The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School

Nurtanto, Muhammad; Pardjono, Pardjono; Widarto,; Ramdani, Sulaeman Deni

doi:10.17478/jegys.645047

Cited by 44 publications

(43 citation statements)

References 32 publications

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“…This is a strong reason that the teacher is declared as a professional in the process of pouring the concept of knowledge. Through a clear concept, the aim of vocational education cannot be separated from its trajectory, namely as a solution in reducing unemployment [21,22], thus giving birth to a new economy [23,24]. All study discussions in the scope of technology including the TPACK concept were packaged by Mishara & Koehler [12].…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%

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

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

Self Cite

View full text Add to dashboard Cite

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“…Several studies on STEM education typically integrate the STEM approach with other approaches or learning models. Some examples of such integration include STEM-Project Based Learning (Samsudin, Jamali, Zain, & Ebrahim, 2020;Hanif, Wijaya, Winarno, & Salsabila, 2019), STEM through Problem Based Learning (Tawfik, Trueman, & Lorz, 2014), and STEM through Engineering Design Process (Nurtanto, Pardjono, Widarto, & Ramdani, 2020;English, King, & Smeed, 2016). Lin, Hsiao, Chang, Chien, and Wu (2018) stated that one important part of STEM Education is engineering.…”

Section: Introductionmentioning

confidence: 99%

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Winarno¹

2020

Journal for the Education of Gifted Young Scientists

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Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through projectoriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

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“…Traditional vocational training pays more attention to the cultivation of professional skills. However, with the progress of social industrialization, to meet the needs of enterprises for knowledge-based talents, a competency-based education quality concept has gradually been established, focusing on the cultivation of key competences (Ewing, 2017;Saputra et al, 2018;Nurtanto et al, 2020). German dual system universities adopt professional competence, method competence, and social competence as support to cultivate students' outstanding professional ability, where students should master professional knowledge, as well as method competence and social competence.…”

Section: Talent Management Based On Key Competency Modelmentioning

confidence: 99%

An Empirical Study on Talent Management Strategies of Knowledge-Based Organizations Using Entrepreneurial Psychology and Key Competence

Liu

2021

Front. Psychol.

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The empirical study reported here aims to improve the effectiveness of knowledge-based talent management in science and technology enterprises and promote the stable development of enterprises. First, the impact of entrepreneurs’ psychological cognition and personal characteristics on entrepreneurial activities is analyzed based on entrepreneurial psychology. Then, the theory of key competence is introduced to study the management mode of knowledge-based talents. The advantages of talents in enterprises are sorted out through constructing the key competency model to manage talents efficiently. The technology-based enterprise M is taken as an example for analysis by the key competence model to obtain 18 key capability indexes. Through the principal component analysis of 255 employees’ survey results, finally, four factors are extracted (business execution ability, team cooperation ability, strategic thinking ability, and management decision-making ability), which can reflect 68.92% of the total key competence. The average values of “business execution ability” and “team cooperation ability” in the first-level dimension of key competence index are 4.14 and 4.24, respectively, which can be regarded as the essential key competence. The investigation results of the academic qualifications of staff of M indicate that 6% of employees have a doctorate, 38% have a master’s degree, 37% have a Bachelor’s degree, and 19% have a junior college degree or below. Moreover, knowledge-based employees are basically satisfied with the organization and management of the company, but they are dissatisfied with the training mechanism and promotion mechanism. Therefore, enterprises should pay attention to the psychological needs of knowledge workers and the innovation of talent management. The research results are of significant value for science and technology enterprises to absorb and retain knowledge-based talents and promote the common development of enterprises and employees.

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The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School

Cited by 44 publications

References 32 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

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

An Empirical Study on Talent Management Strategies of Knowledge-Based Organizations Using Entrepreneurial Psychology and Key Competence

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