Developing Lean Manufacturing Based Learning Model to Improve Work Skills of Vocational Students

The current era changes the educational situation. There is an urgent need to integrate advanced information technology with innovative teaching models to improve students' analytical thinking skills.It was employed to Vocational High School teachers and students as a learning innovation in the current era.The selection of Vocational High School teachers and students for research is because the researcher focuses on research in the field of vocational education and it is relevant with the researcher's field of knowledge. This study aims to develop and validate a Case Based Learning model integrated with a Knowledge Management System, designed to enhance critical thinking skills among vocational high school students. The paper applies Research and Development with theADDIE scheme. The latest concept of the model, namely the Case Based Learning Model, can be collaborated with the Knowledge Management System to improveCritical Thinking Skills student as a competency needed in the current era. It is expected to have a positive impact and change practices and learning outcomes in the context of the industrial revolution currently taking place.

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

This study aims at assessing the various educational materials used in teaching mechanical engineering drawing to students of the Department of Mechanical Engineering Education, Semarang State University, and Vocational High School. Data were obtained from 71 university students, 75 public vocational high school 1 students and 37 students of Texmaco Semarang vocational high school using the questionnaire method. Furthermore, descriptive statistics and one-way analysis of variance tests were used to analyze data. The results of the descriptive analysis show that the materials used in teaching mechanical engineering students are in the “very necessary” category, while that of students of vocational high school is in the “necessary” category. The difference in assessment is evidenced from the results of a one-way analysis of variance test, which found differences in the results of the assessment among university students, students of State Vocational High School 1 and Texmaco Vocational High School Semarang.

Instead of reducing the unemployment rate, Center Berau of Statistic (BPS) 2018 data shows that Vocational High School (SMK) graduates contribute high to the number of unemployed in Indonesia. The high number of unemployed is partly due to the low technical skills and transferable skills of students. Transferable skills are considered very important to strengthen and complement technical skills, amid the disruption of the world of work in the industrial era 4.0. In order to strengthen transferable skills, innovative learning methods are needed, which involve active student participation. The One Group Pretest-Posttest experimental research was conducted to find out the increase in transferable skills of SMK X students in the Building Design and Information Design Study Program (DPIB), through the implementation of project-based learning methods. The results of the gain index analysis, hypothesis testing, and observation results indicate that the application of project-based learning methods can improve the transferable skills of vocational students.

This research aims to describe the student interest in learning programming at two different educational background, vocational high school and non-vocational high school graduates . The sample are all students of the Education of Information and Communication Technology Study Program in Universitas Muhammadiyah Sidoarjo ( UMSIDA ) academic year 2014/2015 up to 2016/2017 which involved 41 people. The data are collected by distributing questionnaires to the respondents. The collected data are analyzed by using descriptive statistical techniques with the norm percentage. The results showed that (1) the learning interest of vocational high school graduates has an average percentage of 73.04% with medium/ enough category; and (2) the learning interest of non - vocational high school graduates has an average of 74.34% with medium/ enough category. There are four results i f it is observed from each dimension shaping the learning interest of students graduated from vocational high school, namely: (1) the dimensions of interest has a mean of 75.57% with medium category; (2) the dimensions of attention by 73.58%; (3) the dimensions of consciousness by 73.86%; and (4) the dimensions of the curiosity of 68.41%. While the average in each dimension obtained from non - vocational high school graduate are (1) the dimensions of interest of 76.53%; (2) the dimensions of attention by 78.62%; (3) the dimensions of awareness by 75%; and (4) the dimensions of the curiosity of 66.84%.

The research was motivated by the inability of students to resolve conflicts constructively, so many cases of conflict between students ended in violence. This study examines the effectiveness of conflict resolution counseling for developing core values of peace in adolescents. This research uses the positivism paradigm, quantitative approach, quasi-experimental method, and non-equivalent pre-test post-test control group design. The research participants were vocational high school students in the city of Bandung, totaling 63 people (32 people for the control and experimental groups), which were determined through a purposive technique. The data collection tool is a questionnaire on the core values of peace based on the U NESCO -APNIEVE Thurstone scale model with a reliability coefficient of 0.92. Data analysis to test the hypothesis using the One-Way ANOVA technique. The calculation results show that F hit = 3.401, at p = 0.070>0.05, dk = 1.58, which means that there was no significant difference in the core values of peace between the control group and the treatment group after conflict resolution counseling intervention. Partially, conflict resolution counseling effectively increases the three core values of peace: tolerance, recognition of other people's souls, and gratitude. The research recommendations are aimed at guidance and counseling teachers in vocational high schools.

Vocational high schools are one of the controversial topics, and also the hardly touched fields in educational field. Students’ profiles of vocational schools, their visions, and professional identity developments are not frequently reflected in the literature. Therefore, the main aim of the study is to research whether vocational high school students’ professional identities are supported with extracurricular activities. Followingly, it was also researched whether vocational high school students’ future professional identities complied with their selected school and/or specialized fields. The research was conducted on qualitative research approach through semi-structured question form and analyzed via descriptive and content analysis of qualitative research methods. Results revealed that vocational high school students did not take part in extracurricular activities regarding their professional identities since the schools did not organize these activities. The responses also emphasized that existing extracurricular activities organized outside of the school were insufficient and there was an immediate need for such activities. Additionally, most of the participants highlighted that they selected their schools/department as an obligation. Based on the results, it was revealed that vocational and technical high schools should not focus on extracurricular activities to improve students’ basic and further skills. It is suggested that extracurricular activities should be cared more for students’ academic and practice skills. Moreover, the students and their parents should understand and be introduced to the profession before they come to a future decision.

Vocational education, especially at the Vocational High School (SMK) level, plays an important role in preparing young workers who are ready to face the challenges of the world of work. Despite this, SMK graduates have been contributing to Indonesia's Open Unemployment Rate in recent years. One of the contributing factors is students' inadequate work readiness. Previous research found that internal factors have the greatest contribution to work readiness. Hardiness and optimism are two of the internal factors that are still limitedly studied in work readiness. This study aims to determine the relationship between hardiness and optimism in job readiness in vocational students. This study used quantitative methodology, with a research sample of 69 students in class XI at a vocational school in Surakarta obtained through a simple random sampling technique. The measuring instruments used are the Work Readiness Scale (?=0.944), Hardiness Scale (?=0.891), and Life Orientation Test-Revised (?=0,760). The multiple regression analysis results showed a significant relationship between hardiness and optimism in job readiness in vocational students. Hardiness and optimism together contribute an influence on work readiness of 59.7%. When tested partially, only hardiness showed a significant relationship with work readiness, while optimism did not. Educational institutions are advised to increase students' hardiness and optimism to be ready to enter the world of work.

This research was conducted because the phenomenon of academic procrastination is a common thing and almost every student has done it. During the COVID-19 Pandemic, all Teaching and Learning Activities (KBM) were conducted online, resulting in higher levels of academic procrastination. The purpose of this study was to determine the level of academic procrastination of Bekasi City Vocational High School (SMK) students during the COVID-19 pandemic and what efforts were made by the school to overcome it. The research approach used is qualitative with Field Research (Field Research). The informants in this study included: Vocational High School students, Regional III Branch Office Staff, Vocational Supervisors, Vocational School Principals, Vocational Productive Subject Teachers, and Parents of Vocational School Students in Bekasi City. Data collection by interview technique, while the discussion using descriptive method that describes the situation in the field systematically. The results showed that the academic procrastination of Bekasi City Vocational High School students experienced an increase during learning during the COVID-19 Pandemic, including: Delays in starting and completing assignments; Delay in completing tasks; Time gap between planned and actual performance; and engage in more enjoyable activities. Countermeasures carried out by the school include: Providing interesting learning materials; Provide deadlines for each task; Conduct intensive communication with students and parents as well as conduct home visits for students with problems.

ObjectivesGiven the differences between general high school (GHS) and vocational high school (VHS) students, this study aimed to investigate the lifetime prevalence of non-medical use of prescription pain relievers (NMUPPR)...

이 연구는 2005년부터 조사된 교육종단연구(KELS) 5차(2009), 7차(2011), 9차(2014) 자료를 활용하여 진로성숙도에 따른 특성화고 졸업생들의 잠재집단을 유형화하고, 잠재집단 간 전이 양상을 확인하여 그 영향 요인을 알아보고자 하였다. 이를 위해 잠재전이분석(latent transition analysis: LTA) 방법을 사용하여 전이패턴을 확인하고 로지스틱 회귀분석을 통해 이에 영향을 미치는 변인들을 탐색하였다. 분석 결과 특성화고등학교 졸업생들은 고등학교에 재학 중인 18세 시점(5차)에서 3개의 잠재집단(높은 성숙수준, 중간 성숙수준, 낮은 성숙수준), 23세 시점(9차)에서 3개의 잠재집단(높은 성숙수준, 중간 성숙수준, 낮은 성숙수준)으로 분류되었다. 두 시점의 잠재집단 간 전이확률을 확인한 결과, 모든 잠재집단에서 절반 이상이 다른 잠재집단으로 전이되어 다양한 요인에 의해 진로성숙이 변화될 수 있다는 것을 확인하였으며 ‘중간 성숙수준’ 집단에서 ‘중간 성숙수준’을 유지하는 경우가 40.7%로 확률이 가장 높았고, 다음으로 ‘중간 성숙수준’집단에서 ’높은 성숙수준’으로 전이되는 경우가 16.9%로 나타났다. 전이 패턴을 ‘상향’, ‘유지’, ‘하향’으로 재구성했을 때 이에 영향을 미치는 요인은 전체 표본에서는 성별, 목표 대학 및 학과 여부, 부모의 감성적지지(9차)인 것으로 나타났다. 취업자 유형과 진학을 한 번이라도 경험한 유형으로 나누어 분석한 결과에서는 상향 패턴 대비 하향 및 유지 패턴에서 각각 대학만족도(9차), 목표 일자리 일치도(9차) 변인이 유의하였고, 성별은 진학을 경험한 유형에서만 유의하였다. 이상의 연구 결과를 토대로 결론에서는 특성화고 재학생의 진로성숙 수준에 따른 진로교육의 접근 방안과 진로설계를 위한 시사점을 제시하였다.The purpose of this study is to identify how career maturity of vocational high school graduates is changing across two different time points. Using the KELS(2005) 5th(2009), 7th(2011), and 9th(2014) wave dataset, Latent profile analysis and latent transition analysis (LTA) was conducted to evaluate the clustering of career maturity and transition probability. Logistic regression analysis was used to investigate influential variables. Among 579 graduates surveyed across the years, Vocational High school graduates were divided into three maturity class(high maturity level, middle maturity level, low maturity level) at both 5th and 9th wave. Result of the transition probability between classes of each time points, more than half of all respondents were transferred to other class. To analyze the factors affecting the transition, transition pattern was reclassified as upward , maintained and downward by direction of change. Gender and willing to go university has important roles on the downward changing and ideal job consistency is key factor to ‘downward’ pattern but only for employed case. However, parents emotional support has positive effect on maturity changing. The study inform basic characteristics of student in vocational education area, and also career design and career guidance targeted at vocational high school students. Based on the results, practical and theoretical implications for career education and career guidance in vocational high school were suggested.

General Background: Listening skills are essential for effective communication and learning, particularly in language acquisition. Specific Background: In vocational high schools, traditional teaching methods may not adequately engage students or enhance their listening abilities. Knowledge Gap: Despite the potential of digital media, there is limited research on the specific benefits of podcasts in improving listening skills among vocational students in Indonesia. Aims: This study investigates the role of podcasts in enhancing listening comprehension among Class X students at SMK Dian Indonesia through a pre-experimental design. Results: Utilizing pre-test and post-test assessments analyzed via a T-test with SPSS, findings indicate a significant improvement in listening skills, with post-test scores averaging 79.75 compared to pre-test scores of 70.60. Novelty: This research contributes to the literature by demonstrating that podcasts can serve as an effective and engaging educational tool for enhancing listening abilities in a vocational context. Implications: The positive outcomes suggest that integrating podcasts into English language instruction can foster a dynamic learning environment, providing students with diverse content and contexts to practice listening. This approach not only addresses existing gaps in language education but also promotes the adoption of innovative teaching methods in vocational schools, thereby enriching the overall educational experience. Highlights: Significant Improvement: The study found a notable increase in students' listening skills, with post-test scores rising from 70.60 to 79.75. Innovative Learning Tool: Podcasts are introduced as a dynamic and engaging medium for enhancing language comprehension in vocational education. Practical Implications: Integrating podcasts into English instruction can diversify content and contexts, enriching the learning experience for students. Keywords: listening skills, podcasts, vocational education, English learning, student engagement

Low mathematical representation skill causes the inability of vocational students solving problems creatively as demanded by industries. Researches showed that blended problem-based learning (BL-PBL) combining online and offline learning to train students to independently solve problems was proven to increase mathematical skills in education levels other than vocational school. Therefore, this research aimed to evaluate BL-PBL effect to mathematical representation skill escalation in vocational high school. Quantitative study with pre-test and post-test control group design was performed to two randomly-chosen classes over vocational schools in Kabupaten Bandung Barat, West Java, Indonesia. Samples were divided into two groups: experimental (BL-PBL method) and control (lecture method). Initial skill was determined by pre-test while learning outcome was determined using post-test. Data was analysed by t-test and two-way ANOVA with 0.05 significance level using IBM SPSS. Result showed the initial skill of two groups was similar. After treatment, N-gain data uncovered a significant increase of representative skill in experimental group. While, two-way ANOVA test showed no interaction between learning model used and student grouping based on initial skill to representation skill. Finally, BL-PBL was proven to increase mathematical representation skill in vocational students and, hence, is suggested to be implemented in vocational high school

As a provision for work, vocational high school students are required to have mature work readiness so that they can compete for the desired job. Job readiness for the workforce of vocational high school graduates is influenced by several factors, one of which is self-efficacy. This study aims to determine the relationship between self-efficacy and work readiness in vocational students. The method used in this research is quantitative method. In this study, the subjects were 323 SMKN students in Padang city. The data collection method in this study used a self-efficacy scale and a work readiness scale. Data analysis techniques using product moment correlation techniques. The results of hypothesis testing obtained a correlation coefficient value of 0.560 and a significance value of 0.000. This shows that there is a significant positive relationship between self-efficacy and work readiness in vocational students, meaning that the higher the self-efficacy of a student, the higher the work readiness of vocational high school students.

School is a place where, in addition to education, experiences of different relationships are gained, and for that reason there is a possibility of both positive and negative developmental outcomes for a young person. The aim of this study was to determine the differences in the characteristics of satisfaction with the school environment between Croatian vocational high school students and gymnasium students (N = 698). In data processing, in addition to calculating basic statistical values, discriminant analysis was used. The results show that there are differences in the characteristics of satisfaction with the school environment, in a way that vocational high school students estimate that teachers encourage their creativity more than gymnasium students, that the content of most subjects is interesting, that teachers respect them and are more attentive to them, that teachers show respect for their opinions and ideas, and that the school encourages them to think and come up with new ideas. Gymnasium students plan, more than vocational high school students, how much and how they will study for the announced exams. It can be concluded that students of vocational high schools are more satisfied and "freer" in their school environment, while gymnasium students are more oriented to the organization of the learning process, i.e. to a higher educational competence than vocational high school students.