This article aims to analyze the use of smartphone technology in education field, with a focus on exploring the effects of smartphone and its software application use in learning activities. This study was conducted using the method of systematic literature review through 3 stages, namely: searching related journals through an online database of several publishers, analyzing the search results journals and dividing them into 3 groups according to the research objectives, and describing the results of the analysis in the form of scientific and logical arguments. From the results of the study it can be concluded that smartphone is significantly useful in student-centered learning, can be used in various disciplines, and at all levels of education, and there are various smartphone applications that can be used for learning needs.
Smartphones are communication tools equipped with technology so that they can carry out various activities, such as internet, multimedia players, and cellular instant messaging, mobile phones can be used as learning facilities. The purpose of this study is to examine the use of smartphone technology in making motorcycle chassis learning videos in vocational high schools and the behavior of students' smartphone usage habits. The sample used was 26 Vocational High School students by collecting data in a questionnaire / questionnaire. The results of the research on the implementation of smartphone-based learning show a low value for learning needs, but after implementing the method in a good direction.
Vocational education is very important to prepare skilled workers for economic development. Quality vocational education is very much determined by quality of vocational teacher as well as quality of vocational professional teacher education. This paper addresses innovations in the new model of professional teacher education (PPG-Pendidikan Profesi Guru) in Indonesia. Data were collected through literature review, focus group discussion and interview with selected parties involved in PPG program. The following findings were obtained. Vocational professional teachers are prepared through PPG which is carried out at Teacher Education Institutes (LPTK) with a learning load of 38 credits for pre-service PPG and 12 credits for in-service PPG after implementation of RPL (recognition of prior learning). The PPG curriculum consists of 3 main courses, namely the Deepening of Pedagogical and content knowledges including advance materials, Development of Lesson Plan and Clinical Practicum at the partner schools. The new PPG model has the following innovations: (1) developing Higher Order Thinking Skills (HOTS) by using the Technological and Pedagogical Content Knowledge (TPACK) approach, (2) improving the sociocultural understanding of students and school environment. (3) Improving teacher competences and collaboration between supervisors and tutor teachers. (4) Improving the ability to reflect on learning. (5) Increasing leadership skills in learning. (6) Optimizing the use of ICT in PPG by applying blended learning system in PPG. These innovations are expected to be able to improve the quality of future vocational teachers in accordance with the demands of the industrial revolution 4.0.
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