The purpose of this research is to reveal the factors that influence vocational school teachers’ readiness to implement curriculum 2013 revised edition in Cilacap regency. The factors are 1) principals’ leadership toward the teachers’ readiness, 2) the impact of teachers’ professionalism toward teachers’ readiness, 3) the impact of the teachers’ training. This research is an ex-post facto research. The method of collecting data used in this research is the mix method. The data was collected by using questioner and interview and then, analyzed by applying statistics descriptive counts mean of the percentage. To confirm the hypotheses, this study used multiple linear regression. The result of the research showed that: (1) principals’ leadership affect teachers’ readiness in the amount of 8.4%, (2) teachers’ professionalism impact the teachers’ readiness in amount of 17.7%, (3) teachers’ training impact teachers’ readiness in amount of 24.1%, and (4) principals’ leadership, professionalism, and teachers’ training simultaneously, affect teachers’ readiness and it is proved by Fcalculate in the amount of 5,403 and significant value (p = 0,001 < 0,05). It meant that the whole result of the three free-variables affects the teachers’ readiness significantly in implementing curriculum 2013 revised edition at vocational school in Cilacap.
The objectives of this research is to improve: (1) students’ learning motivation (2) students’test score in major of basic work of automotive of students in X-1of Vehicle Engineering Program in SMK Boedi Oetomo Cilacap using the implementation of Snowball Throwing learning model.This research isClasroom Action Research with two cycles. Each cycle consists of action planning, implementing, observing, and reflecting. Its subjects arestudents in the X-1 grades of Vehicle Engineering Program in SMK Boedi Oetomo Cilacap. The data were collected through test, observation, questionnaire and documentation. They were analyzed by quantitative descriptive analysis mode.The result of research shows that implementing Snowball Throwingmodel can improve students’learning motivation and test score of basic work of automotive subject. In cycle I, percentage of students’ learning motivation was 69.60% and in cycle II it became 77.08%. Furthermore, the percentage of the students completed the cognitive aspect was 62.86% and it became 100% in cycle II, percentage of the students passed the affective aspect was 70.20% in cycle I and it became 81.14% in cycle II, and percentage of the students completed the psychomotor aspect was 81.14% in cycle I and it became 89.71% in cycle II.
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