Evaluation on the automotive skill competency test through ‘discontinuity’ model and the competency test management of vocational education school in Central Java, Indonesia

Abstract

This article provides an alternative competency test model for vocational education schools in Central Java, Indonesia which particularly for automotive skill competency in order to replace the current competency test model that has been implemented for several decades which the author's concern about the students' accomplishment during the competency test, aimed to improve competency test results to increase the students' job opportunity in the labor market. Currently, the applied competency test model is the 'Continuity' model, where the students are given five tasks and should be finished within five hours with limited break time. This model tends to increase students' fatigue and stress levels. Consequently, the students lose their focus and concentration which adversely impacts their competency test results. In this study, the new competency test model namely the 'Discontinuity' competency test model was proposed aiming to overcome the issue of the 'Continuity' model. To research the effect of the 'Discontinuity' model implementation on the students' competency test results and vocational school competency test management, a study was done among 100 students and 50 teachers in 10 vocational education schools around Central Java, Indonesia. The results show that the 'Discontinuity' competency test model gives a significant improvement in the students' competency test scores. This reasonably happened due to the implementation of the 'Discontinuity' model gives the students time to break for an hour of each competency task. Without this break time, fatigue and stress levels of the students will significantly increase which adversely affect the students' competency final score. In addition, the new management of the competency test was proposed in this research.

Development of Instruments to Measure Automotive Electrical Competency

“…In addition, within vocational fields, competencies are often defined by industry standards, certifications, or qualification frameworks that identify the skills and knowledge required to succeed in a particular profession. Competence in vocational areas ensures a high quality of work and improves safety, efficiency, and innovation in the industrial sector (Abdurrahman et al, 2022;Grabowska & Saniuk, 2022;Poláková et al, 2023). Therefore, competency development and assessment become crucial in vocational education to prepare individuals with relevant skills required by a dynamic and rapidly evolving job market.…”

Research on Vocational Education in Indonesia: A Bibliometric Analysis

“…For instance, research on vocational education is connected to implementing the teaching factory model at vocational schools located in Central Java [9]. Another study looks at the impact of using the discontinuity model on the results of student competence tests and the management of competency assessments at SMK [10].…”

Literacy of Vocational High School Teachers Majoring in Automotive Light Vehicle Engineering The Need for Essential Skills in The Industrial Revolution 4.0

“…Essential skills are indispensable in the world of work in the era of the Industrial Revolution 4.0 because these skills help support work (Churchill, 2020;Wichmann et al, 2019). Labour inequality in some developing countries in terms of skills and practical knowledge is a critical issue (Abdurrahman et al, 2022;Forster & Bol, 2018;Jones & Pimdee, 2017). Some people in every country are unaware of the development and impact of the industrial revolution 4.0 on skills in their lives (Loumpourdi, 2021;Wilert Puriwat & Tripopsakul, 2020).…”

“…Vocational education must answer the demands of the industrial revolution 4.0, where humans and technology are associated with facilitating new potentials (Benešová & Tupa, 2017;Wilert Puriwat & Tripopsakul, 2020). Such continuous knowledge and skills become a challenge for teachers to prepare for changes in the skills taught to students (Abdurrahman et al, 2022;Sudana et al, 2019a). According to current conditions, teachers an expected to improve students' personalization and individualization abilities in terms of knowledge and skills (Spoettl & Tūtlys, 2020).…”

“…Literacy has become one of the challenges teachers have to face to incorporate essential skills into their professional work (Garzón-Artacho et al, 2021;Van Der Wal et al, 2017). Teachers need to prepare themselves well to provide skills to students to be ready to enter the world of work and provide helpful knowledge for life (Abdurrahman et al, 2022;Pusriawan & Soenarto, 2019). They understand that the context of the industrial revolution 4.0 era a needed for teachers because of the importance of transferring essential skills and current knowledge to students .…”