The COVID-19 pandemic has resulted in the application of theoretical and practical sessions in Vocational High School being carried out online. The teacher has carried out learning by utilizing information technology in the midst of existing limitations and constraints. This study aims to determine the implementation of vocational education learning in the pandemic era. There were 3 aspects that were the main focus, namely learning strategies, platforms, and instructional media used during the pandemic, both in theoretical sessions and practical sessions. The research method used was quantitative, with a descriptive approach. The research object was 44 Educators of Mechanical Engineering in Vocational High School. The results obtained were: first, the learning strategy that was widely applied in theory learning was 68% independent assignment and in practical sessions was watching video tutorials 27%. Second, Google Classroom was the most widely used as the LMS platform, both in theory sessions at 64% and practical sessions at 27%. Third, material in document form was the instructional media most widely used by educators in implementing 77% theory learning and 57% practical sessions. This research is expected to provide an overview and recommendations for vocational high school educators, especially in the field of Mechanical Engineering in carrying out learning in the pandemic era.

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The industrial work culture (IWC), especially in the manufacturing industry, is very complex and has the potential to be explored for continuous improvement in vocational learning. This study aimed to measure the level of IWC implementation in manufacturing industries and in the Diploma-III of Mechanical Engineering of Engineering Faculty of Yogyakarta State University (D-III ME YSU) and measure the relevance of IWC implementation in ME D-III YSU to IWC implementation in the manufacturing industry. This study used the survey method. The population consisted of two parts, the first was the D-III students, and the second were the manufacturing industry in DIY, Central Java, and Jakarta province. The subjects of this study were staff of industrial employees. The sample determined by purposive sampling technique. The study results showed that the IWC implementation level in industries as a whole included in the “high” category with an achievement score of 82% and IWC implementation level in D-III ME YSU included in the “high” category with an achievement score of 80%. In addition, the relevance of IWC implementation in D-III ME YSU to IWC implementation in the industries as a whole reached 97% “high”.

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This study aims to describe the implementation, obstacles and benefits of peer teaching methods in machining practice frais course. The method was a descriptive qualitative. The population comprised of semester 1 students of Study Program of Mechanical Engineering Education Faculty of Engineering UNY. Data were collected by observation and interview. Data analysis used interactive model. The results show that this implementation works well with several benefits and obstacles. Benefits: 1) Improving discussion habits and exchanging knowledge to improve learning activities. 2) Provide an active learning experience. 3) Accelerate machining frais competence for high school graduate students. 4) Strengthening machining frais competence for vocational graduate students. 5) Improving students' enthusiasm, teamwork and confidence to do frais work. Obstacles: 1) introductory theory explanation was less conducive because students are listening while standing. 2) WPS discussion during the learning process reduces the practice time allocation. 3) Some students did not use glasses as a safety tool.