Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-28T20:42:49ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2015-08-13T09:56:46Z2015-08-13T09:56:46Zhttp://eprints.uny.ac.id/id/eprint/24906This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249062015-08-13T09:56:46ZDevelopment for Vocational Teachers' ProfessionalismWithin the last five years, the development of vocational teachers' professionalism has obtained significant
attention from the government. With the policy of Ministry of National Education, it has been implemented in
various programs, including the teacher certification program, recognition of prior learning, educational with
minor authority and others. Through the teacher certification program, it is expected that in 2014 2.6 millions
teachers will have been certified. This target seems too ambitious, considering that up to 2010, the total number
of teachers having been certified is only 743,070 (28.5%).
Developing vocasional teachers' professionalism constitutes a systematic process to develop their competencies
concerning their knowledge and skills, with the aim to improve the teachers' performance by means of
supervising, training, and education. Developing the vocational teachers' professionalism supported by the
information and communication technology (ICT) will be able to reach the teacher community in more diverse
spectrum of geographic, educational level, and teaching experience, so that the number of teachers being served
will be much greater.
Developing vocational teachers' professionalism through ICT-based programs of education, training, or tutoring,
will be able to improve the teachers' competence efficiently.Soenarto Sunaryosunaryos@uny.ac.id2015-08-13T09:55:38Z2015-08-13T09:55:38Zhttp://eprints.uny.ac.id/id/eprint/24905This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249052015-08-13T09:55:38ZINTERNET AS A LEARNING RESOURCE
(Theory Planed Behavior Review)This research aimed to determine (1) intention, (2) attitude, (3) subjective norm, (4) perceived
behavioral control with respect to students’ AILR (Adoption of Internet as a Learning Resource). The
research also aimed to find out (5) the relationship between attitude and intention of the students, (6)
the relationship between subjective norm and intention of the students, (7) the relationship between
perceived behavioral control and intention of the students; (8) the contribution of attitude, subjective
norm and perceived control behavior for the student's intentions in relation to AILR of third grade
students of SMK N 3 Yogyakarta.
The method applied in this research is survey. This study population is all third grade students
of SMK N 3 Yogyakarta in the academic year 2010/2011. The sample taken for this study is 44 third
grade students from all majors. Sampling technique used was purposive random sampling (PRS) for
the sampled students were only active in daily process of teaching and learning. For this, two
permanent teachers had assisted. Data collection technique was to use the questionnaire filling. Data
analysis techniques involved pearson product moment correlation and multiple linear regression to
test the hypothesises.
This research found that (1) the average student has an intention of AILR which was
categorized into strong, (2) The attitude of student toward AILR at the average was categorized into
like, (3) subjective norm of student with respect to the AILR at the average was categorized into
supportive, (4) The perceived behavioral control of the student with respect to AILR was categorized
into easy, (5) There was a positive and significant relationship between attitude and intention of the
students with respect to AILR, (6) There was a positive and significant relationship between subjective
norm and intention of the students with respect to AILR, (7) There was a significant and positive
relationship between perceived behavioral control and intention of the students with respect to AILR;
(8) There was a positive and significant simultaneous contribution of attitude, subjective norm,
perceived behavioral control of the students towards their intention with respect to AILR.Ismara Imakimaismara@gmail.comHP Rama2015-08-13T09:52:01Z2015-08-13T09:52:01Zhttp://eprints.uny.ac.id/id/eprint/24903This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249032015-08-13T09:52:01ZREORIENTATION LEARNING
IN VOCATIONAL HIGH SCHOOLBeing a vocational high school teacher in the global era definitely not easy, this is because vocational
teachers have a very tough task in preparing its graduates to be ready to work. This is reasonable because
the world of work in a global era is always characterized by uncertainty, the more rapid and frequent
change, and demands for greater flexibility. This change fundamentally not only demanded the labor force
that has the ability to work in the field (hard competencies) but also very important to master the ability to
deal with change and take advantage of the change itself (soft competence). Therefore, the challenge of
vocational education (SMK) to be able to integrate these two kinds of components in an integrated
competency in preparing the human resources that have the ability to work and grow in the future.
Learning is the essence of education. Thereby solving the problem of vocational education at the
vocational school will not be released from the need for innovations that are focused on improving the
quality of learning. Form, shape, and the efforts of these innovations can vary but all have the same
common goal, namely the establishment of a quality learning process so as to enhance the competence,
ability, skill, and competitiveness of graduates.
Learning model based on constructivism, contextual learning (Contextual Teaching and Learning), media
computer-assisted learning and holistic assessment is an appropriate learning model is applied in an effort
to improve the quality of vocational school graduates.Rahdiyanta Dwidwi_rahdi@yahoo.com2015-08-13T09:50:34Z2015-08-13T09:50:34Zhttp://eprints.uny.ac.id/id/eprint/24902This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249022015-08-13T09:50:34ZPROJECT BASED LEARNING MODEL
IN THE BUILDING CONSTRUCTION AND DRAWING COURSE
AT VOCATIONAL SCHOOLGraduate diploma in civil engineering is required not only understanding the structure of the system but also to
understand as well as to produce project drawing documents. How to construct a suitable learning model to
match the competence of civil engineering diploma graduates with the requirements of professional workforce is
still in question. This paper aims to discuss the most appropriate model of Project Based Learning (PBL) to be
applied in building construction drawing course on civil engineering diploma program. This model was
developed through a comparative study of PBL models which are selected based on consideration of the
suitability of "substance" and "order" procedure. Then the selected model is implemented in an action research
on building construction drawings course in order to get the most appropriate model of PBL. The study
concluded that the four phases of the Schneider’s PBL model can be effectively applied in building construction
and drawing course, but need to be modified especially in the content of procedure in the third (project
implementation) and fourth (completion) phases.Ikhwanuddinikhwan1din@gmail.comHidayah Retnaretnadewa@yahoo.comSativasativa@uny.ac.id2015-08-13T09:48:41Z2015-08-13T09:48:41Zhttp://eprints.uny.ac.id/id/eprint/24901This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249012015-08-13T09:48:41ZDevelopment Of Learning Competency Based Electricity
In The Vocational High SchoolThe purpose of this study are: to produce a competency-based learning software engineering of electrical
power installations that meet the category used in a valid and effective learning in the Vocational School.
This study uses the development of research methods. Conceptually and procedures, research and development
carried out referring to the model of Plomp (1997) and SCID models (2008) are summarized into four stages,
namely: the initial assessment, design, realization and testing. Pre-development stage of the analysis begins
with the competence of the workforce needs of electricity, competency and learning needs of schools.
Identification of the work through the technical competence DACUM (Developing A Curriculum) by the
experts of the specific electrical work. FGD is then performed with the involvement of educational
practitioners to formulate competency profile, as something to be made SKKD development in instructional
design and learning components of the device. The resulting product is validated by experts and teachers. The
first assessment done through test validation by matter experts, expert research and evaluation, vocational
technology education experts. Further assessment by teachers in the implementation of two trials conducted in
5 SMK, SMK 3 in Makassar and SMKN 1 Pallangga, Vocational Technology in Gowa. Learning the
instrument validity test, performed by computational program package Microsoft Excel and statistical package
SPSS for Windows 15.0.
The results are: (1) the electrical field of competency-based learning is embodied in the implementation
manual pembelaran and learning modules, (2) devices that meet the criteria for effective learning and practical
competency-based learning is used in the electrical field in the CMS, because the process active learning,
learning objectives achieved so that individual students get an average value exceeds the value of working
capital.T. Mangesa Rianarianamangesa@yahoo.com2015-08-13T09:47:12Z2015-08-13T09:47:12Zhttp://eprints.uny.ac.id/id/eprint/24900This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249002015-08-13T09:47:12ZCURRICULUM DEVELOPMENT IN VOCATIONAL HIGH SCHOOL
(SMK) OF THE INTERNATIONAL STANDARD SCHOOL PILOT
(RSBI):
A study at SMK RSBI Automotive EngineeringVocational High School (SMK) of The International Standard School Pilot (RSBI) is a school that meets all
national education standards (SNP) that is enriched with a certain quality advantages derived from OECD
member countries or other developed countries. These standards include: (1) content standards, (2) competency
standards, (3) process standards, (4) standards of educators and educational staff, (5) facilities and infrastructure
standards, (6) management standards, (7) financial standards, and (8) assessment standards. According to
government regulation, SBI curriculum is based on content standards and standards of competency that is
enriched with the standards of OECD member countries or other developed countries. The curriculum contains
programs that are prepared in the form of competencies that will be implemented in the learning. Under the
influence of internal dan external factors, then the curriculum should be developed. The purpose of curriculum
development SMK RSBI is to achieve relevance and flexibility in the form of graduates are absorbed in the word
of work and can adapt to the conditions in the workplace. Curriculum development in SMK RSBI involved
various stakeholders including schools, governments, universities, and the work of the world. Based on the
parties involved, determining the curriculum content can be done with various approaches. These approaches are
philosophical, introspection, DACUM, task analysis, Delphi techniques, and other approaches. Based on
government regulation and varous approaches in determining the curriculum content, curriculum development in
SMK RSBI can be done with an approach that involved the world of work as a largest stakeholder. Curriculum
development in SMK RSBI was done by defining the philosophy, identifying competencies, designing and
implementing learning process, and assessment.
Keywords: curriculum development, vocational highBudiman Agusagusbe_otouny@yahoo.co.id2015-08-13T09:42:39Z2015-08-13T09:42:39Zhttp://eprints.uny.ac.id/id/eprint/24897This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/248972015-08-13T09:42:39ZWork-Based Learning Implementation Model
in Vocational EducationVocational Education andTraining(VET) in Indonesia shows significant progress in this recent 10 years. Better
imaging of VET is influenced by some factors, such as policy shift of improving proportion of SMK students,
intense imaging of SMK, improvement of vocational education on university level, establishment of National
Competence Framework (KKNI) as well as national economic growth. By having this development, all stake holders
of Technology and Vocational Education should always conserve this spirit. Reformulation of VET paradigm should
be continually conducted in case of democratic society building, social capital development, and national
competitiveness aspect. Those will related to policy development, curriculum restructuring, learning model
improvement, program evaluation and proffesional development for teacher education as well as LPTK and DUDI
partnership.
The strategy of learning development on VET implementation should always be conducted so that the graduates
competence fulfilling market demand. The learning process on VET should apply Work Based Learning (WBL)
approach and DUDI cooperation. In line with technology development, dynamic of working setting, working context
challenge and higher working competence, VET is demanded to be able to anticipate and face this global challenge
by utilizing capability and capacity of industrial partnership.
WBL is a learning approach that utilizes the work place and its experience to contribute to social context, academic,
and learner carrier development as well as the supplement of learning activity. The experience of learning in the
working area is applied, smoothed, and expanded either on class or work place. By implementing WBL, learners
develop attitude, knowledge, skills, insight, behavior, habits, and associations from the experiences of both places
and enabling learning process with real working context. Empirical study development of Ro-Ter model
(RollingdanTerpadu/Rolling and integrated) in vocational learning of Automotive Diploma III can be developed on
VET implementation especially Automotive Engineering Education in LPTK.Siswanto Budi Tribudi_ts@uny.ac.id2015-08-13T08:42:38Z2015-08-13T08:42:38Zhttp://eprints.uny.ac.id/id/eprint/24892This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/248922015-08-13T08:42:38ZTHE EMPOWERMENT OF VOCATIONAL HIGH SCHOOLS (SMK)
BASED TOTAL QUALITY CONCEPTEmpowering is one of the main functions of management, like, planning, organizing, controlling and other
functions of management. In vocational high school, this implies that empowerment is a continuous and
connected duty and responsibility of the headmaster.
Total quality management in educational field is a continuous or connected improvement process conducted by
the headmaster in order to achieve the qualified schools. The headmaster as the highest management plays an
important role in the implementation of total quality management (TQM) in the school. The concept of qualified
school is a concept that needs to be considered by the headmaster. The headmaster needs to understand TQM as
a philosophy, a method, a technique, and a management strategy to improve the quality of the school, because
the performance of school organization is always assessed by the society nowadays. The headmaster and
teachers needs to understand the society’s expectations towards the school. It is related to how to create an
effective school in order to achieve the expectations of the society as the customer of education.Marwantimarwanti_ptbb@yahoo.com2015-08-13T08:26:55Z2015-08-13T08:26:55Zhttp://eprints.uny.ac.id/id/eprint/24884This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/248842015-08-13T08:26:55ZASSESSMENT OF STUDENT RESULT
INFORMATION SYSTEM DESIGN
IN VOCATIONAL HIGH SCHOOLThis study aims to produce design software Student Assessment Result Information System based on PHP and
MySQL that can manage employee personal data, personal data of students and student Report the results of
learning data each semester and each year can acess from every time and every place.
This type of research is the Research and Development. Methods of software development using the Waterfall
Model. Software testing is done through white-box testing and black-box, as well as alpha and beta through
testing by a number of experts and users. The quality factor McCall instruments used as an indicator to
determine the level of proprietary software in terms of correctness, integrity, and usability, while in terms of
reliability in the measurement scale using Likert Scale. Tests carried out through instrument validity and
reliability testing. Instrument reliability test using Cronbach Alpha coefficient formula.
Techniques of data collection using interviews and questionnaires. TheTechniques of data analysis using
quantitative descriptive analysis.
The results of the draft final-Based Information System Student Assessment of PHP and MySQL is a blueprint
for the management of employee personal data, personal data of students, and student report the result of
learning data each semester and each year data.Irfan Rahmatulirfan@uny.ac.id2015-08-13T08:22:55Z2015-08-13T08:22:55Zhttp://eprints.uny.ac.id/id/eprint/24880This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/248802015-08-13T08:22:55ZTHE COMPETENCE PROFILE OF SEWING CLOTHING
IN VOCATIONAL HIGH SCHOOLSThis research aims at finding out the profile of competence of sewing clothing of the Vocational High School
students in Yogyakarta Special Region, consisting of: (1) the competence profile of the preparation of sewing
clothing; (2) the competence profile of sewing clothing process; (3) the competence profile of sewing clothing
results; (4) the profile of the time used in sewing clothing; and (5) the work attitude of sewing clothing.
This research is a descriptive research that describes the profile of competence in sewing clothing of Vocational
High School students in Yogyakarta Special Region. The research samples are the students of Grade XII of
Vocational High Schools in Yogyakarta Special Region, consisting of SMKN 6 Yogyakarta, SMKN Bantul,
SMK Karya Rini Sleman, SMK Muhammadiyah Piyungan Bantul, SMK Muhammadiyah Berbah Sleman, and
SMK Piri Yogyakarta. The sampling technique applied was purposive sampling. The test validity was assessed
by the judgment from the experts (expert judgment) in fashion field, the teachers who conduct fashion design
course in Vocational High Schools and the lecturers of Fashion Design Education Major of Engineering Faculty
of State University of Yogyakarta. Inter-rater reliability was used for analyzing the reliability. The determination
of competence was based on the achievement of the determined Minimum Completeness Criteria that is 70.
The results of this research show that: (1) 100% of the students obtain marks that are more or equal to Minimum
Completeness Criteria that is ≥ 70 in the preparation of clothing sewing; (2) 82% of the students get marks that
meet Minimum Completeness Criteria and 18% of students cannot obtain marks according to Minimum
Completeness Criteria (< 70) in clothing sewing process; (3) 82% of the students achieve marks according to
Minimum Completeness Criteria and 18% of students cannot achieve marks required by Minimum
Completeness Criteria (< 70) in the results of sewing clothing; (4) 82% of the students achieve marks as
required in Minimum Completeness Criteria and 18% of the students cannot achieve marks as required by
Minimum Completeness Criteria in using sewing time, and (5) all students obtain marks according to the
determined Minimum Completeness Criteria.Budiastuti Emy2015-08-13T08:21:48Z2015-08-13T08:21:48Zhttp://eprints.uny.ac.id/id/eprint/24878This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/248782015-08-13T08:21:48ZWORK BASED LEARNING (WBL) AT VOCATIONAL EDUCATIONVocational education learning needs Work Based Learning (WBL), as a result of the graduates are not prepared
to work for a limited mastery of knowledge and skills. WBL goals in order to directly prepare graduates to work
in accordance with the discipline being studied, without having to go through the stages of training again. WBL
is for (1) students, (2) employers and (3) institution of learning.
Anatomy WBL: (1) WBL is a key element in learning, (2) activity WBL and learning resources include: (a) a
classroom setting, (b) learning institution based businesses, (3) planning of work-based learning experience, as a
two-way bridge between the classroom and the workplace, (4) the role and responsibility, (5) implementation,
(6) evaluation program with continuous review and program evaluation, (7) socialization, focuses on three
aspects: (a) promotion, (b) the construction work, and (c) designing a tool of socialization. (8) internship gives
students the opportunity to: (a) to observe the world of work and develop job skills, (b) obtain credit outside the
classroom, (c) gain work experience in a career field, (d) explore career options, (e) to learn the terminology of
work, work climate, and business / industry protocol, (f) develop skills in the chosen career field, (g) cognitive
map WBL.
Conclusion: (1) WBL is a learning experience for yourself as a student worker in industry, (2) WBL can be
implemented in high school education level, D3 and S1, or even on non-formal education, (3) forms of WBL
include: the production unit in learning institutions, an internship in the industry, career development program,
co-operative, (4) implementation of WBL curriculum can be applied in formal learning institutions, (5) there is a
link between vocational education and the workplace. (6) The transition from learning institutions to the
workforce must have the support resources
Keywords: Work-Based Learning: vocational education.Hariyanto V. Lilik2015-08-06T12:42:59Z2015-08-06T12:42:59Zhttp://eprints.uny.ac.id/id/eprint/24486This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244862015-08-06T12:42:59ZWORK BASED LEARNING (WBL) AT VOCATIONAL EDUCATIONVocational education learning needs Work Based Learning (WBL), as a result of the graduates are not prepared
to work for a limited mastery of knowledge and skills. WBL goals in order to directly prepare graduates to work
in accordance with the discipline being studied, without having to go through the stages of training again. WBL
is for (1) students, (2) employers and (3) institution of learning.
Anatomy WBL: (1) WBL is a key element in learning, (2) activity WBL and learning resources include: (a) a
classroom setting, (b) learning institution based businesses, (3) planning of work-based learning experience, as a
two-way bridge between the classroom and the workplace, (4) the role and responsibility, (5) implementation,
(6) evaluation program with continuous review and program evaluation, (7) socialization, focuses on three
aspects: (a) promotion, (b) the construction work, and (c) designing a tool of socialization. (8) internship gives
students the opportunity to: (a) to observe the world of work and develop job skills, (b) obtain credit outside the
classroom, (c) gain work experience in a career field, (d) explore career options, (e) to learn the terminology of
work, work climate, and business / industry protocol, (f) develop skills in the chosen career field, (g) cognitive
map WBL.
Conclusion: (1) WBL is a learning experience for yourself as a student worker in industry, (2) WBL can be
implemented in high school education level, D3 and S1, or even on non-formal education, (3) forms of WBL
include: the production unit in learning institutions, an internship in the industry, career development program,
co-operative, (4) implementation of WBL curriculum can be applied in formal learning institutions, (5) there is a
link between vocational education and the workplace. (6) The transition from learning institutions to the
workforce must have the support resources.Hariyanto V. Lilik2015-08-06T12:41:17Z2015-08-06T12:41:17Zhttp://eprints.uny.ac.id/id/eprint/24485This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244852015-08-06T12:41:17ZTHE EFFECT OF BLENDED LEARNING ON
THE MOTIVATION AND LEARNING ACHIEVEMENT OF
THE STUDENTS OF SMKN 1 PARINGINThe objective of the study is to reveal the differences of the learning motivation and achievement of the students
using face-to-face learning model compared to those using blended learning model, the improvement of
students’ learning motivation and achievement due to the use of blended learning model, and the interaction of
the effect of learning model and motivation on students’ learning achievement in KKPI lesson
This quasi-experimental study used two groups: the experimental group who were taught using blended learning
and control group who were taught using face-to-face learning. The population was 11th grade students of
SMKN 1 Paringin. A sample of 57 students was divided into 2 groups, with 30 students as the control group and
27 students as the experimental group. The techniques for collecting the data were a test method by giving a
written test and non-testing method by distributing a questionnaire.
The results of study show that there is significant difference between the learning motivation and achievement of
the students using face-to-face learning compared to those using blended learning model, there is a significant
increase in learning motivation and achievement due to the use of blended learning model, and there is no
interaction of the effect of learning model and motivation on students’ learning achievement in KKPI lesson.Syarif Izuddinizuddinsyarif@yahoo.co.idSofyan Herminartohermin@uny.ac.id2015-08-06T12:40:06Z2015-08-06T12:40:06Zhttp://eprints.uny.ac.id/id/eprint/24484This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244842015-08-06T12:40:06ZTHE CNC VIRTUAL AS TEACHING AND TRAINING AID OF CNC
PROGRAMMINGCNC machine tools is the most important practical means of teaching and training of CNC Programming in
Vocational High School. Its relatively-high price causes the incapabibilty of the school for getting it, so the
teaching of CNC programming in Vocational High School mostly doesn’t use CNC machine. The effect is many
students can’t reach the standard competence of applied CNC programming.
The unavailability of CNC machine tools in teaching of CNC programming in Vocational High School is treated
by using CNC Simulator. The CNC Simulator consist Virtual CNC, and CNC Machine Simulator. It’is a media
to simulate of NC Part Program execution..The simulation of NC Part Program execution are displayed tool path
a machining process at monitor. NC Part Program has been simulated can be sent to unit control of CNC
Machine Simulator.
Implementation of CNC Simulator in teaching and training of CNC programming begins from building CNC
Virtual. The CNC Virtual is a software which provides a visual effect of environment of CNC machine in the
monitor. The building uses Research and Development (R&D) method. Implementation of CNC Simulator in
teaching of CNC programming shows; (1) the students are very interested and excited to use the virtual CNC
which provides a visual effect of environment of CNC machine in the monitor, actively trying the simulation of
numpad virtual in the monitor, inputting data on the panel virtual, and making simulation or execution of the
CNC program at CNC Machine Simulator, (2) the students practice to make and execute the CNC programming
individually in the classroom or outdoor class. (3) CNC Virtual can be used as teaching and training media
classically (in classroom), individually learning, even e-learning.Purwoko Bambang Setiyo Haribambang_shp@yahoo.co.id2015-08-06T12:35:03Z2015-08-06T12:35:03Zhttp://eprints.uny.ac.id/id/eprint/24482This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244822015-08-06T12:35:03ZVIDEO RECORDING OF TEACHING MICROTEACHING ELEMENT :
An Experimental Study To Improve The Teaching Skills Of Vocational
Teacher CandidatesThe paper is organized as an effort to improve the teaching skills of prospective teachers for vocational students.
Teacher as a professional educator has primary responsibility to educate, teach, train, assess, and evaluate
students. Teacher as a professional position should be prepared through education and should be supervised by
an experienced supervisor. It is not easy to form a professional teacher, one way is through microteaching.
Microteaching taught in small scale and one goal is to provide early experience in the practice of teaching. This
paper was developed from initial research that emphasizes how the role of students and lecturers in using the
video footage that is in use online through social media. Comments and suggestions from each participant are
provided online through social media. Analysis is performed to see the influence of video recording and
comments from my friends as a reflection of the individual prospective teachers to make improvements in each
of the practice of teaching. In addition, how the use of new technologies in communication such as social media
to support the vocational teacher candidates.Nuryanto Apriaprie_man@yahoo.com2015-08-06T12:32:59Z2015-08-06T12:32:59Zhttp://eprints.uny.ac.id/id/eprint/24480This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244802015-08-06T12:32:59ZCLASS- BASE INTEGRATED SOFT SKILLS LEARNING MODEL
(CISL) FOR VOCATIONAL HIGH SCHOOL STUDENTSClassroom-based learning soft skills effectively increase hard skills when administered with habituation-based
management performen. This article will discuss an integrated model of the development of soft skills that have
tested the effectiveness of the productive class. This integration soft skills model (ILS) is the approach the topic
as the integration between hard skills and soft skills. Topics are developed based on the analysis of competence
and teaching materials. The model consists of two key components: 1) the integration of components and 2)
learning component that describes the acculturation process through continuous improvement. Component
integration is the integration of learning targets, the student, and teacher-designed learning environment.
Component of learning is a process of familiarization with continuous improvement. Integration on the learning
targets teachers do when designing lesson plans, integration on students to do when students create a learning
contract, and the integration of the learning environment illustrates that learning occurs in the integration of soft
skills and hard skills. At this time students learn to integrate the soft skills and hard skills simultaneously.
Learning as a process of acculturation occurs naturally when the students moved the potential soft skills and hard
skills with continuous improvement mechanism. Students are encouraged to conduct self-evaluation by selfreflection
as well as an effort to motivate myself to do my best. The teacher's role was to be effective in helping
to improve the mastery of soft skills and be sensitive to changes in the behavior of soft skills of each student.. Siti Hamidah2015-08-06T12:31:59Z2015-08-06T12:31:59Zhttp://eprints.uny.ac.id/id/eprint/24479This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244792015-08-06T12:31:59ZMUSICAL INTERPRETATION IN MUSIC LEARNING
IN SMK NEGERI 2 KASIHAN BANTUL YOGYAKARTAThis study aimed to reveal: 1) the dimensions of musical interpretation which are taught; 2) students perception
to musical interpretation learning. This study uses mix method, survey and case study approach to descriptive
and intrinsic design conducted in SMK Negeri 2 Kasihan Bantul Yogyakarta. The data were collected through
questionnaire, interview, participant observation, and document. For survey approached data were analyzed by
using percentage. For case study approached data were analyzed by aggregate, organize, and classify. The result
of temporary that found that in teaching of interpretation , teachers are transfer knowledge on matters related to
the score being played.Machfauzia Ayu Niza2015-07-31T07:14:53Z2015-07-31T07:14:53Zhttp://eprints.uny.ac.id/id/eprint/24477This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244772015-07-31T07:14:53ZImplementation of E-Learning Model in Training on Learning
Management System (LMS)Conventional training models cannot fully foolowed by all employees in government agencies. Budgeting will
not be sufficient to finance the training with the conventional model as well as limitations on government
training facilities. Currently, the use of information technology is no longer a new thing in education. With the
limitations of the use of information technology in the classroom learning process and learning time become
more flexible and effective without being limited by space and time. Change the time and place of study will
change the learning that had been centered on the teacher to focus on training participants.
The use of information technology is considered important because it raises the efficiency of time and place of
learning processes that become obstacles in the learning process in the conventional. E-Learning as a model of
information technology- based training can be a solution to the limitations of conventional models. Training is
implementing e-learning process can build LMS (Learning Management System) as a virtual classroom.
Learning material in the LMS can be a content-based multimedia or text-based content. In addition, LMS is
preferably constructed with speed and convenience comparison with the beauty of the display of LMS. The
qualities of LMS that can make the participants comfortable in digging for information and sharing of
information’s to the process of learning in the classroom.
Keywords: training, e-learning, learning material, Learning Management System (LMS)M.Si. Ak Prof. Dr. RahmawatiM.Si. Ak Prof. Dr. Bambang SutopoM.Si. Ak Drs. Subekti DjM.Si Dr Mila Mumpuni2015-07-31T07:09:15Z2015-07-31T07:09:15Zhttp://eprints.uny.ac.id/id/eprint/24475This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244752015-07-31T07:09:15ZPROBLEM SOLVING–BASED PERFORMANCE ASSESSMENT IN
THE LEARNING OF CONSUMER EDUCATION
AS A MEANS OF DEVELOPING CRITICAL–
THOUGHT VOCATIONAL STUDENTS’ CHARACTERIdeally, students who are ready to study in university should have high self-motivation so that in the end they
will reach their learning goal. In order for students to effectively reach their learning goal, there are some
requirements to fulfill. Those are motivation (which is reflected in positive attitude in learning), learning
readiness, learning tradition, and learning skill. Various efforts can be done by lecturers to make the students
become characterized learners who are high motivated, independent, creative, and critical. Making characterized
students can be done through a social problem and its assessment-based learning. This is necessary to build
because student is Homo Sapiens whose intelligence will be formed inside the individual and in the social and
cultural contexts. Curiosity as an intelligence process and a problem solving is a mode of reflective-critical
thinking. One of the learning models that can be done is a learning using performance assessment. This
performance assessment is used to measure the students' status based on the work of an assignment of solving
problems in real life which tends toward an application stage of a principle or a concept in a new situation, based
on a demand related to knowledge which has to be owned by students.
Keywords: performance assessment, consumer education, vocational studentWening Sri2015-07-31T07:07:16Z2015-07-31T07:07:16Zhttp://eprints.uny.ac.id/id/eprint/24473This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244732015-07-31T07:07:16ZDEVELOPMENT OF INTEGRATED TASK-BASED ENGLISH
LANGUAGE LEARNING MODEL (PBTT) FOR VOCATIONAL
TECHNICAL SCHOOLThe study was undertaken to: (1) provide a model of learning English which can be used to improve the adaptive
English competence of vocational technical students and (2) to produce its required instruments.
The method used is research and development (R & D), to pursue a particular product and to test the
effectiveness of the product. The stages of development consists of four phases: (1) pre-insvestigation, (2)
design, (3) validation, test, revision, and (4) the final product. The research subjects were the first semester
students and teachers of the class XI, from 4 vocatioanal technical schools and one of technical industry school.
The findings of the research-development are as follows. (1) The model is significantly contribute to the
development of English vocational technical competency-focused on Spoken and Writing Skills, (2) The
instrumentative model produced in the learning instruments (handbook/the manual model, lesson plan, model
materials, evaluation tools) is contextual-effectively able to demonstrate comprehensive and optimal result, (3)
The model meets the valid, practical, effective criteria, (4) The responses of students and teachers are very
positive; they objectively state that this model is effective and works well as an alternative model of
development of the above skills of English. Data judging the results of the learning process by quasi experiment
show that Group Model is significantly faster growing than the Conventional One. Meanwhile, the qualitative
data confirms that the students through this model can develop their own potential in an integrated and total
progress. The model provides motivational opportunities for students to master not only knowledge but also the
soft skills and maturity to be creative in accordance with the orientation of the competence of acting out; and
meets the relevant conditions (real world) with a miniature world of work -going into.
Keywords: Development, Model, Task, English, Learning, Integrated, PBTTYuliana Y. Gatot Sutapagatot-fkip@yahoo.co.id2015-07-31T07:05:35Z2015-07-31T07:05:35Zhttp://eprints.uny.ac.id/id/eprint/24472This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244722015-07-31T07:05:35ZENTREPRENEURSHIP INCUBATOR INCREASE INDEPENDENCE
STUDENTS
(Case Studies Faculty of Information Engineering Program of the State
Islamic University Sunan Sainstech Kalijaga Yogyakarta)The purpose of this study to determine the effect of the incubator model of entrepreneurial learning to increase
student self-employment mental independence. The method used is the field trials through the application of
entrepreneurial incubators in order to improve the mental independence of entrepreneurship students in the study
program Information Technology Computer Science and Technology Faculty of the State Islamic University
Sunan Kalijaga Yogyakarta. Entrepreneurial incubator is applied through the incubator cover components:
doing, empowering, facilitating, and evaluating. Retrieval of data subjects in simple random sampling in the 30
tested students who follow the teaching of entrepreneurship in the incubator program. Collecting data through
questionnaires, observations, and interviews. The method uses regression analysis to determine significant
effects between the variables of learning entrepreneurial incubator (X) to a variable increase in student mental
entrepreneurial independence (Y). Results of the regression equation is known that the better learning
entrepreneurship incubators were applied, the greater the increase in student mental entrepreneurial
independence. The magnitude of the effect of learning on the formation of an entrepreneurial incubator mental
independence of 0.811 or 81.1%. Learning-based entrepreneurial incubator affect the improvement of mental
independence Computer Information Technology student.
Keywords: learning, incubators, entrepreneurship, independenceSurantoranto_ums@yahoo.comRahmawatirahmaw2005@yahoo.comNurlela Sitidra_nurlaela@yahoo.comP Sri Seventi2015-07-31T06:58:56Z2015-07-31T06:58:56Zhttp://eprints.uny.ac.id/id/eprint/24467This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244672015-07-31T06:58:56ZETHNIC MINORITY PUPILS IN INDONESIAN SCHOOLS: SOME
TRENDS IN OVER-REPRESENTATION OF MINORITY PUPILS IN
SPECIAL EDUCATIONAL PROGRAMMES AT THE VOCATIONALThe way categories, labels, and taxonomies are used depends upon national ideologies and nationally specific
conceptions of citizenship and normality. Ethnicity, differences, disability and deviance are social constructions.
Underachievement or overachievement in social (cognitive) performance or overrepresentation in special
educational placements of certain groups of students is as much the product of categorisation or definitional
processes as it is the workings of institutional procedures, patterns, and intransigence. In particular (Vocational),
schools’ inability to accommodate difference and diversity causes exclusion and alienation. Globalisation and
hegemonic neo-liberal ideology make it difficult to create a genuinely inclusive society, to produce complete
citizens, and to promote equity. This study analyses the placement of ethnic minority students in special
education programmes. It begins with a review of empirical reports that problematise the phenomenon of
overrepresentation of students with immigrant background in special schools for intellectually disabled students.
The analysis that follows is conducted through the prism of a number of perspectives, including
sociocultural/historical theory, the inclusive education movement, multicultural education, and critical
pedagogical theories. While there is no evidence to suggest that such overrepresentation is nationwide, the
phenomenon can be identified in large cities where there are concentrations of immigrants. Analysis
demonstrates that the problem is related to, among other factors, unreliable assessment procedures and criteria
for referral and placement; lack of culturally sensitive diagnostic tools; the static nature of tests, including
embedded cultural bias; sociocultural problems, family factors, and language problems; lack of parental
participation in decision-making; power differentials between parents and school authorities; institutional
intransigence and prejudices; and large resource inequalities that run along lines of race and class.
Keywords: Ethnicity, differences, disability and deviance are social constructions.Iskandar Soetyonosoet_54mks@yahoo.com2015-07-31T06:55:55Z2015-07-31T06:55:55Zhttp://eprints.uny.ac.id/id/eprint/24465This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244652015-07-31T06:55:55ZSPIRITUAL TEACHING STRATEGIES TO RECULTURE STUDENTS’
CHARACTER IN VOCATIONAL SECONDARY SCHOOLSThis paper is arranged as part of ideas contribution to apply spiritual teaching strategies for vocational teachers
in reculturing students’ character. As we all know, globalization changes affect all aspects of our live, including
our schools. On the other hand, rapidly technological developments have an impact on students’ character shift
in learning process at schools. The implementation of vocational education is always kept abreast of art,
technology, science, and workforce development. Vocational teachers have an important role in achieving their
success in teaching and learning. Teachers who can choice a teaching strategy appropriately to changes will able
to improve the quality of students’ character. In teaching and learning process, teachers are not only working to
build students’ intellectual and emotional intelligence but also their spiritual intelligence. The brain and the
hands are used to enhance the intellectual and emotional intelligence in students learning process, while the heart
is used to hone their spiritual intelligence. Those three intellectuals will get three kinds of capital: material,
social, and spiritual. It means, intellectual and emotional capital orientation is very different than spiritual capital
when they apply to students learning process. Spiritual capital reflects personal characters, what an individual
exists for, believes in, aspires to, and takes responsibility for. So that, spiritual teaching strategies can be chosen
as an alternative to culture students’ character, especially in vocational secondary schools. In spiritual teaching
strategies, teachers are more emphasis in aspects of religious, humanism, and teacher leadership than other
aspects.
Keywords: spiritual teaching, vocational education, character educationDjatmiko Istanto Wahjuistanto.wj@gmail.com2015-07-31T06:51:37Z2015-07-31T06:51:37Zhttp://eprints.uny.ac.id/id/eprint/24462This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244622015-07-31T06:51:37ZSCHLUSSFOLGERUNGEN FÜR DIE BERATERQUALIFIZIERUNG
AN DEN UNIVERSITÄTEN NIGERIASProfessional Vocational and Career Counsellors prepare young people for integration into the world of work.
Counsellors have the duty of guiding these young minds as they struggle to discover their talents, abilities,
disabilities, interests, competence and job requirements. To achieve these objectives, counselors work in
cooperation with relevant teams in Education, Human Resources and of course in Government at different levels.
The discipline known as “Guidance and Counselling” has been introduced in Nigerian Universities since the
1980s. As my research has revealed however, these Universities (Ibadan, Lagos and Ife) have not undertaken any
major revision of their programmes since the subject was first introduced as a major area of study. Rather, their
syllabuses are dominated with theories that were first developed in the 1980s., with little or nothing done to rework
the syllabus so as to align them with current demands in vocational counselling.
In this paper, I present a comparative analysis of curriculums of three Nigeria Universities and two Universities
in Germany, following which I proffer broad suggestions on how to improve on the programmes of study in
Nigeria Universities. This, in such a way that vocational and career counseling will become truly
professionalized, with adequate opportunities provided for specialists to discharge their responsibilities fully and
effectively.Dr. (Mrs) Moromoke Nimota Raji2015-07-31T06:49:04Z2015-07-31T06:49:04Zhttp://eprints.uny.ac.id/id/eprint/24458This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244582015-07-31T06:49:04ZSTUDENTS' SKILLS COMPETENCY ASSESSMENT MODELS ON
VOCATIONAL HIGHT SCHOOL (SMK) IN CENTRAL JAVAThis study aims to describe the students' skills competency assessment models on Vocational Hight School
(SMK) in the machining program. The method used was descriptive with a population on Vocational School in
the machining program in Central Java, while a purposive sampling . The results obtained in Central Java there
was three models. The first model (01) was a widely used, where the model was a whole set of management
competency test from planning, organizing, implementing, reporting and evaluation set by Kemdiknas in this
case is BSNP and DPSMK. Industry's role in planning at the level of the education (SMK) does not exist, only
the involvement of assessors at the end of the competency test and certification expertise. The second model (02)
is a model of the whole set of management competencies and certification test starting from planning,
organizing, implementing, reporting and evaluation set by Kemdiknas in this case is BSNP / DPSMK; but to
take advantage of the vocational school assessment potential in the production unit (UP) as a substitute for the
role industry. Assessment are applied to the pattern: (a.) The test material as needed UP, (b) The material used as
required UP, (c) Instructor Assessor by the UP and (d) Results / workpiece was used by the UP. The third model
(03) was SMK that has a teaching factory as representation of the industry. At the planning stage for a test of
competence: (a) Content Test, assessment criteria, as required graduation standards UP, (b) The material used as
required UP, (c) Instructor Assessor by the UP and (d) Results / workpiece was used by UP.
Keywords: Students' skills Competency, Assessment Models, Vocational Hight School (SMK), The Machining
Program.Budiyono Arisaries_budiy@yahoo.comSugiyonoPardjono2015-07-31T06:47:12Z2015-07-31T06:47:12Zhttp://eprints.uny.ac.id/id/eprint/24455This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244552015-07-31T06:47:12ZRevitalization of the Industrial Cooperative Based Learning in the Effort of
Enhancing the Food Field CompetenceThe primary mission of vocational education is to prepare the workers, vocational education therefore requires a
link between education and the workplace. line with developments in the field of workforce needs catering and
tourism, human resources need to get special priority, with the ability to prepare the local workforce so as to
apply the best standards that apply nationally and internationally.
It is unfortunate that the current food industry has not been used optimally by the organizers of education
to train human resources capable of implementing the best standards, whereas cooperative-based learning with
an industry solution to improve the competence of graduates. Many kinds of cooperative-based learning can be
developed from classroom lecture, tour, entry level, work experience, on the job training and apprenticeship.
Accordingly, the cooperative-based learning in vocational education industry should be revitalized to
operate in either variety, frequency, and quality. this is important because through industrial cooperative based
learning learners will acquire the knowledge, skills, and attitudes that are useful for future career interests.
Key word: Cooperative based-learning, work competenceKomariah Kokomkokom.uny@ac.id2015-07-31T06:43:09Z2015-07-31T06:43:09Zhttp://eprints.uny.ac.id/id/eprint/24453This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244532015-07-31T06:43:09ZOPTIMIZING THE ROLE OF INDUSTRY IN THE DEVELOPMENT OF
VOCATIONAL EDUCATION AND TRAINING IN INDONESIAObjectives of vocational education is to prepare students to enter the workforce and to develop a professional
attitude. To achieve these objectives, the concept had been born a Link and Match between education and the
workplace. One of the real form of policy implementation on the link and match Vocational High School (VHS)
is the implementation of the Dual System of Education (PSG). Implementation of the Dual System of Education
(PSG) is not fully yield insight management reform of vocational education and training as expected. Although
in some schools already have agreements with industry partners, but the implementation is not optimal because
the components of PSG supporters, such as joint training and education programs, standardized materials, and
guide the implementation of the PSG is prepared jointly by the school with the industry have not been realized to
the optimum. Therefore, the implementation and development of PSG on the VHS should be optimized in
accordance with the concept of Link and Match, namely: 1) Optimizing the Quality Improvement. This program
is basically optimizing the conditions and available resources. Model implementation of PSG is expected to
involve a lot more jobs, so more of the School and industrial based program, in which the design or
implementation of educational programs is the design and agreement between VHS and the industry is
concerned that a partner; 2) Optimizing the Development of Standardized Systems. In this program a number of
efforts are optimal, so that the program has been designed to support standardized human resources,
management, facilities and infrastructure are also standardized, and 3) Optimizing the Development of
Vocational Skills Center. The program is intended to expand the implementation of the PSG through the
establishment and development of skills development centers. Through this program, industries are encouraged
to build training centers, so as to participate actively implement the PSG since the beginning of vocational
programs. Optimization of industrial support for the development of vocational education and training in
Indonesia is expected.
Keywords: Optimization; Link and Match; development; joint programM.T Hasanahhasanahunm@yahoo.com2015-07-31T06:34:23Z2015-07-31T06:34:23Zhttp://eprints.uny.ac.id/id/eprint/24450This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244502015-07-31T06:34:23ZENGAGIERTE DEUTSCHE UNTERNEHMEN IN INDONESIEN Eine „Brücke“ für die fruchtbare Wirtschaft-Kooperation zwischen Indonesien und DeutschlandThis year Indonesia and Germany will celebrate the 60 years of Indonesia-German diplomatic relations. One of
the key points of this long successful relation is cooperation. This paper presents a short review of the
engagement of German companies in Indonesia as an important part of Indonesia-German relations. Specifically,
attention will be devoted to the history of the diplomatic relations between Indonesia-Germany and the role of
German companies by establishing bilateral economic cooperation. This paper also puts forward some successful
stories of the cooperation between German companies and Indonesian institutions. In addition, it presents the
social activities of some German companies in Indonesia through program Corporate Social Responsibility
(CSR). Finally, what can we learn from a long historical cooperation both two counties will be highlighted.Haris Ikhfanifanharis@ung.ac.id;2015-07-31T06:30:53Z2015-07-31T06:30:53Zhttp://eprints.uny.ac.id/id/eprint/24448This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244482015-07-31T06:30:53ZDeveloping "Mini Office" as a Learning Media in the State College of Accountancy: Mandatory or Optional?The competencies of graduates of STAN (SekolahTinggiAkuntansi Negara, State College of Accountancy)
through its Official-Service Education (PendidikanKedinasan) program are expected to meet the qualifications
to be employees for the Ministry of Finance as the equivalent to the civil servants as the executors. The cognitive
competencies can successfully be achieved through the learning process, while the psychomotor competencies
are still limited to be met only by means of computer laboratory. As a place for vocational education activities,
STAN will need not only rooms for the classical learning processes, but more importantly it also needs a replica
of work environment designed to be similar to the workplace where they will be working after completing
education.
Program of education in STAN provides ready-to-work graduates equal to educational levels of Diploma I and
Diploma III. Therefore, in order to provide ready-to-work graduates, the curriculum should be designed for the
fulfillment of knowledge as well as the fulfillment of skills. The fulfillment of skills for the graduates as
prospective employees can be set by working at an environment resembling a replica of servicing office in the
form of “Mini Office”. This Mini Office is developed in accordance with the educational specialization held in
STAN, and in accordance with the latest condition of the users, i.e. the servicing office unit in the Ministry of
Finance.
Mini Office is also a part of the media learning in shaping reliable workers in implementing the tasks and
functions in the field of services to public. The comprehensive and solid competencies can be expected to be
obtained faster by means of the Mini Office, before the graduates are to enter the workforce. It is because the
students have already gained the experience through the replica of work environment during their learning
process, not only when they conducted the field practice (PKL). The Mini Office becomes something obligatory
when STAN is characteristically meant to have vocational education, but it can also be something “optional” if
such characteristic is not entirely attached to the organization structure of STAN. Therefore, Mini Office is left
to be a choice of “obligatory” or “optional” to STAN.Mumpuni Milaedelweis36@yahoo.com2015-07-31T06:29:39Z2015-07-31T06:29:39Zhttp://eprints.uny.ac.id/id/eprint/24447This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244472015-07-31T06:29:39ZISSUES AND CHALLENGES IN TOURISM AND HOSPITALITY
EDUCATION: CASE OF INDONESIATourism and hospitality industry in Indonesia proves its significant growth year by year. To be competitive, the
industry strives for qualified human resources who are not only knowledgeable and skillful but also to be
creative in both functional and behavioral level as the labor will always engage in the consumer contact. This
triggers the gap between industry’s expectation and tourism and hospitality education providers since most of
vocational education organizations in Indonesia deliver irrelevant curriculum which does not suit to the real
world. A number of papers highlighted the issue of close collaboration between both parties in attempt to reduce
this curriculum gap however, little has been reported successful. The study aims to reveal the importance of
higher education to be more service-minded, flexible, adaptable, and relevant in the curriculum development to
provide a qualified and creative industrial talent while at the same time preparing more professional and
qualified educators. Recommendation and further studies are discussed as well.Murniati Dewi Ekadewiekamurniati@yahoo.com2015-07-31T06:26:59Z2015-07-31T06:26:59Zhttp://eprints.uny.ac.id/id/eprint/24445This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244452015-07-31T06:26:59ZMaking Apprenticeship Program Meaningful to Polytechnic EducationApprenticeship program for Polytechnic students plays an important role and is an important event for
polytechnic education in the short and long term missions. In the short mission, it is one strategic of vocational
education delivery which can be used for improving technical competencies as well as others competencies
needed in the workplace. This program can be used to eliminate the gap between education and work. In the
long mission, it can be strengthened collaboration between polytechnic and industries to contribute in applied
technology and economic development through the applied researches. Unfortunately most of polytechnics
didn’t yet delivered this program seriously. So that the result of this program couldn’t be influent significantly
for individual, as well as institution. The result of literature and documents analysis shows that there is an
opportunity to make this program more meaningful than before by using appropriate strategic planning at micro,
macro and mega levels. This paper provide other meaning and understanding of apprenticeship program that can
be used to design strategic planning more effectively. The effectiveness of this program is measured by the
contribution-based of the mission objectives achievement.Handayani Penipenihandayani@ymail.com2015-07-31T06:23:42Z2015-07-31T06:23:42Zhttp://eprints.uny.ac.id/id/eprint/24451This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244512015-07-31T06:23:42ZStrenghtening COLABORATION Partnership for Vocational SCHOOL
Quality ImprovementCooperation between vocational high schools and industries is built to improve the efficiency and
effectiveness of education in providing qualified education by making use of all available resources and
performing power-sharing with stakeholders within the framework of partnership. Partnership that has been
established between industry and vocational schools provides considerable benefits for both parties, especially
as improvement tools in developing competence-and-industrialneeds-oriented education, to produce students
who have properattitude and skills needed by industry and businesses.
Forms of cooperation between vocational school and industry in developing and aligning those goals
are aligning and developing sustainable communication on the condition and development of industry and it’s
competence needs and adjust them with the educational program in secondary vocational schools (SMK), that
the students acquire proper and sufficient knowledge to compete on work market. On the other side, bussiness
sector obtains employee in accordance toitsspecifications and requirements.
Reliability of the development of cooperative partnerships between vocational high school (SMK) and
business sector is pursued through a more professional collaboration management including planning,
organizing, development, implementation and supervision, as a reference for the development of vocational
education and skills training to improve the relevance and quality of vocational school graduates.Arifin Zainal2015-07-31T06:21:47Z2015-07-31T06:21:47Zhttp://eprints.uny.ac.id/id/eprint/24443This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244432015-07-31T06:21:47ZSCHOOL TO WORK TRANSITION IN ON-THE JOB TRAINING
FACILITATED BY OJT MONITORINGThe transition from school life to work life of a person is a crucial adjustment period. To help in the transition,
school to work transition programs are provided to students. An example of such program is the On the Job
training (OJT) program. This is being implemented by majority of TVET schools in the Philippines and the same
is true with MFI. Past experiences show that the students in OJT are exposed to difficulties, challenges, and
conflicting situations. The students face predicaments that could make or break them. They need support and
guidance as they apply the things they learned in this stage or level of their life.
The paper presents the best practice of MFI Technological Institute, which is a monitoring scheme for students
devised to respond to the students’ needs during the transition. The scheme is called OJT Monitoring. There are
at least 5 activities under the program. The student reporting, OJT visit, and OJT get-together activities are
highlighted in this paper. This describes each activity and how MFI implement it. The result of the evaluation of
the monitoring specifically the student reporting is also presented. Majority of the students said that the
monitoring helped them in dealing with different problems and in coping, adjusting and preparing them for
work. The main problem encountered by the students was the schedule of the monitoring conflicting with their
schedule at work. All of them recommended the monitoring to be implemented on succeeding batches. There
were also suggestions for improvement in the schedule, the people involved, and the procedure of
implementation.HALILI KATHRYNkaye.h@mfi.org.ph2015-07-31T06:16:53Z2015-07-31T06:16:53Zhttp://eprints.uny.ac.id/id/eprint/24441This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244412015-07-31T06:16:53ZIMPLEMENTATION OF INTERNATIONAL VOCATIONAL BEST
PRACTICES FOR IMPROVED EMPLOYMENT OPPORTUNITIES TO
YOUTH IN POST CONFLICT ENVIRONMENT IN NORTHERN
UGANDAVocational training programmes are frequently used as a means of securing economic opportunities for
unemployed internally displaced youth, and ex-combatants in post-conflict affected areas. In most funded
vocational training programmes in post-conflict areas, the vocational training programmes are intended for
economic recovery rather than labour market linked workforce development. As a result, they often fail to
deliver their intended economic outcomes. Many participants are unable to subsist or generate an income or
increase skills productivity following their training because of mismatch of skills and competencies as demanded
by the market.
Vocational education and skills development have been known to increase productivity of individuals,
profitability of employers and expansion of economic opportunities in post conflict economy. A
‘knowledgeable’ workforce, one that is both highly skilled in a particular occupation that exhibits flexibility,
creativity and innovativeness, is seen as the most important human capital required for the development of a
conflict affected economy.
Among many policies and interventions in vocational training designed to integrate unemployed youths of post
conflict areas into the labour market, the most popular interventions are skills training particularly vocational
training. The inventory of such interventions needs consideration while analysing outcomes, impacts, cost and
benefits of programmes and interventions. Vocational training with best practices intervention succeeds when
they are innovative, make a difference, have a sustainable effect, have the potential for replication and serve as
an inspiration to generate policies and initiative. These best practices have been considered effective for
improved employment opportunities to youth in post-conflict environment.Vaidya Shakespearesvaidya_58@hotmail.com2015-07-31T06:10:55Z2015-07-31T06:10:55Zhttp://eprints.uny.ac.id/id/eprint/24439This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244392015-07-31T06:10:55ZTHE IMPACT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING PROGRAMS OFFERED BY POLYTECHNICS ON MALAYSIA ECONOMIC DEVELOPMENT BASED ON THE GRADUATE’S JOB PERFORMANCETechnical Vocational Education and Training (TVET) is the corner stone of Malaysia’s technological
advancement, in providing skilled and semi skilled workforce for various sectors, having a direct impact on the
development of economy and the eradication of poverty in the country. The objectives of this study is to: learn
of the caliber of graduates who are capable of carrying out the jobs they are trained and hired for; learn more
about the quality of polytechnics TVET programs in light of its historical developmental processes and meeting
the challenges of time; study the impact of programs in economic development; learn of the best practices of the
similar programs of the same caliber in other technological advanced countries of the region; partnerships
between skills development service providers and employers, assessment of the initiatives that can be taken into
consideration to improve the employability among people of various skills; suggest measures of improvement
based on findings while comparisons are made with the selected technologically advanced countries of Asia; and
recommend improved training programs based on Assessment Research where competent graduates who can
meet the challenges of the 21st century becomes the target of the programs. The findings of the study and the
comparison of the similar programs in technologically advanced countries of Asia will provide suggestions for
the authorities and policy makers to incorporate changes and strategies for the improvement of the TVET
programs in Malaysia. The immediate contributions of this study will provide Polytechnics the reasons to revise
and improve the existing programs while reviewing the best practices of the countries of the region. The
research method for the purpose of this study is Assessment Research indicating the process of collecting,
synthesizing and interpreting information to aid in decision making of the future academic programs of
Polytechnics that can be also used for planning academic programs and setting up goals, selecting more relevant
instructional strategies and monitoring students’ progress toward the attainment of the goals.Nordin Harlinaharlina@mohe.gov.myRahmanzai Prof. A. M.moqim2001@yahoo.comBuang Prof. Noraishahchah_buang@yahoo.com2015-07-31T04:25:21Z2015-07-31T04:25:21Zhttp://eprints.uny.ac.id/id/eprint/24437This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244372015-07-31T04:25:21ZDeveloping Soft Skills for the Work Readiness in Industry of Vocational
High School StudentsThe development of the vocational high school (VHS) students’ soft skills is urgent to prepare the graduates to
be ready in the field of work which always changes and varies. This study aims to: (1) find out a model for
developing the soft skills of the VHS students to make them possess work readiness in industry; (2) investigate
the manifest capability of the soft skills development to reflect students’ work readiness; and (3) investigate the
contributions of the soft skills development to the work readiness in industry of the VHS students.
This study was a research and development study consisting of (1) a model design through FGD, Delphi, and
expert validation; and (3) model tryouts through an individual tryout, a small-scale tryout, a large-scale tryout.
The research subjects comprised VHS students in the Province of Yogyakarta Special Territory. The model fit
was analyzed using the analysis of Structural Equation Modelling (SEM) by means of the LISREL 8.71
software.
The results of the study are as follows: (1) a development model for VHS students’ soft skills can be made
based on the high level of agreement among experts, the instruments’ high readability for students, the good
implementation of the learning scenario that satisfies the dimensions of the soft skills development; (2) the
effectiveness of the model based on the results of the measurement of the exogenous latent variables shows a
high category in work motivation (81.15%), work commitment (65.57%), and work appreciation (62.30%),
while work ethos (67.21%) and work culture (52.46%) are in the moderate category; all work readiness aspects
of 2.89 are strong enough as a work readiness indication; and (3) the contribution of the soft skills development
to VHS students’ work readiness in industry is 67.8%, shown by the value of t-val (0.824) which is higher than ttable
1.96, which is significant. Therefore, the soft skills development model is capable of equipping VHS
graduates with work readiness in industry.Mariah Sitismarriahh@yahoo.com2015-07-31T04:20:41Z2015-07-31T04:20:41Zhttp://eprints.uny.ac.id/id/eprint/24435This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244352015-07-31T04:20:41ZAUTOMOTIVE VOCATIONAL TEACHER CANDIDATES:
PROBLEMS AND SOLUTIONS NEEDEDThis research was conducted to study the problems faced by automotive vocational teacher candidates especially
in automotive electrical subject. The subject in this research was limited in automotive ignition system controlled
by electronic control unit which generally become the main problem. This research was an expose facto research
to reveal the real handicaps met by vocational teacher candidates. The population was the automotive student of
teacher training in Yogyakarta and Semarang consisting of 145 students who had passed automotive electrical
system subject. All of the population members were to be the sample of this research. The result showed that
70% student got difficulties in mastering computer controlled ignition system. The most difficult matter (56%)
was in understanding the operation of the ignition system. Learning the matter through reading books was not
effective for 62% respondent stated difficult. Although there were learning media, they did not helped yet. Based
on the result, it is concluded that automotive vocational teacher candidates suffer from difficulties in
understanding the operation of computer controlled ignition system. The available reading material and learning
media were not effective yet. That’s why computer based multimedia being able to facilitate the basic principle
and operation of computer controlled ignition system is urgently needed.Widjanarko Dwidwi2_otosmg_tm@staff.unnes.ac.id2015-07-31T04:17:22Z2015-07-31T04:17:22Zhttp://eprints.uny.ac.id/id/eprint/24433This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244332015-07-31T04:17:22ZRedesign of Vocational Education in Indonesia as a Discourse in the FutureThe purpose of the article is to give discourses on redesign in the area of Vocational Education and Training
(VET) in Indonesia to prepare graduates who will play a role in the global era. Professional education is a form
of education, where people are equipped with practical skills that will enable them to participate in careers that
include manual or practical skills. School-to-work represents a significant development of policies for
employment training. Development of technology and professional education shall consider the relationship
between multiple technocultural factors. These four factors: (1) labor (industrial relations), (2) changes in
technology (innovation), (3) organization of work (the work), and (4) formation of competences (skills). Rapid
changes in the economic, social and technology demand of society need to develop knowledge and skills on an
ongoing basis. So, they can live and work in creating a society. Education and training contribute to personal
development, increase productivity and incomes in the workplace, and encourage participations by all in the
economic and social life. Secondary school vocational and professional in Indonesia is an integral part of the
economic sectors that have contributed to the growth of national economy. So it is necessary to develop the
quantity and quality. The quality of vocational college/professional work will reflect the quality of Indonesian
worker that must be built to increase the competitive advantages of human resources in Indonesia. Responding to
public demand for high-level expertise and skills, it will be more effective to integrate general and vocational
education by providing basic knowledge enrichment in vocational education / vocational school to strengthen
more and more the power of thought to the graduates of vocational education in Indonesia. For the existing
systems we can prepare the discourse as follows: the implementation of vocational education and vocational
mainly carried out in eight semesters. First four semesters is for placing the basic knowledge and skills. Semester
5-6 are for placing them into majors and for the implementation of the UAS and UNAS. Semester 7-8 are to
enrich skills in industry/field and OJT, and tests of competence. Annexes redesign must be a way to prepare for
postgraduate vocational education/training in Indonesia through curriculum development, teaching, teacher
evaluation and partnership working world.Lastariwati Badraningsihiik.ruhan@gmail.com2015-07-31T04:13:07Z2015-07-31T04:13:07Zhttp://eprints.uny.ac.id/id/eprint/24430This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244302015-07-31T04:13:07ZPrincipal Role in Strengthening the School Culture
of Vocational High SchoolThe school principal is the key to the success of learning in the Vocational High School. As the holder
of the management, he is the creator of the learning process, including the development of school culture. School
culture, the best medium of learning to implement character education, is being promoted today. In order for the
effective learning process, the principal must be able to develop a school culture adapted to the characteristics of
learning in Vocational high School.
The components that must be developed by the principal within the school culture called PRIDE that
consists of: (1) Policy and personnel, (2) Resource deployment, (3) Incentives and Accountability, and (4) Data
and assessment. To develop the PRIDE, the principal may refer to the Educational Leadership Constituent
Council (ELCC) Standards that consists of: (a) Visionary Leadership, (b) Instructional Leadership, (c)
Organizational Leadership, (d) Collaborative Leadership, (e) Ethical Leadership, and (f) Political Leadership,
For strengthening school culture, the principal must integrate PRIDE with ELCC standard. The
principal must be as educational leader and has the knowledge and ability to promote the success of all students
by: (1) facilitating the development, articulation, implementation, and stewardship of a school or district vision
of learning supported by the school community; (2) promoting a positive school culture, providing an effective
instructional program, applying best practice to student learning, and designing comprehensive professional
growth plans for staff; (3) managing the organization, operations, and resources in a way that promotes a safe,
efficient, and effective learning environment; (4) collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing community resources; (5) acting with
integrity, fairly, and in an ethical manner, (6) understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.Raharjo Nuryadin Ekonuryadin_er@uny.ac.id2015-07-31T03:52:44Z2015-07-31T03:52:44Zhttp://eprints.uny.ac.id/id/eprint/24427This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244272015-07-31T03:52:44ZUTILIZATION OF QUALITY MANAGEMENT SYSTEM OF ISO
9001:2000 IN ELECTRICAL ENGINEERING EDUCATION
DEPARTMENT OF ENGINEERING FACULTY OF
YOGYAKARTA STATE UNIVERSITYAs the educational institution, Electrical Engineering Education Department of Engineering Faculty of
Yogyakarta State University constantly improves its educational quality, such as by utilizing the Quality
Management System (QMS) of ISO 9001: 2000. The problem brought into this paper: how was the utilization
of QMS of ISO 9001 : 2000 implemented into the education process in this department especially the period of
both 2009 and 2010 concerning to the programmed-quality target, implementation, obstacles, results and its
impact? According the discussion on this paper can be concluded include as the following. Quality target in this
department: (1) Improving the learning quality; (2) Improving the learning evaluation quality;(3) Improving the
academicatmosphere quality; and (4) Improving the academicservices quality. Implementation of quality target:
(1) Founding team of target quality and developing of commitments; (2) Dissemination of target quality; (3)
implementation of target quality ondaily activities; (4) Controlling ISO recording documents; (5)
ISOinternalqualityaudit; and (6) ISOexternal qualityaudit. The main obstacles : (1) The need of sufficient
funding; and (2) Commitment and self awareness by some lectures and staffs should be well-improved. The
results of the implementation of quality target can classified as good category. Impact of implementing target
quality: (1) This department has won the PHKI competitive grant; (2) Electrical Engineering Education Study
Program was accredited A category; (3) Students of this department have won Indonesia Robot Championship
as the 2nd winner in the Region of Central Java and Yogyakarta; and (4) Some graduates were approved to work
in some bona fide company such as PT. Freeport Indonesia, PT. United Tractor and PT. Pertamina.Sukirsukir_ftuny@yahoo.com2015-07-31T03:45:16Z2015-07-31T03:45:16Zhttp://eprints.uny.ac.id/id/eprint/24426This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244262015-07-31T03:45:16ZDEVELOPMENT FUNDING MODEL IN THE IMPLEMENTATION OF
EDUCATION IN VOCATIONAL HIGH SCHOOLS IN THE FIELD OF
THE CONSTRUCTION ENGINEERING STUDY PROGRAMhis study aims to: (1) find out a funding model in the implementation of vocational education in the Public
Vocational School (VHSs) especially in the fields of Construction Engineering study program; (2) investigate
the contributions of each funding source to each component of the financing; and (3) investigate the effect of
each funding source to the expenditure components.
The main activities in this study were research and development in 18 public VHSs in East Java. The
respondents consisted of 11 Pilot/International Standard Schools and 7 Non-Pilot/International Standard Schools.
The analysis technique is a Structural Equation Modeling (SEM) by means of the Partial Least Square (PLS).
The research findings are as follows. (1) The funding model in the Pilot/International Standard and NonPilot/International
standard were the same relatively. The model is formative is a function of total school funding
is sourced from the central government (the government’s budget), the provincial government (the P budget), the
district government (the D budget), and the school committee (COM), (2) the contribution of each source of
funding to meet the needs of the cost of providing vocational education are as follows: the government’s budget
(93.1%), the P budget (71.2%), the D budget (48.6%), and COM (82.8%), (3) based on the results PLS analysis
of beta coefficient for each construct are as follows: the government’s budget (0.97), COM (0.91), the the P
budget (0.84), and the D budget (0.7) which showed a significant positive effect on the fulfillment of the cost of
providing vocational education.Sugandi Machmudgandhyy_06@yahoo.com.au2015-07-31T03:39:53Z2015-07-31T03:39:53Zhttp://eprints.uny.ac.id/id/eprint/24424This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244242015-07-31T03:39:53ZDESIGNING NEW CONCEPT OF INTERNSHIP IN VOCATIONAL
EDUCATION CURRICULUM: NEW APPROACH TO INCREASE
ALUMNI ASSIMILATION IN WORKPLACESFor many years, internship has been viewed as a key point in determining successful of vocational collage’s
graduates in the workplace. However, in many cases, internship program has been less effective in developing
student’s knowledge and skills due to several factors such as public policy, interrelationship between vocational
collage and the industry, student’s capacity and the efficiency of teaching in a vocational collage. To evaluate
this issue, Realistic Evaluation (RE) method was carried out to sort out major attributes regarding student’s
internship by interviewing embedded group of people, in this case student, lecturer and employer. Based on this
study, several recommendations are offered to improve current internship program namely careful plan and
arrangement prior to student’s engagement to the workplaces which is needed to ensure the effectiveness of the
program and further this includes in campus preparation. Initial preparation in campus including curriculum and
policy to support internship program is discussed along with industry placement arrangement including
conceptual methods on student work, mentoring and project reports. Meanwhile, arrangement in the workplace,
such as setting a project is expected to help student to learn the implementation of science they have studied in
the collage/university.Andayani Dyah Darmadydarma@gmail.comParamita Vilia Darmav.paramita@gmail.co2015-07-31T03:30:35Z2015-07-31T03:40:38Zhttp://eprints.uny.ac.id/id/eprint/24418This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/244182015-07-31T03:30:35ZIndustrial Support in Vocational Education and Training Development
to Achieve Quality Assurance of Indonesian Professional Labor ForceHigh quality of labor force can be formed through quality assurance of the education vocational and training
system. Vocational education and training can help individuals to generate income and contribute towards
economic growth and social development of a country by acquiring knowledge and skills. Trend analysis is
needed and very important to face globalization competitiveness of labor force in order to become ready to fulfill
demand driven in workplace. Government Policy and Planning Development will be created based on the result
of trend analysis to sustain vocational and technology education development in Quality Assurance Industry
Based. Vocational education and training to effectively support industrialization, economic growth, wealth
creation and poverty eradication, skills training must be of high quality and competency-based. Vocational
education and training development is needed in the preparation professional labor force in the field of
engineering for national development purposes to fulfill demand driven. Technical and vocational education and
training (TVET) has emerged as one of the most effective human resource development strategies that Indonesia
country need to embrace in order to train and modernize their technical workforce for rapid industrialization and
national development. The impact of globalization on technical and vocational education in Indonesia and how
skills training in developing countries can benefit from a globalizing economy. Technical and vocational
education play a vital role to effectively support industrialization, economic growth, skills training must be of
high quality and competency-based. Consequently, cooperation among industrial, Government Institutions,
Chamber of Commerce and Industry should be managed by a clear government policy to prepare professional
labor force to fulfill demand driven correspond with national development purposes.Pinat Muhamad Thaufiqmtpinat@yahoo.com