Analysis stage in the development of a virtual laboratory electric motor installation for vocational high schools

Wati, Miladiah Setio; Djatmiko, Istanto Wahju

doi:10.1088/1742-6596/1833/1/012067

Cited by 2 publications

(1 citation statement)

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“…Although the learning process in vocational education is not much different from general education in the form of theory and practice, the delivery of practice tends to be emphasized in vocational education rather than a theory [26][27][28]. Some studies reveal that the proportion of theory and practice in vocational education in percentage numbers is 30% for theory and 70% for practice [29,30]. This larger proportion of practical learning will influence learning approaches that will tend to lead more to skill mastery.…”

Section: B Characteristics Of Vocational Learningmentioning

confidence: 99%

Challenges of Vocational Teachers in Student-Teacher Interaction in Synchronous Online Learning in Indonesia

Hajar¹,

Abdullah²

2022

Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021)

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The COVID-19 pandemic has hit the world, and it has made learning to switch to distance learning. One type of distance learning is online learning. Indeed, when students and teachers conduct learning connected via the internet, it becomes difficult to interact, especially synchronously. The interaction of students and teachers is inevitable in learning. Therefore, this paper investigates the challenges confronted by vocational high school teachers when interacting with students through synchronous online learning. A qualitative approach and Indepth interview techniques were used on five teachers in the Agribusiness Processing Agricultural Products program. One of the challenges confronted by teachers in interacting synchronously is when students close their video cameras. There are various arguments and attitudes of teachers regarding this phenomenon. Teachers were astonished, concerned, and miffed. It is a form of disrespect for the teachers. Generally, teachers tolerate this phenomenon because of technical problems encountered by students, for example, weak signals and unsupported devices. Finally, one alternative to deal with this phenomenon is to implement varied platforms outside synchronous.

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