One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0. is competence in using digital technology. Vocational education is required to provide digital competencies to students through their learning. The maturity level of digital technology competence is divided into five levels, namely caring, literacy, capability, creativity, and being critical of using digital technology. This study aims to analyze the maturity level of vocational education teachers and students in mastering digital technology in learning. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from awareness, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various trainings and learning innovations that are relevant to the relevance of digital technology mastery competencies are very important to be improved.

<span>This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.</span>

Project-based learning does not only require hard skills, but requires a balance of soft skills and student self-development. This study aims to analyze how much influence self-efficacy and emotional intelligence have on the quality of product outcomes in project-based learning and analyze the determinant factors. A total of 228 vocational education students were involved in this study. Data were collected through questionnaires measuring self-efficacy and emotional intelligence, and product evaluation observation sheets. Data were analyzed using multiple linear regression analysis and confirmatory factor analysis. The results showed that self-efficacy and emotional intelligence had a significant effect on the quality of students' products. The level of experience, social skills, and quality of materials are the determinants of each variable. Various student self-development efforts to foster self-efficacy are very important to do to improve product quality. In addition to strengthening students' emotional intelligence, it is also very important to improve the quality of project-based learning outcomes. AbstrakPembelajaran berbasis proyek tidak hanya membutuhkan keterampilan keras, tetapi membutuhkan keseimbangan soft skill dan pengembangan diri siswa. Studi ini bertujuan untuk menganalisis seberapa besar pengaruh self-efficacy dan kecerdasan emosional terhadap kualitas hasil produk dalam pembelajaran berbasis proyek dan menganalisis faktor penentu. Sebanyak 228 siswa pendidikan kejuruan terlibat dalam penelitian ini. Data dikumpulkan melalui kuesioner yang mengukur self-efficacy dan kecerdasan emosional, dan lembar pengamatan evaluasi produk. Data dianalisis menggunakan analisis regresi linier berganda dan analisis faktor konfirmasi. Hasil penelitian menunjukkan bahwa self-efficacy dan kecerdasan emosional memiliki efek yang signifikan pada kualitas produk siswa. Tingkat pengalaman, keterampilan sosial, dan kualitas bahan adalah penentu dari setiap variabel. Berbagai upaya pengembangan diri siswa untuk menumbuhkan self-efficacy sangat penting dilakukan untuk meningkatkan kualitas produk. Selain memperkuat kecerdasan emosional siswa, juga sangat penting untuk meningkatkan kualitas hasil pembelajaran berbasis proyek.

Abstrak— Tujuan penelitian ini adalah untuk mengetahui korelasi positif antara minatbelajar terhadap komunikasi matematika siswa SMP Negeri 1 Donorojo tahun pelajaran2017/2018. Sesuai dengan masalah dan tujuan penelitian, maka penelitian ini menggunakanmetode diskriptif korelasional. Populasi adalah siswa kelas VIII SMP Negeri 1 Donorojo2017/2018, sebanyak 225 siswa. Sampel yang digunakan sebanyak 50% dari keseluruhanpopulasi yaitu sebanyak 112 siswa yang terbagi atas 4 kelas, teknik sampling yang digunakanadalah simple random sampling. teknik pengumpulan data menggunakan teknik tes danangket sebagai teknik pokok. Teknik analisis data yang dipakai menggunakan analisis statistikdengan teknik regresi sederhana dengan bantuan komputer seri program statistik (excel).Berdasarkan hasil penelitian dapat disimpulkan bahwa ada hubungan yang signifikan antaraminat belajar dengan komunikasi matematika SMP Negeri 1 Donorojo dapat dilihat dari hasilanalisis data yang menunjukkant_obs>t_tab atau 2,302374>1,98177.