The competencies of vocational high school (VHS) graduates, especially in terms of character have not met its standards. This study aims to develop a character-based assessment model for VHS in the form of a guide and procedure. Borg & Gall’s (1989) model with the following stages was utilized: (1) needs analysis, (2) planning, (3) development, (4) phase I trial, (5) phase II trial, (6) evaluation of model effectiveness, and (7) final product development. This study involved some experts in the model validation. Trials were done to teachers and principals in eight VHSs in Yogyakarta Special Province, Indonesia in 2017 (first trial), and those from 42 VHSs throughout Java island, Indonesia in 2018 (second trial). Data were collected by questionnaires and interviews and analysed by quantitative and qualitative descriptive statistics. This study suggest that, overall, the model is appropriate and feasible to use, proven by (1) the assessment guide is categorized as ‘very appropriate’ (Mean 3.55; SD .52); (2) assessment procedure achieves an ‘very appropriate’ category (Mean = 3.60; SD = .51); and (3) effectiveness of the assessment model in trial 1 is in the ‘very appropriate’ category (Mean 3.43, and SD .51), and in trial 2 is in the ‘appropriate’ category (Mean 3.38, SD .53).

This study developed an Electronic Evaluation System (E-ES) for students' teaching evaluation in Vocational and Technical Schools (VTS). The E-ES model consisted of an application program and an instrument of students' teaching evaluation. This study employed the Analyse Design Develop Implement and Evaluate (ADDIE) model. The implementation of the E-ES model was carried out in 12 VTSs, with the sample of 312 students and 32 teachers selected randomly. The data were collected through questionnaires and interviews and analyzed by using descriptive statistics and t-test. The data collection was conducted twice, at the end of the sixth week and the twelfth week of the odd semester. The results of the study showed that (1) the E-ES application program was successfully developed and was considered feasible at a moderately high degree and; (2) the teaching evaluation instrument was valid (V-Aiken Coefficient Index=0.78), and its reliability with Alfa Cronbach was α=0.74; (3) the usability of the model was in a moderately high degree; (4) the students' satisfaction with E-ES was classified into the a moderately high degree, and the teachers' satisfaction of the E-ES was in a moderately high; (5) There was an increase of the teaching quality after the E-ES implementation .

Character Education and its Assessment in Vocational High Schools. Character education is a process of helping people to develop good characters, such as honesty, responsibility, compassion, and self-respect. Character education at school aims to build the student and staff characters and to develop the school culture. The assessment of character education covers that of student and staff characters and the school culture. The assessment of student character can be conducted through classroom-based assessment by teachers. In addition, civic education and religion teachers are supposed to conduct the assessment of student character more thoroughly. The assessment of staff character should be conducted by a school internal team. The school culture may be assessed by a provincial external team. The results of assessment are used to make decisions of student grade promotion and graduation and to improve a character education program. Keywords: education, character education

The purpose of reserarch to determine the impact of condition factors, demand conditions, corporate strategy and competition, related industries and supporters,

This research aims to determine the effect of treffinger learning model toward the critical thinking ability of students in SMK 3 Yogyakarta. This research is a quasi-experimental research design with post-test only non-equivalent group design. The sampling is in the form of purposive sampling technique obtained sample of 64 learners in SMK 3 Yogyakarta which divided into experiment and control groups. The experimental group apply treffinger learning model in TITL-1 while control with discovery learning model in TITL-2. This study was conducted for 8 meetings. The analysis of test data used t-test with SPSS 16 program. The result hypothesis analysis of t-test obtained t count > t table is 2,443 > 1,999 and P value is 0.017 < 0.05 then Ho is rejected. The research indicates that between a group of experiments using model learning treffinger with controls that use the discovery learning has the effect of significantly different critical thinking ability of students. It concludes that there is a difference in average critical thinking ability on both models of learning.