Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of the future. This qualitative research involved active vocational teachers and vocational education experts in several Focus Group Discussions and questionnaire completion. Research questions are focused on reflection of current teacher competencies and perceptions of teacher competencies in the future. The results lead to a conclusion that for future teachers, the core competencies are the pedagogic, content, and ICT competencies. These competences are relevant to hard skills aspects categorised as curriculum and content. In the aspect of soft skills, category living in the world is dominant. The three aspects considered very important for future vocational teachers are able to be exemplary, honest, and discipline. As a consequence, this research suggests to teacher educational institutes that produce vocational teachers to develop the teacher education curricula that integrates these key competencies in their vocational education teacher standards.
Practical lessons in vocational education have been being got much attention from practitioners because of its importance. Additionally, the required 21st-century skills nowadays should be accommodated by educational programs so as to produce graduates that could survive. The aims of this study are to understand the required learning activities that students need to do in order to prepare their practical lesson, to produce educational media based on the flipped classroom model in the practical lesson and to examine the feasibility of the educational media. This is a Research and Development (R&D) study that used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The result of this study is the learning activities including accessing the sources of knowledge, looking at simulation videos, and exercising the quiz. In addition, there is developed media based on the flipped classroom model covered in an online learning management system that contains fundamental articles, simulation videos, job sheet, and quiz. Besides, the level of feasibility of the educational media is in good category that means the educational media is feasible to be used in that practical lesson.
AbstrakPenelitian ini bertujuan untuk mendapatkan informasi tentang: (1) profil kompetensi DU/DI bidang perbaikan bodi otomotif, (2) profil kompetensi TPBO pada SMK di Kabupaten Bantul, dan (3) tingkat relevansi antara profil kompetensi DU/DI bidang perbaikan bodi otomotif dengan profil kompetensi TPBO pada SMK di Kabupaten Bantul. Penelitian ini merupakan penelitian deskriptif komparatif dengan pendekatan penelitian kuantitatif yang didukung dengan data kualitatif sebagai bahan memperkuat data dalam bab pembahasan dengan metode penelitian survei. Penelitian ini melibatkan 42 responden dari DU/DI bidang perbaikan bodi otomotif, 7 guru, dan 29 siswa SMK TPBO di Kabupaten Bantul. Hasil penelitian menunjukkan: (1) terdapat 147 butir kompetensi dalam profil kompetensi DU/DI bidang perbaikan bodi otomotif, (2) terdapat 85 butir kompetensi yang terdapat dalam dokumen KTSP SMK TPBO di Kabupaten Bantul dan 103 butir kompetensi yang menjadi profil kompetensi kerja yang diimplementasikan dalam pembelajaran pada SMK TPBO di Kabupaten Bantul, dan (3) tingkat relevansi antara profil kompetensi DU/DI bidang perbaikan bodi otomotif dengan profil kompetensi dokumen KTSP SMK TPBO di Kabupaten Bantul menunjukkan angka 27,211% (tidak relevan). Sedangkan tingkat relevansi dengan profil kompetensi kerja yang diimplementasikan dalam pembelajaran pada SMK TPBO di Kabupaten Bantul menunjukkan angka 70,068% (relevan). AbstractThis study aimed to get information about: (1) the competency profile of Business World/ Industrial World (BW/IW) of automotive body repair sector, (2) the competency profile of TPBO SMK in Bantul, and (3) the level of relevance between the competency profile of BW/IW automotive body repair sector and the competency profile of TPBO SMK in Bantul. This research was descriptive comparative using the quantitative research approach accompanied by qualitative data as supporting data in the discussion chapter with the survey method. This research involved 42 respondents from BW/IW automotive body repair sector, 7 teachers, and 29 students from TPBO SMK in Bantul. The results showed: (1) there were 147 items of competency in the competency profile of BW/IW automotive body repair sector, (2) there were 85 items of competency contained in the curriculum of TPBO SMK in Bantul and 103 items of competency in the work competency profile implemented in teaching processes at TPBO SMK in Bantul, and (3) the level of relevance between the competency profile of BW/IW automotive body repair sector and the competency profile of the curriculum of TPBO SMK in Bantul was 27.211% (irrelevant). The level of relevance with the work competency profile implemented in teaching processes at TPBO SMK in Bantul was 70.068% (relevant). Keywords: competency profile of world of work of automotive body repair sector, competency profile of TPBO SMK, and relevance 128 − Jurnal Pendidikan Vokasi Volume 6, Nomor 2, Juni 2016
Automotive vocational teacher education is an education that has a purpose to prepare their students to be a teacher or an instructor in automotive vocational education. Therefore, they need to become autonomous learners to stay updated related to the development of automotive technology whenever they need it. This is very indispensable to set the learning environment to support their study activities to become autonomous learning. This study aims to determine the way the learning environment could be built to support their independent learning activities based on the students’ perspectives. This study is descriptive research that contains quantitative and qualitative data. The data was collected from final-year Automotive Engineering Education department students at Yogyakarta State University by giving an open questionnaire. The results of the study are (1) 40.54% of respondents choose the development of cloud computing technology, 13.51% and 35.14% of respondents choose the development of physical things and non-physical things respectively as the way to build a supportive learning environment, then the rest 10.81% of respondents said that the existed learning environment has already been good, (2) online collaboration learning, online connection with industrial practitioners, blended learning, online resource center, and online educational media are the examples at most of several ways and competencies that are needed to build a supportive learning environment from the development of cloud computing technology, (3) practical lesson infrastructure and teacher’s administration for teaching are needed from the development of physical things, (4) comfortable, pleasant, relax, and not serious situation, discipline, friendly lecturers, and an atmosphere as if being a vocational teacher are needed to be built so as to have supportive learning environment.
An open-wheel vehicle with manual hybrid engine control with formula-like body shape was developed for a learning media at a vocational high school. This study aims to analyze the airflow of over the vehicle body as the effect of wing installation under various vehicle speeds. The investigations are to observe and evaluate the drag coefficient, drag force, lift coefficient, downforce, pressure distribution, streamlines, and velocity vector condition by emphasizing on the results from Computational Fluid Dynamics (CFD) simulation. The study found that installing the front and rear wings contribute to the decrement of drag coefficient 0.07 points and keeping the drag force relatively constant since the projection area changed. The benefit of having wings installed significantly increases the downforce by 334 N, which is 5.51 times higher than without wings in the speed of 150 km/h. However, the engine cover gives a significant obstacle to airflow, reducing the functionality of the rear wing. As such, the presence of the rear wing does not have a substantial effect on reducing the wake region.
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