Infrastructure is an important component to support the learning operational in Vocational High Schools (SMK). This is a challenge for Vocational High Schools to manage their infrastructure so that they can keep up with the developments of technology and information. This study aims to: 1) determine the condition of the infrastructure and facilities of lightweight vehicle engineering of Vocational High Schools (SMK TKR) in Yogyakarta; and 2) describe the challenges of SMK, especially SMK TKR in the field of infrastructure to face the era of literaction and industrial revolution 4.0. This research is a quantitative research with survey method and literature review. The subject of this research is the Head of TKR Department or the Head of TKR workshop from 10 State and Private Vocational Schools in Yogyakarta. Data were collected by questionnaire and analyzed using descriptive analysis techniques. The results showed: 1) There are still infrastructure facilities at SMK TKR in Yogyakarta that have not met the demands of Indonesia Minister of Education Regulation No. 40, 2008 and the demands of the Curriculum 2013 syllabus; and 2) Infrastructure and facilities at SMK TKR is very difficult to follow the technological advances responsively, because technology is developing very quickly. Collaboration with the industry and the use of technology information in learning process are important to resolve the infrastructure limitation in SMK TKR.

Tujuan penelitian ini adalah (1) Mengidentifikasi pelatihan keahlian yang diikuti guru; (2) Menganalisis dampak pelatihan; (4) Mengetahui pelatihan yang diinginkan guru; (5) Mengidentifikasi kendala dalam pelatihan keahlian. Penelitian ini menggunakan pendekatan penelitian survey. Populasi penelitian adalah guru paket keahlian TKR di DIY, sampel ditentukan dengan teknik sampling purposive. Instrumen yang digunakan adalah lembar kuesioner dan dokumentasi. Data dianalisis dengan statistik diskriptif. Hasil penelitian menunjukkan, (1) Terdapat 12 jenis pelatihan yang diikuti guru; (2) Dampak pelatihan masuk dalam kategori sangat baik; (3) Pelatihan yang paling diinginkan guru adalah pelatihan Electronic Fuel Injection (EFI); (4) Kendala dalam pelatihan bidang keahlian keduanya masuk dalam kategori rendahKata Kunci: Pelatihan, Dampak, Kompetensi Profesional

The increase of transportation facility needs raises a problems, especially pollution caused by motor vehicle exhaust that directly affects the decline of air function. Consequently, it is needed an effort to build alternative technologies and eco-friendly vehicles as transportation, in order to reduce the negative impact of exhaust emissions from fossil-fueled vehicles. This research was conducted to design and improve energy-saving and eco-friendly product that can be utilized as transportation. Accordingly, to improve the design of energy-saving and environmentally friendly vehicles, this research is conducted using research and development, for 5 years, starting in 2017 until 2021. Based on a survey towards 327 people that spread across major cities in Indonesia, the result reveals that the design of energy-saving and environmentally friendly vehicles required is a multi-purpose vehicle (multi-purpose vehicle / MPV). By considering the aspect of energy consumption and its impact on the environment, then the concept to improve is city car vehicle concept with 2 seats capacity plus baggage which is able to carry load of 60 kg. The selected vehicle specifications includes 2200 mm long dimension, 1800 mm width, 1700 mm height, 160 mm clearance ground, 1000 cc engine capacity, and 2 x 3000 W motor capacity.

This research aims to determine the increase in learning outcomes in the subject of Automotive Basic Technology class X Department of Automotive Engineering SMK Negeri 1 Magelang 2018/2019 Academic Year using the application of cooperative learning models Think Pair Share  (TPS) type. This research is a class action research. Data collection techniques used in this study used observation and tests. The steps undertaken in this study were begun with observations to find out the students' initial abilities in the material used, then implemented a Think Pair Share  (TPS) type of cooperative learning model with a continuous learning cycle, and ended with a posttest at each end of learning. The results showed that the application of learning using the Cooperative learning model Think Pair Share  (TPS) type can improve student learning outcomes in automotive basic technology subjects in class X OC SMK Negeri 1 Magelang. On observation, the average value of 55, in the first cycle the average student learning outcomes of 83, then in the second cycle the average student learning outcomes of 90, thus the average test in the first cycle increased by 28 points or by 56 , 6% compared to observations, the average test in cycle II increased by 7 points or 8.4% compared to the test in cycle I.

The particular study aimed to; 1) know the job’s field of graduate; 2) know the graduate’s waiting period to get a job; 3) know the quality of graduates; 4) know the relevance of educational material; 5) collect the advice and inputs from graduates for the development of Study Programs; and 6) mapping the positions for graduates. This study was a descriptive study. The population in this study was all alumni of Automotive Engineering Education Study Program and selected using Snow Ball Sampling. Data collection was through questionnaires and documentation. The data analysis technique used descriptive analysis. The findings showed; 1) Most types of alumni’s job are vocational school teachers in the automotive field (52%); 2) The most waiting period for graduates is between 1-2 months (57.6%); 3) The quality of graduates is in a very good category; 4) The majority of alumni stated that the material on study program curriculum is in the relevant category (52%); 5) Suggestions and inputs from alumni for the development of study programs, i.e. improving the English skills and soft skills for students, means of practice and cooperation; and 6) Most respondents stated that the level of the workforce’s needs for graduates is in the very high category (45%) and there are 28 types of jobs for graduates.