Laboratories that meet ergonomic standards will support the learning process, both academically and technically, to facilitate the growth and development of skills. This study aims to uncover and provide an overview and information about laboratory ergonomics standards which include thermal comfort (temperature), workspace laboratory lighting. This study uses a quantitative approach with a survey method carried out in the Machine Tool Unit Laboratory of the Department of Mechanical Engineering Education with a population of 60 students who are carrying out practicum. Techniques using direct observation and measurement. Lux Meter to measure lighting and then Digital Thermometer which functions to measure temperature at the observation point in the laboratory. Data collection starting at 07.00 until 12.00 and in the afternoon starting from 13.00 to 16.00, which is the time to do work activities. Measurements made at ten observation points the results showed that; (1) thermal comfort (temperature) with a value of 30.44 degrees Celsius, while the ideal practical standard ranges from 24 – 27 degrees Celsius; (2) Lighting with a value of 422.14 Lux while the ideal practice standard ranges from 500 – 1000 Lux. These results indicate that there is a tendency for temperature and lighting in laboratory rooms under conditions that are less than the standard set. To increase work productivity, these factors can cause less concentration and stress at work.
For vocational school students, career maturity is an important part of the curriculum. The evaluation of career maturity can be done using a questionnaire. The existing career maturity instruments of CMI and revised CMI show low internal consistency. This research aims to develop new instruments for measuring career maturity. The instrument consists of a 20-item Career Maturity Questionnaire and is constructed based on the theory of vocational career maturity. Exploratory factor analysis (EFA) was conducted to examine the measurement property of the new questionnaire. The results of the analysis show that the construct consists of three factors deriving from four factors of the vocational career maturity theory. Two factors are consistent with the vocational career maturity theory. The last factor is found to be the combination of career planning and self-concept. The Indonesian vocational career maturity comprises three factors (1) Career Planning and Self Concept, (2) Career Decision Making and (3) Career Exploration. The questionnaire contains sixteen items giving the required factor loadings. Further research can investigate the concurrent validity of the instrument.
Keywords: career maturity, vocational school, exploratory factor analysis, development, validation;
Penelitian ini adalah penelitian kuantitatif deskriptif yang bertujuan untuk mengetahui seberapa besar dampak pembelajaran online terhadap pendidikan karakter siswa program studi pemesinan di SMK Negeri 5 Makassar. Variabel bebas dalam penelitian ini adalah pembelajaran online dan variabel terikatnya adalah pendidikan karakter siswa. Populasi dalam penelitian ini sebanyak 139 siswa yakni seluruh siswa program studi pemesinan di SMK Negeri 5 Makassar dan sampel dalam penelitian ini sebanyak 69 siswa dipilih menggunakan teknik sampling sistematis. Data hasil penelitian diperoleh dari hasil sebaran kuesioner dan observasi langsung. Teknik analisis data yaitu dengan analisis deskriptif dan analisis regresi linear sederhana. Peneliti menggunakan bantuan program SPSS 25.0 dalam analisis data dengan taraf signifikan 5% untuk melihat besarnya dampak yang diberikan oleh variabel bebas terhadap variabel terikat. Berdasarkan hasil analisis diperoleh bahwa dampak pembelajaran online terhadap pendidikan karakter siswa program studi pemesinan di SMK Negeri 5 Makassar sebesar 13%.
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