on Vocational Lecturers in West Java, Indonesia

This study aims to analyze the pedagogical competence needs of vocational lecturers. Learning development problems and needs related to the preparation of vocational lecturers can produce skilled vocational lecturers. The research method used is a quantitative method through surveys by distributing questionnaires given to vocational lecturers at Polytechnics in West Java, Indonesia. The findings obtained are the level of understanding of lecturers about students’ background is 76%. 82% of lecturers have compiled a complete Lesson Plan, both for activities in the classroom and outside the classroom. Mastery of the application of learning materials, media, methods, and laboratory equipment for vocational lecturers is very high, above 83%. This is in line with the characteristics of vocational education which must prepare students or graduates to quickly adapt to the workplace environment. However, in the activity of quiz making through online media, it is classified as a moderate at 68%, whereas the online learning and evaluation methods are beneficial since these methods are quite effective. The ability of vocational lecturers in conducting pretests before learning activities has a low score at 76%. This finding indicates that there are many difficulties, one of the factors is not knowing the urgency of the assessment. The pedagogical competence of vocational lecturers has an important role in the success of learning, both in the classroom and during practice. The benefit of this research is that the data obtained can be used as the basis for determining curriculum policies and vocational lecturer training programs to increase human resources following vocational lecturer programs in the industry 4.0 era.

How to improve employee performance based on transglobal leadership?

Competence in vocational education refers to knowledge, skills, and innovative work behavior. Therefore, innovative work behavior needs to be applied by lecturers at vocational institutions. Moreover, transglobal leadership is highly required in vocational higher education institutes because it can boost lecturers’ performance. This study aims to examine transglobal leadership styles to improve employee performance supported by work engagement and innovative work behavior. The study population included 1,494 lecturers from vocational state universities in East Java, Indonesia. The sample was 316 vocational lecturers determined by the Slovin formula. The data were processed through the SmartPLS software and analyzed using the SEM approach. The test results show that transglobal leadership positively affects work engagement with a t-statistic value of 4.240. In addition, transglobal leadership positively affects innovative work behavior with a t-statistic value of 2.015. Next, work engagement positively affects innovative work behavior with a t-statistic value of 2.009. Finally, innovative work behavior positively affects employee performance with a t-statistic value of 10.244. In conclusion, this paper enlarges the relevant literature devoted to the effect of work engagement, transglobal leadership, and innovative work behavior impact on employee performance.

The vocational education governance at service college in the 4.0 industrial revolution era for preparing prime human resources for land transportation

This article provides the results of an in-depth investigation on how the vocational education institution, Service College, under the supervision of the Transportation Ministry carries out the graduates' roles optimally and to realize the well-prepared graduates for work. This research describes vocational education to answer the high demands. The researchers applied the qualitative method with descriptive statistical data analysis. The researchers expected to reveal the portrayal of vocational service college educational governance in the Transportation Ministry. This research answers two questions: the actual conditions of current vocational education and strategies to improve the vocational education quality, especially to keep up with the 4.0 industrial revolution development and technological advancement. The researchers found some improvable elements, such as vocational lecturers' competencies, collaboration, and synergy, vocational education revitalization with teaching factories, re-branding by directly getting involved in industries, benchmarking to the better and advanced education institution, curriculum adjustment, procurement of special institution to improve the career levels and lecturer ranks, and output quality based on budget instead of Tri Dharma achievement.

Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers

In education, the functions of reading, among others, are to access knowledge, to synthesize information, to evaluate arguments, and to learn new subjects. It is believed that successful readers employ various and proper reading strategies to comprehend a text. To examine the use of the metacognitive strategies in academic reading comprehension, this study investigates the reading performance and the major reading strategies of twenty-five vocational Indonesian lecturers from various institutions as the research respondents. Two research instruments were used: Reading Comprehension Test to obtain the data of their reading performance, and Survey of Reading Strategies (SORS) to identify their preferred reading strategies. The research finding indicates that the respondents had varied levels of English reading performance. The result also shows that out of the three sub-categories of metacognitive reading strategies, problem-solving strategy was the most frequently used strategy, followed by global strategy and support strategy respectively. Further statistical calculation, however, proves that there was no significant difference in the overall and the three sub-categories of metacognitive reading strategy use between the high and low achievers. There is no significant relationship between the metacognitive reading strategies and reading performance of the participants.

Gamification in Vocational Teaching and Learning: Perception and Readiness among Lecturers

Sustainable economic growth and socioeconomic stability can be achieved through technical and vocational education (TVET). Improving TVET education can help empower students to play a significant role in achieving sustainable growth in their country. Teaching and learning in TVET institutions need to be reformed to achieve the international standard and increase students' understanding and motivation. Recently, gamification appears to be an emerging trend in education due to its conviction that it can support learning and motivate students. Thus, this study aims to identify vocational lecturers' perceptions and readiness to implement gamification in their teaching and learning. The findings have shown a high mean score in lecturers' perception and a moderate mean score in their readiness to implement the gamification approach in their teaching and learning. The findings from this study show that vocational teachers need to be trained and ready to use this method in their teaching and learning as a way to deal with the post-pandemic era, where teaching and learning should be more interactive by using the right technology.

PENINGKATAN KEMAMPUAN GURU SEKOLAH DASAR MELALUI PELATIHAN PEMBUATAN MEDIA VIDEO PEMBELAJARAN INTERAKTIF MENGGUNAKAN MS POWER POINT

Learning in schools during the COVID-19 pandemic requires changes in teaching methods which are adaptive to the conditions and situations of this pandemic. The boredom of students effected a decrease in understanding the concept of the learning materials. The way students tolearn and teachers to teach all this time must be change. The material must be delivered in order to attract children's interest in learning. From the survey results, most teachers only give assignments and materials using power point slides containing a lot of uninteresting texts and make children dependent on their parents to learn it. Therefore, Vocational lecturers of Sanata Dharma univercity as social community service team held training for teachers at Kanisius Sengkan Elementary School and Kalyca Elementary School to empower power point as software that they are already accustomed to using for teaching, transform it as a video learning media and interesting interactive learning evaluation which make children will be motivated to learn use video effectively and independent. After participating in this training, the teachers took the initiative to make their learning videos more interesting even though they only used MS Powerpoint software.

Integrating the World of Work Into Initial TVET Teacher Education in South Africa

South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.

Analysing training needs of TVET teachers in South Africa: An empirical study

Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

The Vision And Missions Of Indonesian Vocational School Lecturers And Teachers Association (ADGVI) On Graduate’s Users Assessment

ADGVI is an Indonesian vocational school lecturers and teachers association that has been established since 2014. However, there have been no real efforts to realize its vision. This study aims to explore its vision and missions related to graduate’s users, which in turn could lead ADGVI’s service programs to meet the expectations of its members so as to foster trust, consistency, and strong support for the ADGVI programs. The research was conducted for 6 months at the Faculty of Engineering, Yogyakarta State University. The data were collected from vocational school teachers and lecturers (both ADGVI’s members and non-members) using a questionnaire. The study was carried out with the following steps: (1) reviewing related literatures as the basis for instrument development, (2) developing the instrument, (3) conducting FGDs by involving stakeholders to obtain inputs for improving the vision statement and the proposed service programs, (4) collecting the data, (5) analyzing the data on the vision and missions which were translated into service programs related to vocational lecturers and teacher professionalism development. The vision formulation was approved by 92.3% of the respondnets. However, the vision statement needs to be simplified to make it meaningful and easy to memorize and understood. Almost all mission programs received 100% approval / agreement rating. The program funding is the aspect receiving the least agreement from the members. Regarding the program implementation, it requires hard work from the the ADGVI committee.