Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

There are many models of evaluation that can be used to evaluate a program. However, the most commonly used is the context, input, process, output (CIPP) evaluation models. CIPP evaluation model developed by Stufflebeam and Shinkfield in 1985. The evaluation context is used to give a rational reason a selected program or curriculum to be implemented. A wide scale, context can be evaluated on: the program's objectives, policies that support the vision and mission of the institution, the relevant environment, identification of needs, opportunities and problems specific diagnosis. Evaluation input to provide information about the resources that can be used to achieve program objectives. Evaluation inputs used to: find a problem solving strategy, planning, and design programs. Evaluation process serves to provide feedback to individuals to account for the activities of the program or curriculum. The evaluation process is conducted by: monitoring sources can potentially cause failure, prepare a preliminary information for planning decisions, and explain the process that actually happened. Product evaluation measure and interpret the achievement of goals. Evaluation of the products also come to: the measurement of the impact of the expected and unexpected. The evaluation is conducted: during and after the program. Stufflebeam and Shinkfield suggest product evaluation conducted for the four aspects of evaluation: impact, effectiveness, sustainability, and transportability. The decision making process is done by comparing the findings / facts contained in context, input, process and product standards or criteria that have been set previously.

This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.

<span>This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.</span>

Tujuan dari penelitian ini adalah untuk mengetahui kualitas dari soal tipe HOTS pada kompetensi sistem rem melalui pelaksanaan analisis butir soal. Penelitian ini merupakan penelitian evaluatif. Sampel penelitian ini adalah siswa kelas XI TKRO 1 di SMKN 1 Labang Bangkalan sejumlah 32 siswa. Instrumen penelitian ini meliputi soal pilihan ganda tipe HOTS, kunci jawaban, dan lembar jawaban hasil pekerjaan siswa, yang kemudian dianalisis validitas, reliabilitas tingkat kesukaran, daya pembeda, dan efektivitas pengecoh menggunakan bantuan software Anates V4. Hasil penelitian ini menunjukkan bahwa dari total 50 soal pilihan ganda terdapat 80%soal yang masuk dalam kategori valid, sedangkan 20% soal masuk pada kategori tidak valid. Kemudian untuk reliabilitas mendapatkan nilai koefisien sebesar 0,917. Sementara itu soal yang masuk kategori mudah, sedang, dan sukar pada indeks tingkat kesukaran masing-masing sebesar 38%, 46%, dan 16%. Kemudian soal yang masuk kategori baik sekali, baik, cukup, buruk, dan tidak baik pada indeks daya beda masing-masing sebesar 10%, 42%, 28%, 6%, dan 14%. Selanjutnya pada indeks pengecoh soal yang masuk kriteria sangat baik, baik, kurang baik, buruk, dan sangat buruk masing-masing sebesar 28%, 29%, 19%, 17%, dan 7%. Dengan demikian dapat disimpulkan bahwa soal tipe HOTS pada kompetensi sistem rem layak digunakan sebagai alat penilai kompetensi siswa

The purpose of this study is to measure perceptions and analyse the perspectives of vocational teachers related to STEM understanding. A total of 157 respondents were actively involved in providing perceptual assessments with a score of 1-5 (rating scale). A total of 10 participants were involved in indepth interviews to see the vocational perspective. The results of the study showed that the perception of vocational teachers obtained a score of 77.5% (M = 3.87, SD = .63). The descriptive analysis explains that the implementation of learning considers the preparation, implementation, carrying capacity of leaders, in order to produce skills appropriately. The aspect of collaboration skills is a key factor in the success of STEM learning, considering multidisciplinary.

This study aims to analyze the effectiveness of the implementation of online learning during the Covid-19 pandemic in universities. This classroom action research refers to the model of Kemmis and McTaggart, in which there are four learning steps, which include planning, acting, observing, and reflecting. The implementation of the action was carried out in three cycles, whereas many as 18 students of the S1 Mechanical Engineering Education study program, Unesa became the research subjects. Data collection on student learning outcomes was carried out using test instruments. The data from the research results are then analyzed descriptively quantitatively based on predetermined success indicators. This study found that the implementation of effective, efficient, and innovative online learning can improve student learning outcomes during the Covid-19 pandemic. Based on the data on learning outcomes in the first cycle, it is known that only 44% or 8 of the 18 students achieved the complete criteria. These results then increased in the second cycle, where there were 61% or as many as 11 students who met the criteria. Meanwhile, in the third cycle student learning outcomes increased again, where 83% or 15 students out of 18 students reached the complete criteria.

Pandemi Covid-19 telah merubah pola belajar siswa di seluruh dunia yang sebelumnya dilakukan secara tatap muka dan sekarang telah beralih menuju pembelajaran daring. Namun yang menjadi permasalahan adalah tidak semua sekolah siap untuk melaksanakan pembelajaran daring dalam waktu yang cukup lama. Kegiatan pengabdian kepada masyarakat (PKM) ini bertujuan untuk melatih para peserta dalam: (1) menggunakan platform google classroom; (2) menggunakan platform zoom cloud meetings; dan (3) menggunakan web tool quizizz. Kegiatan PKM ini dilakukan menggunakan metode pelatihan dan pendampingan. Subjek kegiatan atau perserta pelatihan berjumlah 50 orang guru. Waktu kegiatan dilaksanakan selama dua hari yakin tanggal 20 hingga 21 Maret 2020 yang diselenggarakan di SMK Dharma Bahari Surabaya. Hasil dari kegiatan PKM ini adalah secara berurutan dari 50 orang guru sebanyak 34%, 50%, dan 8% peserta masuk kategori “sangat baik”, “baik” dan “cukup” dalam mengoperasikan google classroom, sedangkan 8% lainnya masuk dalam kategori “kurang”. Selanjutnya, secara berurutan sebanyak 40%, 52%, dan 2% peserta masuk kategori “sangat baik”, “baik” dan “cukup” dalam mengoperasikan zoom cloud meetings, sedangkan 6% lainnya masuk dalam kategori “kurang”. Kemudian, secara berurutan sebanyak 30%, 56%, dan 10% peserta masuk kategori “sangat baik”, “baik” dan “cukup” dalam mengoperasikan web tool quizizz, sedangkan 4% lainnya masuk dalam kategori “kurang”.