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Journal articles on the topic 'Vocational learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Johnson, Richard, and Gilberto Buzzi. "What is vocational learning, who are the vocational learners, how does vocational learning take place?" British Journal of Healthcare Assistants 11, no. 4 (April 2, 2017): 190–95. http://dx.doi.org/10.12968/bjha.2017.11.4.190.

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2

Suhaini, Mazlili. "A Scale Calibration for Vocational Learning Styles Instrument." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 1088–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr201783.

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3

Gayatri, GiovannaT, and Sfenrianto A. "Analysis of Factors for Adopting E-Learning in Vocational Technical Skill Learning." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 912–29. http://dx.doi.org/10.37200/ijpr/v23i4/pr190420.

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4

Asplund, Stig-Börje, and Nina Kilbrink. "Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education." Scandinavian Journal of Educational Research 62, no. 1 (June 13, 2016): 1–16. http://dx.doi.org/10.1080/00313831.2016.1188147.

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5

Rahmawati, Anis, Nunuk Suryani, Muhammad Akhyar, and Sukarmin Sukarmin. "Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge." Open Engineering 11, no. 1 (January 1, 2021): 390–400. http://dx.doi.org/10.1515/eng-2021-0040.

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Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

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Andrian, Rian, and Ahmad Fauzi. "E-Learning Model to Support Industrial Based Adaptive Learning for Student Vocational High School." Jurnal Online Informatika 3, no. 2 (February 1, 2019): 86. http://dx.doi.org/10.15575/join.v3i2.258.

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Vocational High Schools have an important role in improving the quality of human resources to meet industrial needs. However, the current education system in Vocational Schools especially in Purwakarta, Subang, Karawang, Bekasi (PURWASUKASI) still has disadvantages compared to other countries. The government through the ministry of industry has started vocational education for Vocational Schools in Indonesia. Vocational education conducted to support the creation of qualified human resources that can meet the industrial needs related to labor. The implementation of information technology in the field of education is one of the ways to improve the quality of education, including education in vocational schools. E-learning implementation aims to improve the quality of education. E-learning is often used in the application of adaptive learning in the field of education. In this study, an e-learning system model has been created that has been developed to support industrial based adaptive learning for Vocational High Schools in PURWASUKASI. The system that has been developed has been tested from the functional side of the system and shows that the developed e-learning system is ready to use.

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Dowdy, Carol A., Tom E. C. Smith, and Carl H. Nowell. "Learning Disabilities and Vocational Rehabilitation." Journal of Learning Disabilities 25, no. 7 (August 1992): 442–47. http://dx.doi.org/10.1177/002221949202500704.

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8

Stevenson, John. "The centrality of vocational learning." Journal of Vocational Education & Training 57, no. 3 (September 2005): 335–54. http://dx.doi.org/10.1080/13636820500200290.

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Lindberg, Viveca. "Learning Practices in Vocational Education." Scandinavian Journal of Educational Research 47, no. 2 (June 2003): 157–79. http://dx.doi.org/10.1080/00313830308611.

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10

Fathoni, Ahmad. "STEM : INNOVATION IN VOCATIONAL LEARNING." Jurnal Pendidikan Teknologi dan Kejuruan 17, no. 1 (January 31, 2020): 33. http://dx.doi.org/10.23887/jptk-undiksha.v17i1.22832.

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AbstractIndonesia with a population of more than 200 million people, has an obligation to produce quality human resources to be able to compete with other countries. The problem currently faced is the high level of open unemployment, especially in SMK graduates. One way to improve the quality of human resources is by providing innovation in the learning process, especially in the field of vocational learning. Learning that can be applied in vocational education is learning based on STEM (Science, Technology, Engineering, and Mathematics). The purpose of this study is to describe more deeply about STEM learning as an innovative learning process that can be applied in vocational learning. The study was conducted using the literature review method of relevant research references and results, which were continued through focus group discussions (FGD). This study obtained the results of (1) STEM learning successfully applied both abroad and domestically; (2) it can improve students' creativity and critical thinking; (3) STEM learning can be integrated with learning models such as Project Based Learning, Problem Based Learning and cooperative learning; (4) Make students more confident in their future careers; and (5) STEM learning is very suitable for use in 21st century learning, especially in the vocational field so that STEM learning can be used as a solution in improving the quality of human resources and developing 21st century skills skills and in accordance with the objectives of vocational learning Keywords : STEM, Innovation, Learning, Vocational

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11

Kinta, Gunta. "LEARNING OUTCOMES FOR LIFELONG LEARNING IN THE CONTEXT OF LATVIAN VOCATIONAL SECONDARY EDUCATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 386. http://dx.doi.org/10.17770/sie2013vol2.596.

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Using learning outcomes, which are defined as statements of what a learner knows, understands and is able to do after learning, may support lifelong learning, since the outcome of education rather that input and process are emphasised. In Latvia vocational education is considered to have important role in the context of lifelong learning. Therefore, this study aimed at exploring views of vocational education students concerning the role of lifelong learning knowledge, skills and competences in vocational secondary education. The questionnaire including 19 statements of general learning outcomes was completed by 1817 vocational education students from 25 vocational schools. The results of the study indicate that the respondents appreciate the importance of these learning outcomes, although in case of some statements the respondents do not have clear understanding how these learning outcomes relate to their occupation.

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Haruna, Abubakar Sadiq. "LEARNING DISABILITIES: AN IMPEDIMENT TO VOCATIONAL CHOICE OF SECONDARY SCHOOL STUDENTS IN NIGERIA:IMPLICATIONS FOR COUNSELLING." Sokoto Educational Review 13, no. 2 (December 29, 2017): 265–74. http://dx.doi.org/10.35386/ser.v13i2.206.

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This paper presents Learning disabilities (LD) as an impediment to vocational choice and development of secondary school students in Nigeria. Learning Disabilities is a lifelong developmental problem that affects the learner's ability to learn effectively and make a choice of the vocation of interest. The main thrust in the theories of learning disabilities is that LD is caused as a result of a subtle disturbance in the brain functions and structures. This problem is inherent in the individual thus inhibits learning abilities, social and psychological functioning of the learning disabled student. While the psychoanalytic view on vocational choice is positive for the normal student, it is however not the same for the learning disabled. Although factors as social, economic, psychological assets determine the vocational choice, the problem of choice of vocation is however complicated for the learning disabled. This is because the presence of emotional conflicts interferes with the ability of the learning disabled to make a choice. The major implication of these problems is that since the learning disabled students encounter emotional problems, occupation or the work environment should be adapted or altered so as to meet certain needs of the students. The recommendation offered suggests the establishment of model counselling and research centres in schools.

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Hamzah, Norhasyimah. "21st Century Learning Skills among Lecturers in Vocational College." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 542–49. http://dx.doi.org/10.37200/ijpr/v24i5/pr201719.

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14

Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

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15

Sweet, Richard. "Vocational Preparation." Australian Journal of Career Development 4, no. 2 (July 1995): 5–7. http://dx.doi.org/10.1177/103841629500400203.

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National targets for growth in vocational preparation are unlikely to be met by relying upon wage-based models such as apprenticeships and traineeships. Full-time programs in TAFE, like full-time school courses, cannot provide the rich contextual and applied learning needed for high quality vocational education. A strategy that combines general and vocational education, workplace and classroom learning, school and industry training standards as well as links to post-school training is advocated. The Australian Student Traineeship Foundation, launched by the Prime Minister in 1994, is designed to promote and disseminate this strategy.

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., Seninil, Mochamad Bruri Triyono, Asnul Dahar Minghat, Herman Dwi Surjono, and Siti Salina Mustakim. "E-Learning Model for Technical and Vocational Education: In Vocational High School." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 526. http://dx.doi.org/10.14419/ijet.v7i4.33.28168.

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E-learning has been to be a very popular choice in the 21st century education world. E-learning able to meet a variety of learning needs tailored to each level of education. E-learning makes it easy for a teacher to give lessons to students without being bound by space and time anymore. Students can receive subject matter anywhere and anytime while at home, at school, and at work. Students can take advantage of discussion forums to discuss remotely through the use of collaborative learning tools available in e-learning. The goal to be achieved is to know the e-learning model for vocational education, namely vocational high school (SMK). In particular, this paper reviews the technical literature on the concept of e-learning, e-learning models, and the development of e-learning models in the context of TVE. Regarding e-learning studies, journal articles, opinion papers, conceptual papers, etc. are analyzed for content related to the e-learning model on TVE. It was concluded that the use of e-learning in vocational education such as Vocational High Schools was needed to assist teachers in improving the learning process. E-learning needs for vocational high schools as an effective learning media adapted to the vocational characteristics of each school.

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17

Asplund, Stig-Börje, Nina Kilbrink, and Hamid Asghari. "Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings." International Journal for Research in Vocational Education and Training 8, no. 2 (June 24, 2021): 160–85. http://dx.doi.org/10.13152/ijrvet.8.2.2.

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Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

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Базелюк, Олександр. "PECULIARITIES OF DIGITALIZED LEARNING PROCESS ORGANISATION IN THE LEARNING MANAGEMENT SYSTEMS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 143–47. http://dx.doi.org/10.32835/2223-5752.2019.18.143-147.

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The author reviews the peculiarities of digitalized learning process organisation in the hardware and software environment of learning management systems in the context of vocational education and training. The author notes the complexity of the transition to the Industry 4.0 and mentions the risks connected with the named process in the vocational education and training. In such conditions it is important to develop effective models of public and private partnership, to decentralize administration and financing and, above all, to assure the vocational education and training quality.At the same time the learning process taking place in such an environment becomes digitalized, which, on the one hand, gives it additional advantages (easy access to training data regardless of time and place, individualisation of students’ learning paths, broad multimedia resources, etc.) and, on the other hand, requires solving complex tasks in distance courses designing. The author focuses on the methodology of distance courses designing, so it is very important for vocational education and training institution to ensure the realisation of the following five main components: regulatory, financial, technical, personnel, teaching and methodological support. It is emphasised that distance course designing becomes the most important aspect of implementing the modern digitalized learning process. The structure of creative group in distance courses designing is grounded, which comprises: a specialist in the relevant vocational sphere, specialist in distance learning, technical specialist (system administrator or distance courses programmer) and digital content designer.

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Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

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Cranton, Patricia. "Spiraling into Transformative Learning." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 1–13. http://dx.doi.org/10.4018/javet.2010100901.

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This article explores how technical and vocational learning may spiral into transformative learning. Transformative learning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches to transformative learning. With this as a foundation, the article explores how transformative learning can be fostered in adult vocational education.

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22

Azma, Hayatul. "Pengaruh Fasilitas Belajar, Minat Belajar, Lingkungan Belajar dan Motivasi Belajar terhadap Hasil Belajar Siswa pada Mata Pelajaran IPS SMK Kabupaten Tanah Datar: Kajian." Jurnal Ilmiah Universitas Batanghari Jambi 19, no. 2 (July 9, 2019): 387. http://dx.doi.org/10.33087/jiubj.v19i2.685.

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This research is aimed to see: (1) The influence of learning facilities toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (2) The influence of learning interest toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (3) The influence of learning environment toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (4) The influence of learning facilities toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency (5) The influence of learning interest toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency (6) The influence of learning environment toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency (7) The influence of learning motivation toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency. The kind of this research is causal descriptive. The research population is all students at grade XI of vocational schools in Tanah Datar Regency. Number of the population is 750 students in 2016/2017 academic year. The sample was taken by using the technic of Proportional Random Sampling. The research sampling is 261 students out of the whole population. Primary data in this research is taken from questionnaire given to the respondents, and the secondary data, is related to the research object which is presented by other authorities in the form of students learning achievement in final semester examination (UAS) in social science subject. The technic of data analysis is path analysis with SPSS program 15.0 Version. The research findings are: (1) Learning facilities has significant influence toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (2) Learning interest has significant influence toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (3) Learning environment has significant influence toward students learning motivation in social science subject of vocational schools in Tanah Datar Regency (4) Learning facilities have significant influence toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency(5) Learning interest has significant influence toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency(6) Learning environment has significant influence toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency(7) Learning motivation has significant influence toward students learning achievement in social science subject of vocational schools in Tanah Datar Regency.

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23

L.M., Petrenko. "Organizational methods of distance learning in institutions of vocational (vocational) education." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems 434, no. 50 (2018): 151–56. http://dx.doi.org/10.31652/2412-1142-2018-50-151-156.

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24

Darwin, Stephen. "The changing contexts of vocational education: implications for institutional vocational learning." International Journal of Training Research 5, no. 1 (January 2007): 55–71. http://dx.doi.org/10.5172/ijtr.5.1.55.

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Zaļaiskalne, Anita. "CONTEMPORARY LEARNING ENVIRONMENT IN THE VOCATIONAL EDUCATION: THE NEW CHALLENGES." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 100–113. http://dx.doi.org/10.33225/pec/13.55.100.

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The quantitative research basis is the data of surveys which were filled in by teachers of vocational education institutions and employers. The research is based on researches and reports regarding vocational education, strategic planning documents of development of education of Republic of Latvia and EU, studies, statistics on vocational education (data basis of the Central Statistical Bureau, statistics of the Ministry of Education and Science (MES) on vocational education) also are used. The aim of the research is to analyze factors of the internal and external environment that affect vocational education in order to determine how these factors create challenges for the vocational education system and educational institutions. The article analyzes the correlation between the elements of internal environment: resources, processes and results and external environment (political, demographic social) factors. The challenges make the vocational education change the existing paradigm of vocational education. The research was performed with a purpose to analyze the environmental factors; the quantitative research combines: an analysis of normative documents and a survey of employers and teachers of vocational education. The key results of the research: demographic trends in Latvia have an essential impact upon the human resources of the vocational education institutions; in order to implement the lifelong learning strategy, it is important to involve more adults in the vocational education; the learning environment of vocational education must be developed by following the principles of lifelong learning; cooperation between the state institutions, employers and teachers is required in order to provide effective solutions to the challenges that vocational education is facing. The cooperation between the employers’ institution, educational institutions and state institutions is essential in the process of planning and implementation of the curriculum and evaluation of the results. The prestige of the vocational education in the society affects students’ choice regarding their further education; it also influences the assessment of employers. If there were developed and implemented such curricular, which would imply the key competences that are relevant to the vocational areas of education and on the basis of which a flexible transformation of the content of curricular would be possible, the competitiveness and quality of the vocational education would be ensured. Key words: external environment, internal environment, learning environment, vocational education.

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Falah, Syahrul, and Suparmin Suparmin. "HUBUNGAN MOTIVASI BELAJAR DAN PERILAKU HIDUP SEHAT DENGAN PRESTASI BELAJAR KEJURUAN OTOMOTIF KELAS XI PROGRAM KEAHLIAN TEKNIK OTOMOTIF SMK MUHAMMADIYAH IMOGIRI BANTUL TAHUN AJARAN 2014/2015." TAMAN VOKASI 4, no. 2 (December 1, 2016): 236. http://dx.doi.org/10.30738/jtvok.v4i2.508.

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The study aimed to describe (1) correlation between learning motivation with learning achievement of automotive vocational; (2) correlation between healthy live attitude with learning achievement of automotive vocational; and (3) correlation between learning motivation and healthy live attitudewith learning achievement of automotive vocational. This study was ex-post facto research. Data collecting methods were questionnaires and documentation. Data analyzing methods used descriptive analysis, first and second hypothesis testing used partial correlation and third hypothesis testing used double regression. This study shows that there was a positive and significant correlation between learning motivation with learning achievement of automotive vocational; (2) there was a positive and significant correlation between healthy live attitude with learning achievement of automotive vocational; and (3) there was a positive and significant correlation between learning motivation and healthy live attitude with learning achievement of automotive vocational.

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Thị Hương Giang, Nguyễn. "Developing vocational competence in online learning." Journal of Science, Educational Science 60, no. 8D (2015): 115–23. http://dx.doi.org/10.18173/2354-1075.2015-0262.

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Sukrawan, Y., Soemarto, and M. Komaro. "Blended learning development for vocational education." IOP Conference Series: Materials Science and Engineering 434 (December 3, 2018): 012262. http://dx.doi.org/10.1088/1757-899x/434/1/012262.

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Hursh, Norman C. "Vocational Evaluation with Learning Disabled Students." Academic Therapy 25, no. 2 (November 1989): 201–15. http://dx.doi.org/10.1177/105345128902500208.

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Hermanussen, José, Ronny F. A. Wierstra, Jan A. de Jong, and Jo G. L. Thijssen. "Learning Styles in Vocational Work Experience." Journal of Vocational Education Research 25, no. 4 (January 1, 2000): 445–71. http://dx.doi.org/10.5328/jver25.4.445.

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Hafid, D., A. Djohar, A. G. Abdullah, and M. Komaro. "Work based learning in vocational education." Journal of Physics: Conference Series 1402 (December 2019): 044066. http://dx.doi.org/10.1088/1742-6596/1402/4/044066.

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Rochayati, Umi, and Ratna Wardani. "Character learning model in vocational school." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (May 30, 2018): 116–27. http://dx.doi.org/10.21831/jk.v2i1.16268.

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MODEL PEMBELAJARAN KARAKTER KERJA DI SEKOLAH MENENGAH KEJURUANAbstrakPenelitian ini bertujuan untuk mengembangkan model pembelajaran karakter kerja di Sekolah Menengah Kejuruan (SMK). Penelitian ini menggunakan metode kualitatif dan kuantitatif. Pengembangan model menggunakan pendekatan R & D model ADDIE. Pengembangan model diawali dengan analisis kebutuhan karakter kerja melalui observasi ke SMK Negeri 2 Depok Sleman, SMK Mikael Surakarta, dan beberapa industri terkait. Hasil penelitian ini menemukan 13 indikator karakter kerja yang perlu ditanamkan kepada siswa SMK, meliputi: disiplin, loyalitas, kerja keras, tanggung jawab, profesional, jujur, toleransi, kepemimpinan, kerja sama dalam tim, kemampuan beradaptasi, kreatif, inovasi, dan kemampuan dalam memecahkan masalah. Model pembelajaran dikembangkan sesuai prosedur desain instruksional. Rancangan pembelajaran untuk menanamkan nilai-nilai karakter kerja tersebut dimplementasikan secara eksplisit dalam silabus dan rencana pembelajaran. Nilai-nilai karakter kerja diintegrasikan dalam setiap mata pelajaran terutama mata pelajaran praktik. Model pembelajaran karakter kerja melibatkan dunia usaha dan industri sebagai mitra sekolah dalam proses pembelajaran. Mekanisme yang diterapkan yaitu dengan mengundang dunia usaha dan industri untuk secara berkala memberikan pemahaman tentang budaya kerja di dunia kerja kepada para siswa SMK.AbstractThis study was aimed at developing a work character learning model in the vocational school. This study used qualitative and quantitative methods. The study used the model development of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) approach Research and Development (R & D). The model development began with the analysis of work characters needed through observation conducted in State Vocational School 2 in Depok Sleman, Mikael Vocational School in Surakarta, and some related industries. The results show that 13 work character indicators need to be implemented namely discipline, loyalty, hard work, responsibility, professionalism, honesty, tolerance, leadership, teamwork, adaptability, creativity, innovation, and problem solving capability. The learning model was developed according to the instructional design procedure. The design of learning to instill the values of work characters is implemented explicitly in the syllabus and lesson plans. The values of work characters are integrated in each subject especially the practice subjects. The school partners (i.e. industry and business parties) are included in the learning process of this model. The mechanism applied is by inviting the business and the industry parties periodically to provide an understanding of work cultures to the students

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Wirawan, Arif Wahyu, and Wahyudi Wahyudi. "E-LEARNING EQUIPMENT IN LEARNING PROCESSAT VOCATIONAL HIGH SCHOOL." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 61. http://dx.doi.org/10.20961/shes.v1i2.26756.

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<p><em>The problem in the world of education at this time is the quality and quantity of education in the field of information and communication technology. The quality of education can be seen from the quality of education desired by the community and for the quality of education related to the equitable access to education without any gap. One way to overcome these problems is by optimizing the role of information and communication technology in the learning process by using e-learning. E-learning used is using online learning based on Schoology. In this application there are several features that can be used by the teacher in the learning process including uploading material, assignments, discussions and giving test questions using the online quiz system. In the use of E-Learning in the learning process can increase students' learning motivation and can create enjoyable learning so that students in participating in learning activities can be active and achieve maximum learning outcomes.</em></p>

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Pridham, Bruce, Simon O’Mallon, and Vaughan Prain. "Insights into Vocational Learning from an Applied Learning Perspective." Vocations and Learning 5, no. 2 (August 9, 2011): 77–97. http://dx.doi.org/10.1007/s12186-011-9063-8.

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Movchan, Larysa. "Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 44–50. http://dx.doi.org/10.2478/rpp-2014-0034.

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Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.

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Pamungkas, Stephanus Fajar, Indah Widiastuti, and Suharno Suharno. "KOLB’S EXPERIENTIAL LEARNING AS AN EFFECTIVE LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP SUBJECTS." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 2, no. 1 (July 3, 2019): 27. http://dx.doi.org/10.20961/jomeve.v2i1.28352.

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<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School. The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>

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Musa, Fazillah, and Abdullah Mat Rashid. "Career Readiness Among Vocational Graduates: Implication of Competency Based Learning." Journal of Social Sciences Research, no. 66 (June 20, 2020): 633–38. http://dx.doi.org/10.32861/jssr.66.633.638.

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This study aims to investigate career readiness among graduates of vocational colleges in Malaysia. Past research shows that graduates from technical and vocational institutions faced problems in choosing a career. In Malaysia, competency based learning adopted by vocational colleges to create opportunities for student personalized their own learning regardless of time, place and pace of learning. This ex post facto research design is intended to identify the level of career readiness of vocational college graduates, and to examine the effect of the CBL approaches implemented in vocational colleges on graduates’ level of career readiness. The total of 330 graduates from fifteen vocational colleges in Malaysia were randomly selected as respondents in this study. Finding shows that the graduate career readiness is at lower level whereas the one-way ANOVA analysis shows that the CBL approaches do not have a significant effect on the level of career readiness among vocational college graduates.

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Hlushchenko, Volodymyr V. "ПРОЕКТУВАННЯ СИСТЕМИ ПІДТРИМКИ ДИСТАНЦІЙНОГО НАВЧАННЯ ПРОФЕСІЙНО-ТЕХНІЧНОГО НАВЧАЛЬНОГО ЗАКЛАДУ." Information Technologies and Learning Tools 49, no. 5 (October 31, 2015): 121. http://dx.doi.org/10.33407/itlt.v49i5.1242.

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In the article the system of distance learning in vocational education system based on Moodle is considered. The features of the system design and the use of e-learning in vocational schools; designing the system structure for distance learning in vocational education; main stages of implementation of distance learning in the educational process of vocational education based on Moodle are considered. There has been developed the prototype support system for distance learning in State educational establishment "Cherkasky professional college."

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de Bruijn, Elly, and Yvonne Leeman. "Authentic and self-directed learning in vocational education: Challenges to vocational educators." Teaching and Teacher Education 27, no. 4 (May 2011): 694–702. http://dx.doi.org/10.1016/j.tate.2010.11.007.

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van Uden, J. M., H. Ritzen, and J. M. Pieters. "Enhancing student engagement in pre-vocational and vocational education: a learning history." Teachers and Teaching 22, no. 8 (July 7, 2016): 983–99. http://dx.doi.org/10.1080/13540602.2016.1200545.

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Suartini, Tuti. "Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 1675–89. http://dx.doi.org/10.37200/ijpr/v24i3/pr200916.

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Datu, Yerly. "Pendampingan Aktif Sejawat untuk Mengatasi Kecemasan Berbicara Bahasa Inggris: Studi Kasus Pembelajar Vokasi." JLA (Jurnal Lingua Applicata) 1, no. 1 (September 18, 2017): 70. http://dx.doi.org/10.22146/jla.28351.

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Speaking anxiety becomes one of the toughest barriers in EFL learning. In the meantime, speaking competence is paramount for vocational graduates at job market. Therefore, big and continuous efforts must be done to maximize the learning outcome. This paper aims to examine how active and guided peer mentoring among learners can actually decrease anxiety of vocationa learners. For the purpose, qualitative research employing a case study design involving fourteen participants of vocational learners taking Speaking II was conducted. Stages including peer mentor screening, peer mentor preparation for guidance, peer mentoring activities, peer mentoring monitoring were applied. Responses from Focus Group Discussions (FGD) among mentors and participants being mentored were collected and analyzed afterwards. Recommendations were also made from best practices generated.

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Chen, Huang. "Study on the English Learning Motivation and Learning Strategies." Lifelong Education 9, no. 3 (April 4, 2020): 86. http://dx.doi.org/10.18282/le.v9i3.826.

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<p>Learning motivation and learning strategies are the important factors that affect English learning, which has an important impact on the students' learning English. In the 1970s, Chinese scholars mainly studied the transfer to students' autonomous learning, which resulted in individual differences of learners, such as age, gender, motivation, strategy, <em>etc</em>. However, learning motivation and strategy are the most important issues, which need our research. Based on the real data, this paper makes SPSS software statistics, which can analyze the correlation between learning motivation and learning strategy. Through the study of English learning motivation and Strategies of vocational college students, vocational college can better improve the quality of English teaching.</p>

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Ouyang, Yuandong. "Research on the Evaluation of Vocational College Students' Learning in Internet Education." Lifelong Education 9, no. 3 (April 4, 2020): 73. http://dx.doi.org/10.18282/le.v9i3.823.

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<p>As an important part of national vocational education, secondary vocational education needs to actively adapt to the new changes and requirements under the internet environment, and actively carry out innovation in view of the problems in the Internet network education and the South emperor. Based on this, this paper first analyses the current situation and problems of secondary vocational school students' learning evaluation, then studies the structure of secondary vocational school students' learning evaluation system under the Internet network education, and finally gives the construction strategy of secondary vocational school students' learning evaluation system.</p>

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Yudiono, Heri, Pramono Pramono, and Basyirun Basyirun. "The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 1 (April 10, 2019): 97–102. http://dx.doi.org/10.21831/jptk.v25i1.23328.

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Vocational education building and development must consider the needs of the industry and the demands of 21st-century skills graduates. For these two requirements, it is necessary to innovate the learning model to improve the students’ learning experience and graduates’ performance. This study aims to develop a production-based learning model that is integrated with 21st-century learning skills to improve skills in mechanical engineering. The study employed focus group discussion and experts’ judgment. This study involved the mechanical engineering lecturers, the head of laboratory at the mechanical engineering department, the head of the department of mechanical engineering, the head of mechanical engineering vocational education, the head of the mechanical laboratory at the vocational schools, mechanical engineering teachers, vocational technology education experts, and curriculum specialists. The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills.

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Sefriani, Rini, Indra Wijaya, Menrisal Menrisal, and Muharika Dewi. "Testing Of The Validity of Interactive Learning Module on Creative and Entrepreneurs Learning Products." Journal of Educational Science and Technology (EST) 6, no. 1 (March 26, 2020): 73. http://dx.doi.org/10.26858/est.v6i1.10277.

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This study aims to determine the level of validity of Interactive Learning Modules in Creative Product and Entrepreneurship Subjects in Vocational Schools. The method used in this research is the 4-D Research and Development method. The steps of this research and development method are: (1) define, (2) design, (3) develop, and (4) assess. Based on research that has been done, the average value of the validator test assessment of the Creative Learning and Entrepreneurship Interactive learning module is 91.92%, so that the level of validity can be interpreted very validly used. In conclusion, based on the assessment and input from experts that the Interactive Learning Module on the subject of Creative Products and entrepreneurship in High Schools and Vocational Schools is feasible to be used in learning Creative Products and Entrepreneurship in Vocational High Schools.

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Mursid, R. "Pengembangan model pembelajaran penguatan vocational life skills mahasiswa berwawasan kewirausahaan di bidang teknik mesin." Jurnal Pendidikan Vokasi 7, no. 1 (February 28, 2017): 110. http://dx.doi.org/10.21831/jpv.v7i1.12653.

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Penelitian dan pengembangan ini bertujuan untuk: (1) mengembangkan model pembelajaran penguatan vocational life skills mahasiswa berwawasan kewirausahaan; dan (2) mengimplementasikan model pembelajaran penguatan vocational life skills mahasiswa berwawasan kewirausahaan. (3) mengetahui efektivitas dan keunggulan model; dan (4) mengimplentasikan model. Metode penelitian dan pengembangan dengan Borg & Gall dan perencanaan strategi pembelajaran dalam pengembangan model dengan menggunakan rancangan Dick & Carey. Berdasarkan hasil dari validasi ahli pada: ahli bidang studi, ahli desain pembelajaran, ahli desain grafis semuanya menunjukkan bahwa model pembelajaran penguatan vocational life skill layak digunakan dalam pelaksanaan pembelajaran pada mahasiswa jurusan teknik mesin. Juga pada uji coba perorangan, uji coba kelompok kecil dan uji coba lapangan menunjukan kelayakan model yang dikembangkan dan dalam kategori baik. Uji efektivitas, dapat disimpulkan bahwa nilai rata-rata hasil belajar yang diajar dengan menggunakan modul vocational life skills berwawasan kewirausahaan lebih tinggi dibandingkan dengan nilai rata-rata hasil belajar yang diajar dengan menggunakan buku teks.Kata kunci: model pembelajaran penguatan vocational life skills, kewirausahaan, teknik mesin LEARNING MODEL DEVELOPMENT OF STUDENTS LIFE SKILLS VOCATIONAL STRENGTHENING INSIGHTFUL ENTREPRENEURSHIP IN MECHANICAL ENGINEERINGAbstractResearch and development is aimed at: (1) develop learning models strengthening vocational life skills, entrepreneurial-minded students; and (2) implement a reinforcement learning model vocational life skills, entrepreneurial-minded students. (3) evaluate the efficacy and advantages of the model; and (4) implementing the models. Methods of research and development with Borg & Gall and planning learning strategies in model development by using design Dick & Carey. Based on the results of the validation experts at: expert studies, expert instructional design, graphic design expert everything suggests that the reinforcement learning model vocational decent life skill used in the implementation of learning in students majoring in mechanical engineering. Also on individual testing, small group trial and field trials showed the feasibility of the model developed and in both categories. Effectiveness test, it can be concluded that the average value of learning outcomes are taught using modules vocational life skills, entrepreneurial-minded higher than the average value of learning outcomes are taught using textbooks.Keywords: reinforcement learning model vocational life skills, entrepreneurship, engineering

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Hanim, Fitriah, Djono Djono, and Susanto Susanto. "The Utilization Of Historical Materials Of The Dutch Age Of Oil Exploration In Cepu In Historical Study At Smk Migas Cepu." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 132. http://dx.doi.org/10.20961/shes.v3i2.46231.

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<p><em>History learning in Senior High Schools and Vocational High Schools is carried out almost the same, both obtaining mandatory history with the aim of studying the history of the nation. Meanwhile, studying history in Senior High Schools contains additional material for the history of specialization. The existence of differences in environment, meaning and purpose makes students less interested and meaningful in learning which results in history learning running less optimally. For this reason, this paper aims to make historical learning relevant to the learning field of Vocational Middle School students, one of which is by utilizing local material in areas close to the environment and even the vocational school. One of them is the use of local materials for the Cepu Oil and Gas Vocational Middle School students, namely the history of Dutch oil exploration in Cepu. This study uses a literature study research method, the authors use a humanistic approach to analyze the relevance of learning materials to the learning environment and the interests or vocational of students. The focus of this research is on discussing history learning in Vocational High Schools and the use of historical material on Dutch oil exploration in Cepu as a learning resource. So that studying history will be relevant and meaningful in accordance with the vocational.</em></p>

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Lalian, Oktovianus Nau, Eveline Siregar, and Murni Winarsih. "BLENDED LEARNING FOR VOCATIONAL HIGH SCHOOL STUDENTS." Kwangsan: Jurnal Teknologi Pendidikan 9, no. 1 (July 1, 2021): 18. http://dx.doi.org/10.31800/jtp.kw.v9n1.p18--30.

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The aimed of this study was to develop a blended learning for vocational students of light vehicle power expertise program in the learning process as a learning strategy to overcome the problem of lack of face-to-face time in class. The procedure for developing blended learning used was PEDATI model (learning, deepening, applying, measuring) as design instructional for blended learning. Data collection techniques used were observation, interview, and questionnaires. Data analysis techniques used was descriptive qualitative. The development of blended learning through the PEDATI model will be very effective for the achievement of learning objectives optimally and efficiency in learning time in class. AbstrakTujuan penelitian ini adalah mengembangkan blended learning bagi siswa SMK program keahlian tenaga kendaraan ringan dalam proses pembelajaran sebagai suatu strategi pembelajaran untuk mengatasi masalah kekurangan waktu tatap muka di kelas. Prosedur pengembangan blended learning dengan model PEDATI (Pelajari, Dalami, Terapkan, dan Evaluasi) sebagai model desain pembelajaran blended learning. Teknik pengumpulan data melalui observasi, wawancara, dan kuesioner. Teknik analisis data yang digunakan adalah deskriptif kualitatif. Pengembangan blended learning dengan prosedur PEDATI akan sangat efektif untuk pencapaian tujuan pembelajaran secara optimal dan efisiensi waktu pembelajaran di kelas.

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Özüdoğru, Melike, and Fatma Özüdoğru. "The Effect of Situated Learning on Students' Vocational English Learning." Universal Journal of Educational Research 5, no. 11 (November 2017): 2037–44. http://dx.doi.org/10.13189/ujer.2017.051120.

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