This study aims to support developing research in designing a vocational lesson and learning model for civil engineering education study program by examining students’ collaborative skills toward construction drawing skills as a substantial skill in civil engineering. This study investigated student performance for proposing collaborative learning approaches to improve student skills as needed by industry. It is an ex-post-facto study using 130 samples from several vocational high schools in Indonesia with descriptive statistics and regression for the data analysis. The results show that the collaborative skill is in a fair category of 60.00 and the construction drawing skill is in a good category of 67.49 on a 100 scale. There is a significant and positive influence of collaborative skill (X) toward construction drawing skill (Y) with a linear regression model Ŷ = 31.443 + 1.952X. Furthermore, it presented a correlation coefficient of 0.644, a determination coefficient (R 2) of 0.415, and an adjusted R 2 of 0.410, where it can be concluded that the collaborative skill variable (X) as a predictor in the regression model includes the moderate category, which gives a 41% contribution in explaining the variants of the construction drawing skill (Y) as the dependent variable. It needs special attention to the specific behavioral details of the collaborative skill. The future work is needed to improve collaborative skills that emphasize prioritizing collaboration between peers and learning interdependence.
-This research aims to determine the contribution of the vocational teachers' professional competence toward the Vocational High Schools' performance. This research is ex-post facto. Statistically, based on the data and analysis techniques, this research is descriptive quantitative. The population was all vocational teachers at Vocational High Schools in Surakarta. The sampling used proportional random sampling technique. The data collecting used questionnaires. While the data analysis technique used regression analysis between the independent and dependent variables. The calculation process and data analysis was performed by using Microsoft Excel and SPSS 15.0 for Windows. Conclusions of this study are: the level of the vocational high schools' performance is 74.29%, it's included in the high category; the vocational teachers' professional competence level is 77.39%, it's included in the high category; there is a positive contribution of the vocational teachers' professional competence toward the schools' performance with a correlation coefficient of 0.827, and the contribution was 68.50 % with the regression equation Y = 79.803 + 0.497 X.
<p>The current educational process shows that many students who are less active during the learning process. Learning process is focused on the teachers only which<br />affects the students’ lack of understanding of the lesson. This study aims to<br />determine the application of edmodo media with ASSURE learning design on teacher performance and student learning outcomes. This research is a classroom action research conducted in class X TKBB SMK N 2 Surakarta, amounting to 31 students. This research was conducted in two cycles. Each cycle consists of the planning, implementation, observation, and refletion phases. The research instrument used consisted of teacher performance appraisal, student performance appraisal by teacher, cognitive, psychomotor, and affective assessment. The validity of the data using triangulation and analyze the data using descriptive quantitative analyze model by using descriptive statistics.The results showed that at the time of pre-cycle of teacher performance included in category C with value 66,67, cycle I entered in category B with value of 75,00 and cycle II entered in category B with value 83,33. Its mean, Edmodo media with ASSURE learning design can improve teacher performance. In each cycle, as well as the increase in student learning outcomes, this means increased teacher performance also has an<br />impact on increasing student learning outcomes<br /><br /></p>
The objectives of this study are; (1) The conclusion of this study include: (1) CAD design of instructional media for PTB and SMK is carried out in accordance with the procedures, (2) media products of CAD Learning Media is worth to use in PTB FKIP UNS and SMK Building Construction Department, (3) CAD instructional media products can increase the competence of student at PTB and vocational students Building Construction Department. Keywords: Multimedia learning, CAD, instructional media PENDAHULUANPakar pendidikan mengidentifikasikan hal-hal yang dapat mempengaruhi hasil belajar adalah faktor yang berasal dari dalam siswa dan faktor yang berasal dari luar diri siswa. Suharsimi Arikunto (1990:20) berpendapat bahwa: "Faktorfaktor yang mempengaruhi hasil belajar dapat dibedakan atas dua jenis yaitu sumber dari dalam diri manusia yang belajar, yang disebut sebagai faktor internal, dan faktor yang bersumber dari luar diri manusia yang belajar, yang disebut faktor eksternal.Kondisi pembelajaran CAD (computer Aided Design) menggambar bangunan gedung menggunakan program aplikasi komputer di berbagai jenjang pendidikan (Perguruan tinggi, SMK Bangunan dan pendidikan vokasi yang relevan) membutuhkan perhatian khusus. CAD merupakan dasar pengetahuan dalam kompetensi menggambar teknik. Materi ini harus dikuasai oleh semua peserta didik yang mempelajari bidang teknik bangunan. Pembelajaran CAD PTB JPTK FKIP UNS dilaksanakan dengan dibagi menjadi tiga kelompok karena keterbatasan sarana komputer. Pembagian kelompok ini menyebabkan efisiensi pembelajaran menjadi berkurang. Dosen diharuskan mengajar sebanyak tiga kali dalam satu minggu dengan materi yang sama. Banyaknya jumlah pertemuan sebenarnya bukan masalah utama bagi dosen, namun penyampaian materi yang sama dan berulang-ulang sering kali dirasakan sebagai pemborosan waktu dan tenaga. Dari hasil pengalaman tersebut muncul sebuah gagasan/ide untuk merancang media pembelajaran yang berupa video pembelajaran untuk mendukung perkuliahan CAD.Dengan dukungan media pembelajaran CAD, dosen dapat menyampaikan materi ajar yang sama dengan memutar video pembelajaran yang sudah disiapkan sebelumnya disamping penyampaian materi tambahan yang tetap disampaikan dalam pembelajaran berupa motivasi dan penekanan-penekanan kembali pada hal-hal penting yang harus diingat mahasiswa sehingga mahasiswa benar-benar memahami materi yang telah disampaikan. Media pembelajaran ini dapat dilihat dalam bentuk VCD dan dapat digunakan berkali-kali sesuai kebutuhan, selain itu materinya juga dapat diseragamkan tanpa mengurangi sedikitpun materi yang akan disampaikan disetiap kelasnya. Akan tetapi dapat ditambahkan sesuai dengan
This research is intended to design project-based vocational courses which focus on CAD construction drawing course using e-learning. The main objective is improving the student’s competence in drawing by decomposing the Project-Based Learning (PBL) using flipped classroom strategy with providing course materials in e-learning. The development procedure is arranged as follow: survey and identification, planning, designing, and developing phases. For preparing the planning and designing phase, observations, course reviews, and surveys had been conducted as the result of this current paper as follows: 1) How to decide the vocational course; 2) Student’s readiness to access personal computer; 3) Designing PBL steps. Observation, courses review, and group discussion were done for determining the course subject. Surveys were held to know the availability of the course to be conducted with minimum facilities and the student readiness to access personal computer, and determined the principles activities considered for the success of this course project by decomposing the PBL approach and flipped classroom strategy, group discussions had been done to get the views of the vocational teachers and lecturers. The results show that the CAD construction drawing is selected as the vocational course; the student’s readiness to access personal computer and their positive opinion of the e - learning is in the very high category; the teachers and lecturers approved the development of CAD construction drawing course using e-learning to be conducted and give the recommendation to do the seven PBL steps.
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