Vocational High School Infrastructure Conditions and The Challenges in Facing The Era of Literation and Industrial Revolution 4.0

Abstract

Infrastructure is an important component to support the learning operational in Vocational High Schools (SMK). This is a challenge for Vocational High Schools to manage their infrastructure so that they can keep up with the developments of technology and information. This study aims to: 1) determine the condition of the infrastructure and facilities of lightweight vehicle engineering of Vocational High Schools (SMK TKR) in Yogyakarta; and 2) describe the challenges of SMK, especially SMK TKR in the field of infrastructure to face the era of literaction and industrial revolution 4.0. This research is a quantitative research with survey method and literature review. The subject of this research is the Head of TKR Department or the Head of TKR workshop from 10 State and Private Vocational Schools in Yogyakarta. Data were collected by questionnaire and analyzed using descriptive analysis techniques. The results showed: 1) There are still infrastructure facilities at SMK TKR in Yogyakarta that have not met the demands of Indonesia Minister of Education Regulation No. 40, 2008 and the demands of the Curriculum 2013 syllabus; and 2) Infrastructure and facilities at SMK TKR is very difficult to follow the technological advances responsively, because technology is developing very quickly. Collaboration with the industry and the use of technology information in learning process are important to resolve the infrastructure limitation in SMK TKR.

School Effectiveness: Institutional Benchmarking for Vocational High School Management

“…Vocational education plays a crucial role in human resource development and the advancement of energy technology for the environment. In this era of sustainability, social awareness regarding relevant technology within the context of vocational high schools becomes even more important (Astuti et al, 2021;Pambayun et al, 2020). The supporting criteria for implementing benchmarking results include the availability of a teacher apprenticeship program, the distribution of competency test certificates to all students, and the standardization of work practices per industry norms (Johnston, 2020;Lubis, 2016).…”

Stimulasi Rasa Percaya dalam Menghadapi Dunia Kerja bagi Siswa Sekolah Menengah Kejuruan IT Napala, Bogor, Jawa Barat

“…Pendidikan menengah kejuruan menyediakan suatu program keahlian bagi para siswa untuk dapat langsung terjun langsung ke dunia kerja sesuai dengan kebutuhan yang dibutuhkan pada dunia usaha dan dunia industri (DU/DI). Tujuan dari SMK ini adalah menyiapkan siswa menjadi produktif yang memiliki kompetensi dan keahlian sehingga dapat bersaing di DU/DI (Pambayun, Sofyan, & Haryana, 2020). Para siswa di SMK diberikan pengalaman-pengalaman mengenai suatu keahlian yang nantinya akan digunakan sesuai tuntutan yang dibutuhkan di DU/DI.…”

Review of Teacher Readiness in Implementing Merdeka Curriculum at Public Elementary Schools

“…This has implications for the teachers' low ability to plan learning, determine achievement indicators, and evaluate students' learning outcomes according to their individual characteristics (Khasanah et al, 2021;Muarifin, 2022). In addition, the infrastructure and facilities supporting the learning process in primary schools are inadequate to support the implementation of an innovative and technology-based curriculum (Pambayun et al, 2020;Wiradinata & Antonio, 2019). In addition, the implementation of socialisation and mentoring for teachers has not been adequate so that the new curriculum paradigm has not been well internalised.…”