The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning

Abstract

SMK has the challenge of implementing meaningful distance learning using animated video media according to student perceptions. However, students' perceptions about the use of animated video media in distance learning are not yet known. This study aims to measure the perceptions of Mechanical Engineering Vocational School students about the use of animated video media for the development of skills to operate a lathe in distance learning. The research subjects consisted of 73 students of Mechanical Engineering Vocational Schools. The data collection technique used a questionnaire. The media feasibility test was carried out by two material and media experts. This study used quantitative descriptive statistical analysis methods, t-test, and One-Way ANOVA with post-hoc advanced tests, namely the Dunnett C and Tukey test to determine differences in students' perceptions of assessment. The results of the media feasibility validation by material experts were 81.875% and media experts 90.625% were in the very feasible category. The assessment of the feasibility of the media by students was 83.714% in the very feasible category. So, that there was no significant difference between male and female students in the assessment of distance learning animated video media.

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

“…The results of previous research which states that the development of e-modules is expected to be able to overcome problems in the teaching and learning process, that was developed contains theory, and assignments (Luthfi et al, 2021;Mateus & Hernández-Breña, 2019). So the development of this e-module is also expected to help complete learning materials independently, students can control their abilities, and the intensity of their learning and can learn anywhere (Daryono et al, 2021;Fakhrunnisaa & Munadi, 2019;Kusuma et al, 2021;Luthfi et al, 2021). The clinical dietetics e-module that was developed contains theory, drawing steps, assignments, and evaluation of learning so that students can learn and evaluate the results of their studies.…”

“…This causes students to rely on the role of educators so that there is almost no independent learning motivation due to the lack of other learning resources in the form of media that can help in the learning process of students. There are still very few teachers who apply media in the form of soft files in the form of e-modules, so many teachers use the classical method in the form of the lecture method (Daryono et al, 2021;Kusuma et al, 2021), especially on material for preparing clinical dietetic menus for Nutrition Science courses in the culinary department. There are adequate technological facilities, but there are teachers who use conventional media in the form of printed books and the lecture method becomes boring so that students lack motivation, interest, and interest in nutrition subjects.…”

“…During the observation activities, it was found that students only learn when given independent assignments, and students have difficulty in finding answers to the tasks given. Students are also confused because a lot of the material obtained from online media or other media is not by the rules and competencies that must be achieved (Fakhrunnisaa & Munadi, 2019;Kusuma et al, 2021). The results obtained from interviews with teachers who teach science subjects, there is a change in the syllabus regarding the preparation of clinical dietetic menus whose material coverage is broad and students will find it difficult to understand.…”

Analysis of the Influencing Factor of Vocational Education Students Career Decisions

“…Vocational high school is a special training pattern that directing students to be ready to plunge professionally and engage in business activities (Olazaran et al, 2019;Setyadi et al, 2021;Supriyadi et al, 2020). Vocational education aims to improve intelligence, knowledge, personality, noble character, as well as the skills of students to live independently and follow further education in accordance with the vocational program (Coetzer et al, 2020;Kusuma et al, 2021). Vocational education is part of the education system that prepares a person to be more capable to work in one work group or in one field of work c. Therefore, vocational teachers will guide their students to be well-mastered a certain skill, so that when they are graduating, it is hoped that they will be ready to face the world of work, including facing the industrial revolution 4.0 and the demands of life in the 21st century (Sudjani, 2016).…”

Chassis Maintenance and Vehicle Power Transfer Learning: The Effectiveness of STEM on Students' Critical Thinking Ability

“…Vocational education is secondary education that aims to prepare students to work in specific fields professionally with hard skills and soft skills competencies (Daryono et al, 2021;Saifurrahman et al, 2021). In addition, vocational education is also a means of acculturating students' self to seek and find talents, skills, and abilities as preparation for the world of work to have expertise and existence (Kusuma et al, 2021;Setyadi et al, 2021;Supriyadi et al, 2020). To achieve this goal, input, process, and output in education must also be appropriate because education affects graduates' quality (Liu et al, 2020;Suwanroj et al, 2019).…”