Development of Android-Based Student Performance Tool (Tunersindro) to Improve Work Readiness of Vocational High School Students

Sudarsono, Bambang; Tentama, Fatwa; Ghozali, Fanani Arief; Suhono,

doi:10.25217/ji.v7i2.2767

Cited by 6 publications

(9 citation statements)

References 34 publications

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“…External validation includes the implementation of the model that has been made with limited trials and expanded trials. The practical test assessment instrument was developed by teachers and industry by adapting the Work-Based Learning Models Based on Work Readiness (WBL-WoRe) research instrument [10]. The practical exam test instrument grid is shown in Table 1.…”

Section: Research Instrumentmentioning

confidence: 99%

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Developing learning and training within industry model to improve work readiness of vocational high school students

Sudarsono,

Listyaningrum,

Tentama

et al. 2024

IJERE

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<span lang="EN-US">Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.</span>

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Section: Research Instrumentmentioning

confidence: 99%

“…In addition, many graduates of VHS work outside their disciplines. Graduates of VHS reported working outside the department due to a lack of work readiness acquired at VHS [7]- [10].…”

Section: Introductionmentioning

confidence: 99%

Developing learning and training within industry model to improve work readiness of vocational high school students

Sudarsono,

Listyaningrum,

Tentama

et al. 2024

IJERE

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“…This statement is inversely proportional to the purpose of SMK which is held to create a ready-to-use workforce according to their field of expertise (Burhan & Arifin, 2020;Lawitta et al, 2017). The high unemployment rate for SMK graduates is the impact of the low work readiness of SMK students (Afriadi et al, 2018;Sudarsono, 2022;Syofyan, 2022). Vocational students' work readiness is the result of the learning process in vocational schools which includes aspects of attitude, knowledge, and skills competence (Ali, 2021;Mustikawanto et al, 2019;Rahmah & Muslim, 2019;Yuliani & Yuniarsih, 2019).…”

Section: Introductionmentioning

confidence: 99%

Industry-Oriented Experiential Learning Model to Enhance Vocational High School Students' Job Readiness

Sudarsono,

Tentama,

Ghozali

et al. 2023

JERE

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The highest unemployment rate in Indonesia is still dominated by SMK graduates. Unemployment occurs because the work readiness of SMK students is low. This study aims to develop an industrial-oriented experiential learning model and test its effectiveness. This study used a research and development (R&D) design from Richey and Klein. The research stages include the stages of needs analysis, internal validation and external validation. The research subjects used were teachers, students majoring in automotive engineering at SMK Muhammadiyah 1 Salam and automotive industry practitioners, totaling 44 people. Data collection techniques used were interviews, questionnaires and performance tests. Researchers analyzed descriptively to produce conclusions from the feasibility of questionnaires and learning models. After being analyzed, the results of the questionnaire and practical performance tests were categorized to produce conclusions for each instrument. The result of the study show that industrial-oriented experiential learning model is very suitable to be applied to vocational learning. Vocational schools can broadly collaborate with industry, teachers and students gain knowledge and skills according to the needs of the world of work and motivation arises to make industrial replicas of learning infrastructure.

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“…The high unemployment rate is still a major problem for vocational school students [1][2][3] [4]. Data from the Central Statistics Agency for 2023 shows that vocational school graduates have the highest unemployment rate at 8.41%.…”

Section: Introductionmentioning

confidence: 99%

Development of an Integrated Industry-Based Learning Model to Improve Electric Vehicle Learning Tools Work Readiness of Vocational Students

Ghozali,

Sudarsono,

Tentama

et al. 2023

VANOS JMEE

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Vocational schools need to start addressing unemployment right away since it is a serious issue. Work readiness is prepared with the demands of the industrial world in mind. The objective of this study is to create and evaluate industry-based integrated learning models for EVL+i, or electric vehicle auxiliary, subjects. The research and development (R&D) design used was Richey and Klein's design. This research involved 34 students, 6 teachers from the automotive engineering department of SMK Muhammadiyah 2 Tempel, and 4 professionals from the automotive industry. Practical performance tests and interviews were used as data collection methods. Based on the research results, it can be said that the EVL+i model was successfully developed and implemented in three stages of research. The EVL+i model can improve 6 aspects of competence of automotive vocational students, namely aspects of integrity competence, cooperation, discipline, work area knowledge, work completeness and time efficiency. The six aspects of competence have increased from the category of less good to very good with an average score of 1.82 in the limited trial and 3.72 in the extended trial.

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Development of Android-Based Student Performance Tool (Tunersindro) to Improve Work Readiness of Vocational High School Students

Cited by 6 publications

References 34 publications

Developing learning and training within industry model to improve work readiness of vocational high school students

Developing learning and training within industry model to improve work readiness of vocational high school students

Industry-Oriented Experiential Learning Model to Enhance Vocational High School Students' Job Readiness

Development of an Integrated Industry-Based Learning Model to Improve Electric Vehicle Learning Tools Work Readiness of Vocational Students

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