Minat Belajar Mahasiswa Dalam Proses Pembelajaran Daring Program Studi Pendidikan Teknik Mesin Fkip Unsri

Abstract

Penelitian ini bertujuan untuk mengetahui minat belajar mahasiswa dalam proses pembelajaran dalam jaringan (daring) di Program Studi Pendidikan Teknik Mesin FKIP Universitas Sriwijaya. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Teknik Mesin FKIP Universitas Sriwijaya yang belajar dengan pendekatan pembelajaran daring yaitu sebanyak 274 mahasiswa. Sampel penelitian berjumlah 163 mahasiswa dengan teknik penentuan sampel menggunakan teknik random sampling. Waktu penelitian yaitu semester ganjil tahun ajaran 2021-2022 pada bulan Oktober – November 2021. Teknik pengumpulan data menggunakan angket. Berdasarkan hasil penelitian didapatkan hasil minat belajar daring mahasiswa dalam proses pembelajaran daring Program Studi Pendidikan Teknik Mesin FKIP Universitas Sriwijaya dikategorikan Baik dengan tingkat ketercapaian dengan persentase 80,42%. Diharapkan hasil penelitian ini mampu memberikan informasi bagi pendidik terkait proses pembelajaran daring kedepannya.

The Impact of Trends in the Opening of Automotive Engineering Study Program (Light Vehicle and Motorcycle) in Vocational High Schools

“…(2) developing SMKs by adding SMKs only adds to the number of: unemployment, state financial expenditure, productive teachers, and workshop/laboratory facilities; (3) the highest educated unemployment is SMK; (4) the business/industry world prefers to accept SMA graduates rather than SMK graduates; (5) SMK graduates are only job seekers, not job creators; (6) for what time did you study at Vocational High School three years after graduation, you only received one skills certificate; (7) the competencies of SMK graduates are not in accordance with the competencies required by the business/industry world; (8) link and match between Vocational Schools and the business/industry world has not been effective since then until now it is only a discourse; (9) SMK has difficulty finding apprenticeship/internship places that meet the requirements; (10) the business/industry world feels that the SMK partnership with them is just a hassle, fearing that machines/equipment will break down and practice materials will be wasted; (11) the business/industry world complains that the discipline and work culture of apprenticeship participants is relatively low; (12) the business/industry world complains about what students get if the apprenticeship/internship is only three months, especially in building projects that take a relatively long time to complete (cases of apprenticeship/apprenticeship in large projects, where the foundation has just been laid, the apprenticeship/internship has been completed); (13) schools are less proactive in seeking partners with the business/industry world; (14) there is no legal basis obliging the business/industry world to partner with SMKs; (15) More than 50% of SMKs have not been accredited A; (16) Private SMKs prefer to accept non-LPTK graduates rather than LPTK graduates; (17) SMK lacks productive teachers so students are trained by teachers who are not experts; (18) the majority of vocational school teachers are not yet productive teacher certified, while students who graduate are required to have expertise certificates [13].…”

“…The results of interviews with the principal of a vocational school in the city of Padang. 2022 Based on Table 3, especially in the city of Padang, there has been a shortage of automotive engineering teachers in vocational high schools as many as 13 teachers, with The efforts to follow up on the problems of newly established SMKs are suggestions or recommendations that the author offers so that problems that occur can be resolved with minimal risk, namely [7]: 1. Before establishing a new SMK, local government should conduct a needs analysis study and feasibility study first.…”

“…The establishment of a new SMK is intended to open up more opportunities for junior high school students who wish to continue their education to vocational education [6]. The ideal establishment of a SMK is a SMK that is really good according to 8 National Education Standards (SNP) and 16 prosser theories [7]. However, what happened was that many Vocational High Schools did not meet the standards.…”

The Application of Job Sheet Teaching Material Products on Project-Based Learning at Vocational School Mikael Surakarta

“…Real object-oriented project learning can motivate students (Kurniawan et al, 2021b), hone creativity skills (Retnoningsih et al, 2018), and ability to manage the production (Kusumaningrum et al, 2018). Real products are an effective medium for students' understanding processes (Kurniawan et al, 2021a). Product quality demands are used as a reference in assessment (Yudiono et al, 2021) and evaluation (Park et al, 2021).…”