Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Arifin, Zainul; Nurtanto, Muhammad; Priatna, Asep; Kholifah, Nur; Fawaid, Moh

doi:10.18421/tem92-48

Cited by 41 publications

(40 citation statements)

References 22 publications

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“…The Andragogy Knowledge (AK) is how teachers teach competent-based work-oriented learning material. Learning is used with an adult approach and forms of independence such as PBL, PjBL, constructivism, collaboration [39]. c. The Content Knowledge (CK) is an important point to be learned according to the expert competence unit [40].…”

Section: Tawock Conceptual Framework For Vocational Educationmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

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Section: Tawock Conceptual Framework For Vocational Educationmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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“…During the Industrial Revolution 4.0, digital transformation (DT) occurred mainly in all areas, including education [1]- [4]. Changes in the educational age have disrupted traditional learning methods and models and replaced them with new learning models based on digital technology [5]- [7].…”

Section: Introductionmentioning

confidence: 99%

Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia

Mutohhari¹,

Sofyan²,

Nurtanto³

2021

Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021

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Changes in the flow of globalization are influenced by the presence of the Industrial Revolution 4.0, including the role of digital technology (DT) in the education sector, namely cyber technology-based learning. The main challenge for vocational teachers is the mastery of skills in learning using DT. The acceptance of DT is categorized into five clusters, namely awareness, literacy, capability, creativity, and criticism adapted from Pavlova's. The study was conducted to measure the level of ability of productive class vocational teachers. The study approach used quantitative with descriptive statistical analysis. A total of 50 productive classroom teachers in Yogyakarta were involved in filling out a questionnaire that had been tested and validated by content, experts, and calculation of product-moment correlation. The results of the study show ( 1) technological awareness 83.08%; (2) technological literacy 66.32%; (3) technological capability of 39.28%; (4) technological creativity of 21.92%; and (5) technological criticism at 20.84%. The use of DT is clearly in the low category and shows the capacity of vocational teachers needs to be improved. Training programs, self-development, and motivation are important factors in improving digital technology skills.

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“…The duration of training is also determined. Education and training are provided to increase the knowledge and skills of staff so that they can meet the demands of the organization in the face of competition and change [22]. Education and training can be done inside Hira Tour Travel or outside Hira Tour Travel, following the consideration of Hira Tour Travel's financial needs and capabilities.…”

Section: Human Resources Management In Umrah Servicesmentioning

confidence: 99%

Human Resources Management Strategy in Umrah Services

Azis¹,

Hamidah²,

Muktadi³

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020-Accounting and Management (ICoSIAMS 2020)

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The management of human resources has been debated in various services, especially in the Umrah service. However, the strategy in quality Umrah services is the focus of this study. The purpose of this study was to analyze human resource management strategies in Umrah services in Hira Travel. This study uses a qualitative method with a case study approach. Informants in the study consisted of foundation owners, managers, staff, and Umrah pilgrims. Data generated by means of interviews based on semi-structured instruments. Data were analyzed based on cases and theme suitability. The results showed that the quality human resource management strategy was determined by four stages, namely (1) system selection, needs analysis, job analysis, progress and bonuses as elements of career development; (2) the planning and implementation of Umrah is divided into two strategic plans, namely the short term and the long term; (3) standard operating procedures are performed to maintain service quality; and (4) prioritizing excellent service to the congregation. The recommendation in this study is a quality Umrah service strategy that considers the benefits and improving the quality of Umrah services.

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Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Cited by 41 publications

References 22 publications

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia

Human Resources Management Strategy in Umrah Services

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