Competency of vocational schools required by construction industry in consultants’ supervisor

Daryono, Rihab Wit; Yolando, A. P.; Jaedun‬, ‪Amat; Hidayat, Nur

doi:10.1088/1742-6596/1456/1/012057

Cited by 14 publications

(24 citation statements)

References 1 publication

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“…As a formal education that develops educated, skilled, and competent VHS graduates' (Daryono et al, 2021;Nurtanto, Arifin, Sofyan, Warju & Nurhaji, 2020), VHS is deemed necessary to improve their quality. The current competency of VHS graduates is still not able to bring them to excel (Ayadat, Ahmed, Chowdhury & Asiz, 2020) and become winners in the increasingly competitive world of work competition (Daryono, Yolando, Jaedun & Hidayat, 2020). Motivation and the way of thinking of students who tend to look for work after graduation and do not think of looking for other alternatives such as opening their jobs or doing entrepreneurship still dominate the minds of most VHS graduates.…”

Section: Introductionmentioning

confidence: 99%

A framework for measuring the level of achievement of vocational students competency of architecture education

Hariyanto

Daryono

Hidayat

et al. 2022

J. Technol. Sci. Educ.

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The determination of work competence according to industrial needs that are expected by employers of new graduates in the department of architectural engineering in vocational high schools will help graduates to transit smoothly from the academic education environment to the real conditions of the construction industry in the workplace. This research identifies which group of competencies attributes that graduates should have in explaining appropriate competencies according to construction industry standards in Indonesia. The survey was conducted in 47 building construction companies consisting of 56 respondents using a questionnaire method. Multivariate analyses using the CB-SEM method used to validate the evaluation model. The research analysis used quantitative descriptive and factor analysis with the Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The EFA test shows ten factors so that it consists of 30 items of competency measurement. Overall, the CFA test has met the criteria for the goodness of fit statistics. The results of the study concluded that the instrument developed met good validity and reliability and two model frameworks for measuring the level of achievement of student competence in architectural techniques were feasible to use.

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Section: Introductionmentioning

confidence: 99%

A framework for measuring the level of achievement of vocational students competency of architecture education

Hariyanto

Daryono

Hidayat

et al. 2022

J. Technol. Sci. Educ.

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“…Data collection techniques used questionnaires and tests, questionnaires were used to measure variable responses (Daryono et al, 2020;Setyadi et al, 2021) to experts in the form of Teaching games for understanding (TGfU) ap-proaches and higher-order thinking skills (HOTS) in basketball learning. The data collection instruments consist of 1) Test instrument, a test in the form of multiple-choice (dichotomies 0 and 1) with five answer choices, which refers to indicators of higher-order thinking skills totaling 25 questions; 2) Validation sheet, carried out by two experts, namely: instrument expert for validation of test instruments and evaluation expert for validation of TGfU and HOTS assessments (Subay et al, 2019), Furthermore, the validation was carried out by three sports teachers to determine the practicality and response of teachers as teachers in the school environment (Riyanto & Widiyanto, 2021).…”

Section: Data Collection Techniques and Instrumentmentioning

confidence: 99%

“…Based on the construct validity test or the feasibility of implementing the basketball learning model using a questionnaire instrument, with Explanatory Factor Analysis (EFA) it was found that the questionnaire instrument was by the content validity of the experts (Daryono et al, 2020;Hidayat et al, 2018). The assessment of the model using a questionnaire instrument was carried out by 3 judges or raters including physical education teachers to see if the model was easy, practical, and safe to use.…”

Section: Learning Model Trial: Construct Validitymentioning

confidence: 99%

Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools

Waffak

Sukoco

Sugiyanto

et al. 2022

Teor. metod. fiz. vihov.

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Study purpose. The researcher realizes that not all physical education teachers in elementary schools provide basketball lessons and some teachers still use conventional learning techniques. This study aims to determine the effectiveness of a basketball learning model with the TGfU approach to increase HOTS and reduce bullying. Materials and methods. This study used a quantitative approach to test the validity of the content and constructs as well as the effectiveness of the learning model. The experimental subjects in this study were fifth-grade students totaling 165 respondents from 5 elementary schools in Central Java, Indonesia. Data analysis of small-scale trials used Explanatory Factor Analysis (EFA) path analysis, and that of large-scale trials used Confirmatory Factor Analysis (CFA) path analysis. The paired-samples t-test was used to analyze the effectiveness of HOTS and the reduction of bullying. Results. The result of this study is a basketball learning model that utilizes the TGfU approach to increase HOTS and reduce bullying behavior in the form of a guidebook. Conclusions. The developed model can increase HOTS and reduce bullying and will affect students’ cognitive, affective and psychomotor learning outcomes. So that the learning model is easy, safe, and makes students more enthusiastic about learning.

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“…Vocational education is part of the education system that prepares students to be able to work in certain fields (Daryono et al, 2021;Pratomo et al, 2020;Triyono et al, 2020). In secondary education units, Vocational High Schools (VHS) have a goal to improve intelligence (Coetzer et al, 2020;Han et al, 2015;Supriyadi et al, 2020), knowledge (Daryono, Yolando, et al, 2020;Habiyaremye, 2020;Wheelahan, 2015), personality, noble character, and skills (Beicht & Walden, 2019;Boonk et al, 2020) to live independently and attend further education in accordance with their profession (Daryono et al, 2021;Nurtanto et al, 2020). It is hoped that VHS graduates will be able to meet the demands of a competent workforce in order to increase productivity and efficiency and be able to compete in the international labor market in the era of globalization (Forum Económico Mundial, 2019;Saifurrahman et al, 2021;Tayibnapis et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

et al. 2022

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The unavailability of interactive media, namely e-module, has an impact on students so that they tend to be passive and less interested in learning in clinical dietetics subjects, resulting in student learning outcomes that are not by competency standards. This study aims to develop and prove the feasibility of e-modules in nutrition science and explore the importance of developing e-modules to improve learning achievement. This study is a Research and Development (R&D) using a 4-D model with a quantitative approach. The subjects of this study were students of class X majoring in culinary, which amounted to 124 respondents. The data collection technique used interviews and questionnaires that were used to validate and prove the results of the e-module feasibility. The results of material expert validation show that the e-module is very feasible to use with a percentage of 91.250%, media experts contribute to media eligibility 91.875%, while student assessments get 86.618% eligibility. So that the clinical dietetics e-module is feasible to be used as learning. Parametric statistics with comparative analysis of two samples using the T-test, Dunnet-C, and Tukey's test were conducted to determine differences in the variables of gender, age, and class. Comparative analysis proves that there is no significant difference between class X students in assessing the development of nutrition science e-modules. The existence of a clinical dietetics e-module can make it easier for students to learn and carry out learning independently so that student learning outcomes are according to competence.

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Competency of vocational schools required by construction industry in consultants’ supervisor

Cited by 14 publications

References 1 publication

A framework for measuring the level of achievement of vocational students competency of architecture education

A framework for measuring the level of achievement of vocational students competency of architecture education

Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

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