This study aims to apply the pedagogical, andragogical and heutagogy approaches together in the lecture/learning process. This approach has novelty because there is no empirical evidence regarding the use of the three together in the classroom. This research was conducted in order to investigate the implementation of the three in the classroom using a descriptive quantitative approach by first checking the measurement model of the three. The sample in this study was 316 students voluntarily filling out electronic questionnaires. The collected data will be analyzed using a measurement model to investigate the validity and reliability of the model. Its constructs and indicators. The results of the research using the measurement model show that the three constructs are valid and reliable constructs. The indicators that make up the construct are also valid and reliable indicators. Descriptive statistics show that the lecture process in the midst of a pandemic is dominated by the andragogical approach. The heutagogical approach as the ideal approach used in higher education shows the lowest average response. Further research can be conducted by analyzing the relationship between the approaches as a continuum.
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;
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