The innovation of module training based heutagogy as an acceleration for increasing pedagogical supremacy of vocational education lecturers in the industrial revolution 4.0

Abstract

This study aims to find the factors that cause the low pedagogical supremacy competence of vocational education lecturers and examine the attractiveness of heutagogy-based training module innovations to improve pedagogical supremacy of vocational education lecturers. This research uses the R&D method. The research focused on tertiary education in vocational fields in East Java. The results and findings in this study include: (1) the factors that cause the low pedagogical supremacy competency of vocational education lecturers include the management factors of students (understanding insight or educational foundation, understanding of students, curriculum/syllabus development, learning design, learning implementation that educates and dialogical, and evaluation of learning outcomes) and aspects of personality (active self-development activities, self-evaluation, designing self-roadmap, professional self-concept, and independent innovation); (2) the innovation of heutatogy-based training modules developed has a high level of acceptance. This is evidenced by the average score of indicators of 36.93 or the level of acceptance of 92.33%, and (3) the innovative heutagogy-based training module developed can be used as a relevant alternative reference in the development of other sophisticated media.

Exploration on the Action-Oriented Teaching Mode of Higher Vocational Political Courses under the Background of Internet + Education

“…e action-oriented teaching mode is different from other teaching modes [9]. It combines the actual situation of students and focuses on cultivating students' comprehensive learning ability, professional practice ability, and social development ability in the teaching process [10]. It emphasizes starting by improving students' interest in learning, focusing on practical teaching links, and highlighting the comprehensive training of students' professional practical ability.…”

Assessing Heutagogical Elements in Learning of Engineering Education: Instrument Validation

“…Table 1 summarizes the previous relevant heutagogical studies that can be categorized into two research directions; namely the category/principle and the type of environment. The category or principle perspective, in which heutagogy is defined as the center of the teaching and learning process and becomes an active agent of all learning experiences, from planning and execution to learning assessment [2,9,15]. The main goals of these studies are to understand the perceptions, needs and experiences of learners or their characteristics or to develop a learner-centered curriculum.…”

“…Critical thinking can be developed among students [21] to solve learning problems [22] and researcher found that reflective independent and critical thinking skills can be developed [3]. Perceptions [21] Semi-structured group interviews Heutagogical needs and experiences of the learner [4] Interviews, literature review, documentation, and observation Curriculum development [15,22] Group discussion Semantics search and discussion Questionnaire survey Strategy and implementation [23] Standardized and open-ended interviews…”

“…The higher mean score is obtained for 'explore' construct, x̄ = 4.018, which indicated that the students agreed that the explore item suggested is working well in their learning process. This is matter because the student needs to be provided with free and large opportunity to explore the variety of learning pathways, information, and resources during the learning process [9,15]. However, the value of the connect construct means obtained, x̄ = 3.804 still indicates the high level of student's agreement with the connecting element.…”

The Effect of Authentic Learning Approaches and Assessment Techniques on Students' Statistics Basic Test Results by Intelligence Control

“…(Ahmad dan Yuliatri Sastra Wijaya, 2011) So far, lecturers still use the conventional approach, and applying assessment techniques has not been optimal. Learning innovation and lecturer assessment are still low (Putra et al, 2020). (Annabi & Muller, 2016) Lecturers in learning mainly provide information according to estimates, imagination, and stories, without showing the truth that is happening around contextually, while students do nothing but listen to what the lecturer is informed, namely: the lecturer gives examples of questions, students listen, the lecturer asks questions.…”