Teachers should promote self-regulated learning so the students can be long-life learners. One way to promote self-regulated learning is by interplaying pedagogy, andragogy, and heutagogy and encouraging teacher pedagogical competencies. Current research aims to investigate the relationship between pedagogy, andragogy and heutagogy praxis with teachers' pedagogical competencies. The response of 393 teachers was modeled using the structural equation model with the partial least square method (PLS-SEM). The measurement models indicate that the instruments used are valid and reliable. The structural model shows an interplaying among pedagogy, andragogy and heutagogy approaches in Indonesia. These approaches may also promote the pedagogical competencies of Indonesian Vocational High School teachers. Further research may include additional variables as mediator variables.

<p style="text-align: justify;">The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.</p>

Established student career identity is proven to influence individual career commitment. However, several research results show that some career identities still need to be established and have high commitment. This study aims to examine the effect of individual career commitment on career identity diffusion in vocational students. This study is a quantitative correlational research design that examines the effect of X1: social standards, X2; financial benefit, X3: functional benefit to variable Y; Career Identity Diffusion which is analyzed using multiple regression analysis. The population in this study were vocational students at Universitas Negeri Makassar. A sample of 210 students participates in the study. The instruments in this study consisted of 2, namely the Career Identity Development Inventory (CIDI) and the Career Development Questionnaire, which have been tested for validity and reliability through the Confirmatory Factor Analysis test. This study's findings indicate that financial and functional benefits are the main considerations for students who have a career diffusion identity to remain in their majors. This finding contributes to the fact that students tend to choose majors because of the high salary they will get in the future and the desire to fulfill their parents' expectations as successful people. The findings of this research are expected to be a consideration in implementing career guidance in schools, especially for teachers at vocational high schools and Counseling Guidance Teachers, so that effective career guidance since middle school will help students develop a more positive career identity.

Lost foam casting is one of the casting method using expanded polystyrene (EPS) as an ingredient for the manufacture of patterns and planted in silica sand. When the molten metal is inserted into the mold, the EPS will melt and evaporate so that the place will be filled by a liquid metal. The purpose of this research is to know the influence of layer thickness on expanded polystyrene patterns against the accuracy of the size of the nodular cast iron 450 DISCS by using the method of lost foam casting. EPS patterns being used has a thickness 3-24 mm. Material used is upholstery material rekraktori Zircon (ZrO2) and Colloidal Silica binding materials (O2Si). The thickness of the coating material is applied to the EPS pattern i.e. 0-1300 microns. EPS patterns grown in silica sand is then compacted by means of vibration. Metal alloys smelted 450 DISCS in crucible furnace and poured into a mold at a temperature of about 1350-1450 oC oC. The average accuracy of the size for each of the thick layer of the pattern 0 (without coating), 200, 500 and 1300 Micron in a row is-0.05, 0.07 0.04,-, and-0.13. A thick layer of 200 Micron provides the best measure of the accuracy of the values of the three variations of the thickness of the layer pattern. A thick layer of 0 (without coating), 500 and 1300 Micron will result in decreased accuracy measure. Patterns that are not coated will give bad impact towards the results of castings.

Penelitian ini adalah penelitian kuantitatif deskriptif yang bertujuan untuk mengetahui Pengaruh Prestasi Belajar Praktik Kerja Industri terhadap Kesiapan Kerja Siswa kelas XII Teknik Pengelasan SMK Muhammadiyah Bungoro. Variabel bebas dalam penelitian ini adalah Prestasi Belajar Praktik Kerja Industri. Populasi dan sampel penelitian ini adalah Siswa kelas XII Teknik Pengelasan yang terdiri 41. Data hasil penelitian diperoleh dari hasil dokumentasi nilai prestasi belajar praktik kerja industri dan sebaran kuesioner kesiapan kerja siswa. Hasil penelitian menunjukkan bahwa terdapat Pengaruh prestasi belajar praktik kerja industri terhadap kesiapan kerja siswa kelas XII Teknik Pengelasan SMK Muhammadiyah Bungoro. Hal ini di buktikan dari pengujian dengan menggunakan analisis regresi linear sederhana diperoleh Berdasarkan hasil analisis diperoleh bahwa Y = 53,275 + 0,385 X, karena nilai koefisien regresi bernilai positif (+) maka dengan demikian dapat dikatakan bahwa semakin meningkat prestasi belajar praktik kerja industri maka semakin meningkat pula kesiapan kerja.