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Nurtanto, Muhammad
- E-Learning Based AutoCAD 3D Interactive Multimedia on Vocational Education (VE) Learning
Abstract Views :240 |
PDF Views:89
Authors
Affiliations
1 Technical and Vocational Education, Graduate School, Yogyakarta State University, ID
1 Technical and Vocational Education, Graduate School, Yogyakarta State University, ID
Source
Journal of Engineering Education Transformations, Vol 34, No 1 (2020), Pagination: 21-27Abstract
ICT is an important part of the development of secondary education in many countries and becomes a debate subject for its impact on behavior, culture, and society. The addition of new technologies in learning process, especially Vocational Education (VE) can attract attention and even increase the learning speed. However, attentions must be placed to avoid excessive use and accomplishment of material delivery according to the requirements framework. The research focus is to develop an E-Learning based interactive multimedia AutoCAD 3D as an effective learning strategy in VE. The method used in this research is Research and Development (R&D). The instrument of this study are feasibility questionnaire for the expert team and the responses questionnaire for students after using E-Learning interactive multimedia. The study was conducted on 34 students of ± 18-20 years old. Material experts and media experts recommend that AutoCAD 3D Interactive Multimedia meet the "Very Good" criteria. Acknowledgement is given by the opinions of students expressing the same thing, that this media is "Very Good" and can meet the current learning criteria. E-Learning based interactive multimedia becomes a reference to be developed at VE especially on abstract and concrete skills competencies.Keywords
Interactive Multimedia, AutoCAD 3D, ELearning, Vocational Education.Full Text
References
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- Islami, R. E., Sari, I. J., Sjaifuddin, S., Nurtanto, M., Ramli, M., & Siregar, A. (2019). An Assessment of Pre-service Biology Teachers on Student Worksheets Based on Scientific Literacy. Journal of Physics: Conference Series, 1155, 012068. ht tps :/ /doi .org/10.1088/17426596/1155/1/012068
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- E-Learning Based AutoCAD 3D Interactive Multimedia on Vocational Education (VE) Learning
Abstract Views :291 |
PDF Views:147
Authors
Affiliations
1 Technical and Vocational Educaion, Graduate School, Yogyakarta State University, ID
1 Technical and Vocational Educaion, Graduate School, Yogyakarta State University, ID
Source
Journal of Engineering Education Transformations, Vol 34, No 4 (2021), Pagination: 97-103Abstract
ICT is an important part of the development of secondary education in many countries and becomes a debate subject for its impact on behavior, culture, and society. The addition of new technologies in learning process, especially Vocational Education (VE) can attract attention and even increase the learning speed. However, attentions must be placed to avoid excessive use and accomplishment of material delivery according to the requirements framework. The research focus is to develop an E-Learning based interactive multimedia AutoCAD 3D as an effective learning strategy in VE. The method used in this research is Research and Development (R&D). The instruments of this study are feasibility questionnaire for the expert team and the responses questionnaire for students after using E-Learning interactive multimedia. The study was conducted on 34 students of ± 18-20 years old. Material experts and media experts recommend that AutoCAD 3D Interactive Multimedia meet the " Very Good" criteria. Acknowledgement is given by the opinions of students expressing the same thing, that this media is "Very Good" and can meet the current learning criteria. E-Learning based interactive multimedia becomes a reference to be developed at VE especially on abstract and concrete skills competencies.Keywords
Interactive Multimedia, AutoCAD 3D, E-Learning, Vocational Education.Full Text
- Enhancing Professional Knowledge and Self-Concept Through Self and Peer Assessment Using Rubric: A Case Study for Pre-Services TVET Teachers
Abstract Views :161 |
PDF Views:80
Authors
Affiliations
1 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, MY
2 Faculty of Teacher and Training Education, Universitas Sultan Ageng Tirtayasa, 42124 Kota Serang, Banten, ID
1 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, MY
2 Faculty of Teacher and Training Education, Universitas Sultan Ageng Tirtayasa, 42124 Kota Serang, Banten, ID
Source
Journal of Engineering Education Transformations, Vol 35, No 1 (2021), Pagination: 110-115Abstract
Teacher education is aimed at developing reliable and skilled teachers, especially in this rapidly evolving educational environment. The transfer of technology to a boundless environment influences much of the teaching pedagogy in today's education system. While we observe it, the teachers are the ones that create the image of our community. It is therefore necessary for the education system of teachers to prioritize the expertise of teachers in a range of fields, such as content, skills, pedagogy, and technology. This study manipulates the rubric assessment as the intervention of educating the teachers to enhance their professional knowledge and self-concept through self and peer assessment. An experimental using single group with pre-test and post-test has been carried out. Self-concept was assessed by pre-test and post-test using a questionnaire, while professional skills were evaluated on a continuous basis through selfevaluation and peer assessment using the teaching simulation rubric. This is noticed that the student's self-concept was not significantly improved by the application of the strategy. Nonetheless, the results showed a trend of increasing on students' scores with or fluctuating levels, which could be related to individual performance of professional skills. The implication is that the use of rubric with self and peer assessment practice could expedite students' professional skills development as a teacher.Keywords
Professional Knowledge, Self-Concept, Self and Peer Assessment, Pre-Services, TVET.Full Text
References
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- Professional Identity of Vocational Teachers in the 21st Century in Indonesia
Abstract Views :113 |
PDF Views:1
Authors
Affiliations
1 Yogyakarta State University, Yogyakarta, ID
2 Department of Fashion Design Education, Yogyakarta State University, Yogyakarta, ID
1 Yogyakarta State University, Yogyakarta, ID
2 Department of Fashion Design Education, Yogyakarta State University, Yogyakarta, ID
Source
Journal of Engineering Education Transformations, Vol 35, No 3 (2022), Pagination: 30-36Abstract
This article focuses on the professional identity needs of vocational teachers in the 21st century in Indonesia. Challenges in the 21st century have changed and caused major changes for vocational teachers, while vocational teachers have heterogeneous characteristics, including learning experience, educational background, employment status, and other determinants. An important objective of this study is to analyze the proxies of professional identity of vocational teachers in the 21st century in preparing future vocational teachers. This research uses a descriptive qualitative approach. A total of 139 vocational teachers participated in describing the professional skills needs of vocational teachers for the future. The findings describe that (1) technology skills and ICT are defined as hard skills and apart from the 4Cs, literacy strengthening is needed to strengthen soft skills; and (2) vocational teachers need hands-on experience in the business world, industry, and the world of work (DUIKA). This study recommends that the professional competence of vocational teachers needs to be improved through self-development training and continuous professional development (CPD).Keywords
Vocational Teacher, Professional Teacher, Professional Identity, Technology Skills, Real Experience.
References
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- Lecturer Perceptions of Employability Skills : Case Study in Vocational Education Diploma (VED)
Abstract Views :77 |
PDF Views:0
Authors
Widarto Widarto
1,
Muhammad Nurtanto
2,
Arif Bintoro Johan
3,
Aci Primartadi
4,
Fajar Danur Isnantyo
5
Affiliations
1 Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University, Yogyakarta 55281, ID
2 Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Banten 42117, ID
3 Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sarjanawiyata Tamansiswa University, Yogyakarta 55165, ID
4 Department of Automotive Engineering Education, Faculty of Teacher Training and Education, Muhammadiyah Purworejo University, Central Java 54111, ID
5 Department of Civil Engineering Education, Faculty of Teacher Training and Education, Sebelas Maret University, Central Java 57126,, ID
1 Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University, Yogyakarta 55281, ID
2 Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Banten 42117, ID
3 Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sarjanawiyata Tamansiswa University, Yogyakarta 55165, ID
4 Department of Automotive Engineering Education, Faculty of Teacher Training and Education, Muhammadiyah Purworejo University, Central Java 54111, ID
5 Department of Civil Engineering Education, Faculty of Teacher Training and Education, Sebelas Maret University, Central Java 57126,, ID
Source
Journal of Engineering Education Transformations, Vol 36, No 4 (2023), Pagination: 23-31Abstract
Employability Skills (ES) are a key component of prospective workers to be accepted to work in industry, especially manufacturing. However, the Employability Skills in Vocational Education Diploma (ES-VED) implementation has not been identified, and no standard pattern is in line with the manufacturing industry. The purpose of the study is to explore the perceptions of the lecturers of the student internship program coordinator at VED regarding the understanding, implementation, and strategies of employability skills. Data were collected through semi-structured interviews with five VED lecturers: Yogyakarta State University, Surakarta State University, Industrial Mechanical Engineering Academy in Solo, Semarang Polytechnic, and Subang Polytechnic. Data analysis used qualitative thematic data. The study findings reveal that employability skills are identified as software, career skills, and added value. Furthermore, employability skills consist of six components, Including Teamwork Skills (TWS), Problem-Solving Skills (PSS), Planning and Organizing Skills (POS), Management Skills and Occupational Health and Safety (MS-OHS), Initiative Skills (IEs), and Communication Skills (CnS). A strong relationship based on the Pearson Correlation Coefficient (PCC) is Planning and Organizing Skills to Management Skills and Occupational Health and Safety of 0.852. Strengthening employability skills to the challenges of industry 4.0 is carried out through equalizing industry-based curricula, digitizing technology, developing human resources, and digitizing learning management.Keywords
Employability Skills, Manufacturing Industry, Soft Skills, Vocational Education Diploma.References
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