Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Policymakers

Abstract

This study aims to analyze the competence of vocational school teachers needed in Industry 4.0 based on the opinions of policymakers using a quantitative method (13 education policymakers). Identifying the priority competencies of vocational school teachers is an important issue because low teacher competence is a problem for vocational education in Indonesia. The results of the study indicated the priority of pedagogical competence, social competence, personality competence, and professional competence of vocational teachers. Vocational teacher pedagogic competencies that are very much needed are the ability to actualize potential as part of student development, the ability to understand students in-depth, and the ability to understand the character of students in physical, social, cultural, emotional, and intellectual aspects. In addition, vocational school teachers are expected to have the ability to design and evaluate learning. The needed social competencies for vocational school teachers are the ability to communicate efficiently, emphatically, and respectfully both oral and written communication skills, and the ability to communicate and improve themselves using ICT.

Systematic Literature Review: Characteristics of Teachers in Aspects of the Industrial Revolution 4.0

“…With communication skills that are always effective and follow the trends of student conversation topics, a teacher is definitely that students love and cannot be replaced by artificial intelligence. This statement is supported by the findings of the study of Ana et al (2020) that the social competencies required for teachers are the ability to communicate efficiently, assertively and respectfully both oral and written communication skills, as well as the ability to communicate and improve oneself using ICT.…”

“…Next, there is 1 study that has been conducted in Russia, Vietnam, and the Philippines. (Afrianto, 2018;Ana et al, 2020;Besse Marhawati et al, 2019;Fahmi Johan Syah et al, 2020;Fawwazi et al, 2020;Hidayah & Sholihah, 2019;Karamina et al, 2019;Laisa, 2019;Lase, 2019;Maknun et al, 2021;Mulyadi, 2019;Nababan et al, 2020;Sasmoko et al, 2020;Torro et al,…”

The Competency of Pedagogic and Professional of Vocational Teachers in Implementing 21st Century Skill-Based Learning

“…The results of the study reveal that the professional competence of teachers in teaching is still not optimal, especially for teachers in vocational education where the results of teacher professional competence obtained are in a low category (Estriyanto et al, 2017;Fakhrutdinova et al, 2020). Likewise, other studies reveal that the pedagogic competence of teachers in the perspective of 21 stcentury skills and the era of the industrial revolution 4.0 is still very low (Ana et al, 2020). The two studies provide comparisons that are relevant to the research results obtained.…”

Pedagogical Competence of Teachers in Planning Vocational High School Learning

“…Low pedagogical competence results in planning, implementing and evaluating the learning process not going as desired. This will affect the development of learners (Achilleos et al, 2019;Ahyanuardi et al, 2018;Ana et al, 2020).…”

“…Carrying out an effective and quality learning process, professional teachers who have competence, master science and technology, have skills in teaching, have a commitment to carry out the learning process, are responsible for their duties and obligations, and have good ethics or morals Pedagogical competence, one of the types of competencies that must be absolutely owned by teachers (Ahyanuardi et al, 2018;Ana et al, 2020;Jayanti & Senam, 2017). Pedagogical competencies basically include the teacher's ability to manage learning and will determine the success of the learning process and outcomes.…”