Abstract-Transferable skills are very crucial for the future employment workforce. Vocational teachers whose transform their competency to the students should develop their abilities not only limited on technical skills but also on the transferable skills in accordance with the future industry's needs. The objective of this study was to investigate the transferable skills development of vocational teachers by identifying the specific employability skills that helping students compete in a rapidly social changing and economic environment. This study was used literature review for research procedure from the online database. Finding revealed that transferable skills include communication, collaboration, problem-solving, entrepreneurship, and learning to learn. Finally, some suggestions were proposed for future research on reforming and improving vocational teacher transferable skills development.
Currently, the development of virtual learning technology continues to increase. Virtual technology such as augmented reality is becoming a sophisticated learning innovation. On the other hand, the special abilities of vocational education graduates have decreased relatively. This study aims to: 1) map the components of the need to improve special skills in vocational education graduate students; 2) develop 3D-modeling based augmented reality learning technology; and 3) testing the attractiveness of the 3D-modeling based augmented reality learning technology. The method used is the research and development (R&D) method. Requirement component map data was taken using qualitative methods through questionnaires and observations. Informants at this stage were students in the field of vocational education at State Universities in East Java. Furthermore, expert tests were conducted by material experts in the field of vocational education and online learning media experts. The results of this study include 1) map of the components of the need to improve special skills in vocational education student graduates consisting of idea development (78%), utilization of infrastructure (82%), deepening knowledge (90%), professional organization (88%), and mental stimulation (90 %); 2) the developed 3D-modeling based augmented reality learning technology has an excellent level of attractiveness and feasibility based on online learning media experts and material experts; and 3) learning technology products based on 3D-modeling augmented reality which is developed can increase the special skills of graduate vocational education students.
In this disruptive 4.0 era, the student mindset has decreased significantly. This mindset is related to the ability to become a professional teacher. This is due to the very limited number of innovations in the form of an expert system as a means of direct consultation regarding vocational education. This study aims to: 1) analyze the factors that influence the student mindset of vocational education in the disruptive era; 2) developing the innovation of intelligent e-consultant learning system, and 3) testing the level of attractiveness of the innovation of intelligent system e-consultant learning. The method used in this study is the research and development (R&D) method. The informants in this study were all vocational education students at State Universities in East Java. Expert testing was carried out by experts in online learning media and material experts in the field of vocational education. The results of this study include: 1) the factors that affect the student mindset of vocational education in the disruptive era, namely internal factors (problems manipulate abilities, education perceptions, thinking tenacity, social interaction, high curiosity, experiment ability, and reliable creator), and external factors (work environment, association with the society, belief systems, family relationships, and educational policies); 2) the innovation of intelligent e-consultant learning system developed has a high level of attractiveness and is well based on experts in online learning media and material experts in the field of vocational education; and 3) the product innovation of intelligent system e-consultant learning developed can be used as an alternative learning media in a disruptive era.
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