Development of a participation style scale for online instructional discussions

Hidayat

et al. 2022

J. Technol. Sci. Educ.

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.

Section: Discussionmentioning

confidence: 99%

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

Hariyanto

Hidayat

et al. 2022

J. Technol. Sci. Educ.

“…The loading factor value shows the magnitude of the correlation of each variable in the formed factor. Factor loading values ranged from 0.40 to 1.00 (Gunuc, 2015;Pala & Erdem, 2020;Reynolds & Candee). The results of the EFA test are shown in Table 4.…”

Section: Resultsmentioning

confidence: 99%

Relevance Analysis of Civil Engineering Competency According to the Construction Industry Needs in Vocational High School

Luthfi²,

Tuah³

2022

JEP

Vocational High School (VHS) graduates as new workers are expected to be able to enter the workforce immediately after completing their education with the skills they have. But in reality, many graduates from vocational students do not work according to their field of expertise. This study aims to reveal competencies according to standards and needed by the construction industry and how much relevance is the level of competence in the curriculum and implemented in schools. The study was conducted in 15 construction industries with the characteristics of the respondents, namely directors, project and site managers, estimators, senior engineers and drafters, and architects. This type of research is quantitative descriptive research. The instrument, which consisted of 37 competency items, was validated using Exploratory Factor Analysis (EFA) techniques and the reliability was based on the Average Variance Extracted and Construct Reliability (CR) values. Overall, the competency instrument has met the Goodness of Fit (GoF) of construct validity and reliability. The results of the study reveal the level of relevance of civil engineering competencies based on three aspects, namely basic knowledge, work skills, and personal, obtaining results of 80.856% with relevant categories. These results are a reflection of the percentage of the construction service industry's needs for the competencies mastered by civil engineering graduates. This can be interpreted that the curriculum used in schools has taken into account the needs of the industry.

“…Factor analysis uses the Exploratory Factor Analysis (EFA) method to find factors that are able to explain the correlation between the observed variables. The EFA value indicator meets the requirements if the KaiserMeyer-Olkin (KMO) value ranges from 0.5-1.0, the Bartlett test value (p <0.00) (Boonk et al, 2020), the Measure of Sampling Adequacy (MSA) ranges from 0.5-1.0, the communality values range from 0.5-1.0, eigenvalues above 1.0 (Reynolds & Candee, 2019), factor loading ranges from 0.40-1.00 (Chan & Luk, 2020;Gunuc, 2015;Pala & Erdem, 2020). The reliability test is accepted if the Cronbach's Alpha value is ≥0.70, Construct Reliability (CR) is more than 0.70, and Average Variance Extracted (AVE) is more than 0.50 (Daryono et al, 2020;Hair et al, 2010;Sudibjo & Nasution, 2020).…”

Section: Methodsmentioning

confidence: 99%

The Determinant Factor of the Principal Leadership Solutions in Facing the 21st-Century Learning

Saifurrahman

Sudira

2021

JPP

Principal leadership is very important in the education and learning efforts of the 21st-century. This study aims to find determinants of principal leadership solutions in dealing with 21st-century learning in Vocational High Schools (VHS). This research was conducted with a total sample of 64 respondents from the principals, the vice principal for field I-IV, the head of department, and staff. The data analysis used the Exploratory Factor Analysis (EFA) method to test the validity of the constructs and to estimate the reliability of the data. Furthermore, the t-test, One Way Anova, and Games-Howell test were used to test the difference in the average rating based on the characteristics of the respondent's dimensions. The results of the EFA analysis show that seven sub-variables are consisting of 29 determinants of the principal's leadership solution which are identified at 74.266%. The results of the instrument reliability estimation have a reliable level. Based on the different tests using the t-test on the gender dimension and the One Way Anova test on the last position and education dimension, it was concluded that there was no significant difference in the assessment of respondents. The Games-Howell test post-hoc revealed that there were significant differences based on the 29-33 year age dimension and the 5-9-year-old teaching experience dimension.