Knowledge Construction Process in Open Learning System among Technical and Vocational Education and Training (TVET) Practitioners

Hashim, Shahrin; Utami, Pipit; Rahman, Mohd Hishamuddin Abdul; Jumaat, Nurul Farhana; Phon, Danakorn Nincarean Eh

doi:10.30880/jtet.2019.11.01.009

Cited by 18 publications

(21 citation statements)

References 6 publications

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“…The lecturer should be able to encourage the learning process in the classroom focused on the ability of 4Cs namely (1) creativity and innovation, students can find innovative solutions and solve creatively; (2) critical thinking and problem solving, students solve mathematical challenges and are able to make arguments; (3) communication, skilled students communicate verbally and in writing; and (4) collaboration, students can work efficiently in diverse teams (Fitzgerald et al, 2016;Henritius, Löfström and Hannula, 2019;Khlaisang and Songkram, 2019). The right learning process can encourage students to develop these abilities while increasing higher-order thinking skills.…”

Section: The Need For 4cs Skill In the Heutagogical Approachmentioning

confidence: 99%

“…Students must be required to have arguments that support problem solving and can communicate the thought process in solving problems. The ability of students to argue, solve problems, construct explanations and be able to hypothesize and understand complex things can improve higher-order thinking skills (Tekerek and Karakaya, 2018;Broton, 2019;Henritius, Löfström and Hannula, 2019). As a result, classroom learning transactions through the heutagogical approach can be systematic with schematic and explorative.…”

Section: The Need For 4cs Skill In the Heutagogical Approachmentioning

confidence: 99%

“…No exception in countries in Southeast Asia. Some countries such as Malaysia, Thailand, Singapore, Brunei, including Indonesia, continue to develop innovations and conduct in-depth studies on alternatives to improving the quality of education, especially vocational education (Karlsson, Nilsson and Nilsson, 2018;Hashim et al, 2019;Kintu, Kitainge and Ferej, 2019). Vocational education is one of the main 'weapons' and is at the very front when a country experiences an educational revolution (Lang et al, 2017;Forster and Bol, 2018;Mesfin and Niekerk, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

Putra¹,

Syafrudie²,

Yunos³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) analyze the level of need for the heutagogical approach through 4Cs on aspects of creativity; (2) analyze the level of needs of the heutagogical approach through 4Cs in the communication aspect; (3) analyze the level of needs of the heutagogical approach through 4Cs in aspects of critical thinking; and (4) analyze the level of need for the heutagogical approach through 4Cs in the collaboration aspect. This study uses a qualitative method. Data collection techniques with interviews, literature review, documentation, and observation. Informants included lecturers, students, and stakeholders at the State University of Malang and used a sampling technique namely purposive sample. Data analysis techniques used are data reduction, data interpretation, and triangulation. Conclusions from this study indicate that: (1) the level of need for aspects of creativity includes the ability to: develop ideas (83.6%), express creative ideas (81.2%), adapt to new environments (88.2%), and creative independence (88.4%); (2) the level of need for communication aspect includes the ability to convey information (79.8%), express ideas (82.2%), accept opinions (84.2%), master various communication techniques (78.1%); (3) the level of need for Critical Thinking aspects including the ability to: evaluate (90.1%), identify problems (89.2%), solve problems (92.2%), distinguish facts from assessment (82.8%); and (4) the level of need for the Collaboration aspect includes the ability to: cooperate (89.6%), full responsibility (84.2%), respect differences (82.2%), discuss (87.6%).

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Section: The Need For 4cs Skill In the Heutagogical Approachmentioning

confidence: 99%

Section: The Need For 4cs Skill In the Heutagogical Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

Putra¹,

Syafrudie²,

Yunos³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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“…This research reveals five main efforts of universities to increase the absorption of graduates of vocational students. These efforts include the application of the synchronized curriculum of DU / DI needs, expansion of the number and quality of vocational education institutions, cooperation with graduate users, development of tracer studies, and improvement of student entrepreneurship programs (Yousaf, Ashfaq and Ahmad, 2018;Hashim et al, 2019;Lin, 2019;Woessmann, 2019). In the IR 4.0 era, the absorption of students from vocational graduates became a relatively serious problem.…”

Section: Increased Absorption Of Graduates In the Ir 40 Eramentioning

confidence: 99%

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Mukhadis¹,

Putra²,

Irdianto³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) map self-concept needs in the era of IR 4.0; (2) mapping the graduation capability needs in the era of IR 4.0; and (3) mapping the efforts of universities to increase the absorption of graduates of vocational students. The method used is a qualitative method. Data collection techniques with interviews, documentation, literature review, and observation. The research subjects included lecturers, students, and stakeholders. Data analysis techniques through data reduction, data interpretation and triangulation. Conclusions from this study indicate that: (1) the need for self-concept in the era of IR 4.0 in vocational students includes internal dimensions (the identity self, the behavioural self, the judging self), and external dimensions (physical self, moral ethical self, personal self, family self, social self); (2) the need for graduation capability in the era of IR 4.0 in vocational students includes speed in taking effective and appropriate actions, the ability to map the vision and mission of life, the ability to cooperate with everyone, being able to adapt to all conditions of the work environment; and (3) higher education efforts in the field of vocational education to increase the absorption of graduates of vocational fields including the application of the synchronized curriculum of DU / DI needs, expansion of the number and quality of vocational education institutions, cooperation with graduate users, development of tracer studies, and student entrepreneurship improvement.

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“…Selain hal tersebut, beberapa hal yang diperoleh selama proses pengumpulan data akan tetapi belum diperoleh data lebih lanjut di diantaranya adalah: (1) model pembelajaran di tempat prakerin; (2) faktor-faktor yang mempengaruhi kesuksesan prakerin; dan (3) penggunaan teknologi dalam pelaksanaan prakerin untuk mendukung era Industri 4.0. Evolusi Teknologi Informasi dan Komunikasi (TIK) yang cepat mengubah wajah pendidikan dan pelatihan kejuruan, terutama ketika TIK dikombinasikan dengan fondasi pedagogis yang memadai [10]. Penggunaan teknologi dapat diimplementasikan dalam penerapan sistem informasi untuk tahapan kegiatan prakerin [11].…”

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Pengelolaan Praktik Kerja Industri Berbasis Mutu di SMK Negeri 3 Wonosari

Suharjanto¹,

Munir

2019

ELINVO

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Penelitian ini bertujuan untuk mengetahui perencaanaan, pengorganisasian, pelaksanaan, evaluasi praktik kerja industri berbasis mutu di SMK Negeri 3 Wonosari. Penelitian ini merupakan penelitian deskriptif dengan pendekatan Survey dan Ex Post Facto. Pengumpulan data dilakukan melalui wawancara, observasi, dokumentasi. Teknis analisis data yang digunakan adalah dengan merangkum hasil wawancara dan dokumentasi untuk diolah dan disimpulkan. Hasil penelitian menunjukkan bahwa (1) perencaanaan praktik kerja industri berbasis mutu SMK Negeri 3 Wonosari sudah dilaksanakan dengan baik melalui koordinasi tim, sosialisasi, pembekalan pihak internal dan eksternal untuk siswa, inventarisasi DU/DI (2) pengorganisasian praktik kerja industri berbasis mutu di SMK Negeri 3 Wonosari sudah dilaksanakan dengan baik melalui koordinasi koordinator Tim yang jelas, (3) pelaksanaan praktik kerja industri berbasis mutu di SMK Negeri 3 Wonosari sudah dilaksanakan dengan baik melalui pengelompokan siswa, pelepasan siswa, monitoring, penarikan siswa. Siswa melaksanakan prakerin selama 3 bulan, (4) evaluasi praktik kerja industri berbasis mutu di SMK Negeri 3 Wonosari sudah dilaksanakan dengan baik melalui rapat evaluasi yang melibatkan tim Prakerin, manajemen sekolah, pihak jurusan.

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Knowledge Construction Process in Open Learning System among Technical and Vocational Education and Training (TVET) Practitioners

Cited by 18 publications

References 6 publications

Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Pengelolaan Praktik Kerja Industri Berbasis Mutu di SMK Negeri 3 Wonosari

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