Vocational Subjects Research Articles

Evaluation of the Implementation of Vocational Gas and Arc Welding Subjects in Malaysian Secondary Schools

Mata Pelajaran Vokasional Kimpalan Arka dan Gas (MPV-KAG) is an initiative of the Ministry of Education (Malaysia) to provide opportunities for students in academic secondary schools who have not succeeded in getting a place in Sekolah Menengah Teknik (SMT) or Sekolah Menengah Vokasional (SMV). Therefore, this study was conducted to evaluate the readiness for the implementation of vocational subjects (gas and arc welding) in daily secondary schools in Malaysia. A total of 106 students who took the MPV-KAG course at Sekolah Menengah Kebangsaan Malim, Sekolah Menengah Kebangsaan Ledang, Sekolah Menengah Kebangsaan Ungku Husin, and Sekolah Menengah Kebangsaan Ungku Aziz were involved in this study. The questionnaires for this study were distributed to students who took the MPV-KAG course at the four daily secondary schools. This study uses a descriptive analysis method (mean and standard deviation). The reliability value for the study instrument is α = 0.86. Overall, the results of the study showed that the level of willingness of students to follow MPV-KAG courses, the level of opportunities given by the teacher to the students in doing activities according to their own abilities during the teaching and learning process, and the availability of sufficient, functional, and appropriate workshop equipment facilities throughout the MPV practical class were at a high level, with a mean value of (M = 4.11, M = 4.06, M = 4.29). In conclusion, this study found that the implementation of MPV-KAG in daily secondary schools in Malaysia is in good condition.

Analysis of the Need for Canva-Based Electronic Modules to Improve Vocational Learning Outcomes

The goal of education is not just to increase one's head knowledge, but also one's skill set, outlook, and frame of mind. Learning results are affected by the quantity and quality of reading resources available in schools. "e-module" refers to an electronic media-based educational tool. Teachers and students alike can benefit from the enhanced imagination that comes from using Canva media. Descriptive qualitative research was used to investigate these issues; in both the literature review and the field research, the researchers provided precise and detailed descriptions of their observations and findings. The researchers here are concerned with the importance of manufacturing things, and their subjects are teachers in vocational high schools (SMK). Teachers have expressed a desire for electronic modules that serve as learning medium for teaching vocational subjects. Students who need learning media other than textbooks to transfer material to vocational high school students benefit from the usage of e-modules because they increase their understanding and learning efficiency both in school and at home. Students require learning materials that are accessible and engaging. One of these resources is an engaging electronic module with homework questions designed to aid in students' character development and moral upbringing

Proposal for the possibility of promoting cross-curricular relationships of vocational subjects in the field of agriculture in relation to the subject of computer science

Proposal for the possibility of promoting cross-curricular relationships of vocational subjects in the field of agriculture in relation to the subject of computer science

Engineering Education - Multidisciplinary and Holistic Education Across All Fields, with Flexible Curricula, Creative Combinations of Subjects, and Multiple Entry and Exit Points as Per NEP-2020

Engineering Education - Multidisciplinary and Holistic Education Across All Fields, with Flexible Curricula, Creative Combinations of Subjects, and Multiple Entry and Exit Points as Per NEP-2020

Analysis of The Need for Applied Science Teaching Materials in Chemical Materials in Vocational School, Department of Culinary, Tangerang District

This study aims to explain the need for teaching materials in the culinary arts vocational school which will be developed using the 4S TMD method. This research is based on the problem of not integrating chemistry subjects in supporting vocational subjects with culinary skills competence. So there are no teaching materials that are relevant to the competence of culinary expertise. The data collection instrument used was the relevance format between chemical content and vocational content. This type of research is descriptive with a qualitative approach. The subjects in this study were two lecturers of chemistry education, two teachers of applied science, and three teachers of productive culinary arts who acted as validators. The results of this study became the basis for researchers in developing chemistry books using the 4S TMD method on applied science teaching materials for chemistry relevant to vocational skills in culinary skills.

Penyusunan Perangkat Pembelajaran Kurikulum Merdeka di SMKS Mandiri Kraksaan Probolinggo

Changes in trends in education in the era of independent learning emphasize the importance of the teacher's role as the main goal in developing learning tools according to demands. In the independent curriculum, making teaching modules is mandatory for vocational subject teachers. This module is used as an interactive learning media that helps teachers when teaching. Basically, teaching modules are made by teachers with the aim of being teaching materials as well as exercises for assessing students' knowledge, skills and attitudes. For this reason, the competency improvement workshop for the preparation of independent learning curriculum learning tools for educators at the Mandiri Kraksaan Probolinggo Vocational High School aims to provide training and assistance to educators at the Mandiri Kraksaan Probolinggo Vocational High School in the preparation of teaching learning modules based on the independent learning curriculum. at SMKS Mandiri Kraksaan Probolinggo. Service activities were carried out with the participation of 10 teachers. The results of the identification of the problems found during observation by the community service team (PKM) from Sunan Giri University Surabaya towards the Mandiri Kraksaan Probolinggo Vocational High School, namely that not all teachers who teach understand and design the learning process properly in accordance with the applicable curriculum, due to the lack of training obtained.

Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?

For several years now, not only in the Czech Republic, we have been witnessing various discussions related to the issue of secondary vocational education, especially the shortage and decline of erudite and qualified teachers of vocational subjects. Another issue that increases the demand for new teachers is the ageing of the teaching staff of secondary vocational schools. The government and education policy are responding to this situation in various ways—by increasing salaries, mitigating qualification requirements, promoting qualification training, etc. The objective of this paper is to present a course aimed at qualifying teachers of vocational subjects for secondary schools and to report the results of a survey conducted among its participants. The results were compared according to selected socio-demographic characteristics. The new three-semester course has been implemented since 2020 at a public university in the Czech Republic, which has almost 60 years of experience in various forms of secondary school teachers of vocational subjects training within their fields of specialization. The survey was conducted via an electronic questionnaire and received responses from 100 respondents. The most interesting results include, for example, that about 60% of the respondents attended the course in order to obtain a qualification as a teacher of vocational subjects for secondary schools for possible future use—to strengthen their employability opportunities on the labour market, not because they are already working at a secondary school or because they currently need this qualification.

Entrepreneurial Skills in Career Transition Program among Students with Special Educational Needs (SEN)

With today’s increasingly challenging and growing transformation and technology within the world of education, the impact on the education system among students with special educational needs (SEN) with learning problems is no less great. Various initiatives have been set by the ministry for the benefit of students with special educational need's future, such as the expansion of students with special educational need's Career Transition Program. This study aims to discuss the application of entrepreneurial skills in Career Transition Program among students with special educational needs (SEN). This study uses a qualitative approach, which is a method of structured interviews, observations and document analysis. The study sample is a total of four special educational teachers who teach vocational subjects. The findings of this study show that there are four elements of entrepreneurial skills that are applied to students with special educational need, especially with learning disabilities, which are the skills to produce products, the skills to market products, the skills to do business and communicate and the skills to calculate costs. Most individuals with special needs can perform productively if given the knowledge and skills through an appropriate educational program.

Key Competences of Students of Professional Subjects Using Activating Methods

Nowadays, it is necessary to use not only classic teaching methods be used in the teaching process but also non-traditional methods that can activate students to work independently and to find appropriate solutions to problems. At secondary vocational schools, the basis of students' education is teaching vocational subjects. Graduates of secondary vocational schools are expected not only to have professional knowledge but also the ability to communicate, solve problems independently, work in a team, and orient themselves in information. Therefore, teachers should include as many teaching methods as possible in teaching professional subjects, which will enable students to develop and improve key competencies. Our goal is to describe examples of several specific activating teaching methods that can be applied to teaching various vocational subjects.

Attitudes of Secondary School Teachers Towards Professional Development and Innovation

Being a teacher in vocational education is a challenging profession. The demands on teachers' personal and professional qualities are increasing. Maintaining constant positive motivation to work and further professional development is not easy. In secondary vocational schools in the Czech Republic, teachers of practical teaching and theoretical vocational subjects often work side by side. This paper aims to report the results of a survey conducted at a secondary vocational school focused on gastronomic technology that focused on teachers' attitudes to professional development, preferences in further education and attitudes to innovation. The survey was completed through a questionnaire in the spring of 2022, and 117 teachers responded. This paper will present the results of the survey aimed explicitly at comparing the attitudes and opinions of above defined two different groups of teachers, as well as comparing the results according to professional-demographic characteristics.

Policy reforms in Technical Vocational Education and Training (TVET) for sustainable development in Abia State, Nigeria

The study determined the relevance of policy reforms in Technical Vocational Education and Training for sustainable development in Abia State, Nigeria. The survey research design was used. The population of the study consisted of 4,302 persons made up of 300 officers of Vocational Technical Education Boards and 4,002 teachers of vocational subjects in all the Vocational Technical schools in Abia State in the 2020/2021 academic year. The sample comprised 356 respondents made up of 32 Vocational Technical Education Boards staff and 324 vocational teachers. The sample was selected using stratified random sampling technique. A questionnaire titled “TVET Policy Reforms for Sustainable Development in Abia State Questionnaire” was used for data collection. The questionnaire which contained 31 items structured on a four-point scale was validated by three experts and its internal consistency reliability index was 0.88 determined using Cronbach alpha statistics. The mean with standard deviation was used to answer the research questions while independent t-test was used to test the null hypotheses at 0.05 level of significance. The findings showed that reforms are needed in 10 areas of the TVET policy; and that TVET policy reforms are useful for sustainable development in 10 ways. Also, 10 challenges against achievement of TVET policy objectives were found. The researchers concluded that there is dire need for reforms in Nigeria’s TVET policy in the ten areas identified in this study in order to facilitate sustainable development in Abia State and the entire country. It was recommended among others, that the Federal Ministry of Education should initiate moves for significant reforms in Technical Vocational Education and Training policy in Nigeria as soon as is practicable.

Vocational school students’ perceptions toward science learning activities in the context of fashion design

The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.

Vocational school students’ perceptions toward science learning activities in the context of fashion design

The structure of the vocational school curriculum is different from the structure of the high school curriculum in that the vocational school curriculum contains vocational subjects which causes students to set aside non-vocational subjects such as science. One of them is science subjects, whose role is unknowingly very important because the learning process prioritizes direct experience and does not become an important concern for students. The purpose of this study was to explore empirical data regarding the perceptions of vocational school students with the expertise of Fashion Design regarding the science learning process. So far, very few or even rare empirical reasons have been found for the perceptions of Vocational High School students of fashion skills regarding the science learning process. This research uses a type of case study research method with a quantitative and qualitative approach. The sampling process in this study used purposive sampling with participants totaling 37 students with an age range of 15-16 years. The instruments used in this study were questionnaires and interviews. The results of the study revealed that there were several different student perceptions in terms of interest, competence, effort, pressure, and values related to science learning activities in fashion design vocational schools.

Integrating Dialectics of Quality Trilogy for Education Development in Islamic Boarding Schools

This study aims to analyze the quality pattern of education in Pondok Modern with a quality trilogy approach, namely quality planning, quality control and quality improvement. The method used in this study is descriptive qualitative phenomenological type using the Joseph M. Juran approach. This study uses interviews, observation, and documentation to collect data. In addition, this study also uses inductive modification data analysis techniques that refer to theories and concepts that emerge from the data collected. The results of the study show that Islamic boarding schools can maintain their existence by; 1) updating Islamic boarding schools education by including general and vocational subjects; 2) updating the methodology, such as the classical system and ranking; 3) institutional reform, such as pesantren leadership, diversification of educational institutions; and 3), renewal of functions, from initially only an educational function, developed so that it also includes the function of da'wah and community development in various fields. The implication of this research is to contribute to developing an educational model in Islamic boarding schools with a holistic and integrative approach that combines three essential aspects: curriculum, human resources, and relations with the community.

KOMPETENSI DIGITAL GURU DALAM MENINGKATKAN MINAT BELAJAR SISWA SMK DI KABUPATEN SEKADAU

Digital learning provides various benefits to students, from easy access to materials to giving assignments and quizzes. However, the use of digital learning is influenced by a teacher's decision to use it. Therefore, this factor becomes an obstacle in the transformation of digital learning. This study aims to evaluate the digital competence of teachers at SMKN 1 Kab. Sekadau This research was conducted to determine the awareness of SMK vocational subject teachers in Sekadau in using digital learning, this study analyzed six dimensions of Teacher Digital Competence Belief (TDCB). Data collection involved administering a questionnaire to 25 vocational subject teachers at SMK schools in Sekadau Regency. The results indicated that the average score
 for the six TDCB dimensions was 71.28, falling into the "good" category. This suggests that vocational school teachers in Sekadau Regency recognize the importance of using digital technology in education

Interaction Style of Teachers of Vocational Subjects in Poprad

The Institute of Social Sciences of the CSPS of the Slovak Academy of Sciences in Košice is an interdisciplinary workplace of social sciences and humanities with a primary research focus on the area of Central Europe in the field of social psychology, sociology and history.

Self-efficacy and Self-esteem as Determinants of Students’ Interest in Introductory Technology in Anambra State, Nigeria

Despite the importance of introductory technology as vocational subjects and the basis of STEM education, students’ interest in the subject is not encouraging as many students have erroneous conception of the subject. Given this situation, this study investigated the self-esteem and self-efficacy as determinants of students’ interest introductory technology. Anchored on social cognitive theory, the study adopted a factorial design and 2-Way analysis of variance as design and statistical tool to examine the effects of self-esteem and self-efficacy on students’ interests in Introductory Technology. The sample of this study consist of 478 junior secondary II students (221 males, 257 females) whose ages ranged from 11 to 15yrs with a mean age of 12.50years and standard deviation of 1.20. Multi-stage sampling method was used in selecting the sample for the study. Data were collected with Interest Scale, Index of self-esteem scale and Self-efficacy scale. The result revealed that the observed mean difference in the students’ interest in Introductory Technology among students with high and low self-esteem was significant at F(3, 478) = 15.9, p < .05. Also, the mean difference in the students’ interest in Introductory Technology among students with high and low self-efficacy was significant at F(3, 478) = 12.0, p < .05. Equally findings revealed that there is interaction effect between self-esteem and self-efficacy on students’ interest in Introductory Technology at F(3, 478) = 7.5, p < .05. Findings imply that that self-esteem and self-efficacy impacted students’ interest in introductory technology subject. It is recommended that school management consider adoption of extra-curricular activities aimed at improving social skill competence of students to enhance students’ self-esteem and self-efficacy.

Filsafat Pendidikan Ki Hajar Dewantara sebagai Landasan Pendidikan Vokasi di Era Kurikulum Merdeka

The Merdeka Curriculum tries to restore the paradigm of Indonesian education in accordance with Ki Hajar Dewantara's Educational Philosophy. Ki Hajar Dewantara's educational philosophy which upholds meeting the needs of students as the main goal of education. Fulfilling students' needs by optimizing their potential through the pamong and among systems is based on the motto Ing Ngarso Sung Tulodho, Ing Madya Mbangun Karso, Tut Wuri Handayani. These three mottoes will later be implemented in the Pamong and Among systems in Student Centered-based learning so that later there will be harmony between creativity, sense of initiative and character. The implementation of Ki Hajar Dewantara's educational philosophy is evident in the learning outcomes in vocational education in general subject matters and vocational subject matters. It is clear that the government's efforts to prepare students to become future generations are ready to compete in the coming era.

Kształcenie zawodowe w pandemii Covid-19: problemy i rekomendacje

Introduction : The Covid-19 pandemic has changed the teaching and functioning of schools at every stage of education. New challenges, difficulties, problems and experiences have appeared, which particularly affected vocational schools due to the way practical training could be implemented. Research Aim : The purpose of the study was to show how vocational schools, headmasters, and vocational teachers coped with their tasks during the COVID-19 pandemic and how the quality of vocational education changed. Method: Qualitative strategy – factual interview with elements of conceptual interview. Results : The research revealed the complications experienced by headmasters and teachers in teaching theoretical and practical vocational subjects, organizing internships and vocational exams, as well as their ways of coping with difficulties. Conclusion : Remote education in vocational schools requires both financial and systemic support; in particular, the availability of right hardware and software, training, funds to recruit educators teaching vocational subjects, as well as cooperation with employers as integral part of vocational education.

DIGITAL READING DURING THE PANDEMIC: EXPLORING VOCATIONAL STUDENTS’ PERCEPTIONS

This study was aimed at exploring vocational school students’ perceptions of their digital reading during the pandemic and their utilization of various digital media. The participants were eight students from three public vocational schools in Semarang, Central Java. This study adopted a qualitative descriptive method to explore vocational students’ perceptions of digital reading in times of COVID-19 pandemic. Data were gathered through an online semi-structured interview, in which the recording was transcribed and analyzed from the lens of multimodality. The study revealed that during the pandemic, vocational school students reported their difficulties in reading vocational materials in digital files, especially in the portable document format (pdf). The major influencing factors were the rigidity of learning materials in the pdf, the lack of peer interactions after digital reading, and the teachers’ pedagogical moves that might obstruct the development of digital reading skills. In contrast, this study reported that students utilized a plethora of digital media, websites, and applications, including Tiktok, Instagram, Wattpad, and Webtoon to read a wide variety of topics that capture their interests, from social, politics, economics, and romance. This study underlines the importance of enhancing student skills in digital reading in vocational subjects by utilizing various digital media.