scholarly journals Blended learning development for vocational education

2018 ◽  
Vol 434 ◽  
pp. 012262
Author(s):  
Y Sukrawan ◽  
Soemarto ◽  
M Komaro
Keyword(s):  
Blended Learning ◽  
Vocational Education ◽  
Learning Development

scholarly journals KURIKULUM PENDIDIKAN VOKASI PADA ERA REVOLUSI INDUSTRI 4.0

2019 ◽  
Vol 20 (1) ◽  
pp. 82
Author(s):  
Unung Vera Wardina ◽  
Nizwardi Jalinus ◽  
Lise Asnur
Keyword(s):  
Artificial Intelligence ◽  
Big Data ◽  
Blended Learning ◽  
Vocational Education ◽  
Industrial Revolution ◽  
Technology Literacy ◽  
Business Practices ◽  
Education Curriculum ◽  
The Government ◽  
Good Learning

Vocational education purpose is to produce ready-to-work graduates who have the relevant skills for current job employment. Entering the industrial revolution era 4.0 there were massive changes in various industries and workers' ability needs. This article intends to examine the implications of the industrial revolution 4.0 era for vocational education curriculum. Based on the study of various sources and business practices, it is necessary to develop vocational education curriculum that are in accordance with the era of industrial revolution 4.0 and relevant to answering the needs of new skills, such as the ability to create and manage coding, big data, and artificial intelligence. The vocational curriculum needs to apply blended learning, which integrates face-to-face and online learning, so as to more effectively build graduates' abilities and skills. The curriculum also needs to contain mastery of 4.0 competencies such as data literacy, technology literacy and human literacy. In order for the vocational education curriculum to have a broad impact, the government, educational institutions, industries must work together to revitalize the approach and content of the vocational education curriculum. Teachers must also be able to implement good learning to produce optimal graduate performance. Pendidikan vokasi merupakan pendidikan yang menghasilkan lulusan siap kerja yang memiliki keterampilan sesuai kebutuhan dunia kerja. Memasuki era revolusi indusri 4.0 terjadi perubahan yang masif pada perbagai industri dan kebutuhan kemampuan pekerja. Artikel ini bermaksud mengkaji implikasi era revolusi industri 4.0 bagi kurikulum pendidikan vokasi. Berdasarkan kajian berbagai sumber dan praktek bisnis, diperlukan pengembangan kurikulum pendidikan vokasi yang sesuai dengan era revolusi industri 4.0 dan relevan menjawab kebutuhan keterampilan baru, seperti kemampuan membuat dan mengelola coding, big data, dan artificial intelligence. Kurikulum vokasi perlu menerapkan pembelajaran blended learning, yang mengintegrasikan pembelajaran tatap muka dan online, supaya lebih efektif membangun kemampuan dan ketrampilan lulusan. Kurikulum juga perlu memuat penguasaan kompetensi 4.0 seperti literasi data, literasi teknologi dan literasi manusia. Agar kurikulum pendidikan vokasi menghasilkan dampak yang luas, pemerintah, lembaga pendidikan, industri harus bersinergi untuk merevitalisasi pendekatan dan isi kurikulum pendidikan vokasi. Pengajar juga harus dapat menyelenggarakan pembelajaran yang baik untuk menghasilkan kinerja optimal lulusan.

scholarly journals The Need for Blended Learning Development to Enhance the Critical Thinking of Thai Vocational Students

2019 ◽  
Vol 10 (1) ◽  
pp. 131-140
Author(s):  
Wichian Deechai ◽  
Thanongsak Sovajassatakul ◽  
Sirirat Petsangsri
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Blended Learning ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational Students ◽  
Modern Learning ◽  
Learning Development ◽  
Skills Learning

Abstract The objective of this research was to evaluate the need for blended learning development to enhance the critical thinking of students. Selected by using multistage random sampling, the 450 samples comprised of 376 vocational students and 69 teachers at vocational level. The research instrument used was a needs evaluation form, which was necessary to improve blended learning to enhance critical thinking. The index of consistency (IOC) was between 0.56-1.00, and the total reliability was 0.94. The research was conducted and data collected from July 2018 to August 2018. 445 completed evaluation forms, 98.88% of the total sent out, were returned to researchers. Frequency, percentage, PNI(Modified), and content analysis were used to analyze the data. The research results showed that the vocational students and teachers agreed on the same point that there should be development of student critical thinking skills. This development should comprise of critical thinking skills, learning achievement, and learning management. The recommendations made for improvement were to increase discipline within educational institutes, and to change and add facilities to support modern learning styles. Testing styles should be modern and correspond to student contexts. Moreover, learning styles should be improved to be up-to-date and to correspond to students’ needs and their real lives.

scholarly journals Blended Learning Analysis for Sports Schools in Indonesia

2020 ◽  
Vol 14 (12) ◽  
pp. 149
Author(s):  
Sapto Adi ◽  
Abi Fajar Fathoni
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Special Services ◽  
Teachers And Students ◽  
Development Data ◽  
Learning Development ◽  
The City ◽  
Learning Analysis

The students at Sports School are athletes that often leave school for training camps or participate in competitions outside the city. This study therefore, aims to determine the characteristics, conditions, and needs of Sports Schools in Indonesia as a basis for the Blended Learning development. Data were collected on information related to Sports School in various regions of Indonesia, through surveys. The result showed that there are special services for students that participate in training camps and competitions. However, their skill is ineffective and requires an increase in teaching hours and workload. Therefore, based on the characteristics of the Sports School and the needs of teachers and students, the Blended Learning model was developed

scholarly journals PELATIHAN INSTALLASI DAN OPERASIONAL BLENDED LEARNING UNTUK ADMIN FAKULTAS

2018 ◽  
Vol 1 (3) ◽  
pp. 235-242
Author(s):  
Zamzami Zamzami ◽  
Yogi Yunefri ◽  
Didik Siswanto
Keyword(s):  
Blended Learning ◽  
Vocational Education ◽  
Learning Process ◽  
Lecture Material ◽  
Faculty Of Education

The Learning process at Faculty of Education and Vocational Education (FKIP)) and the Faculty of Administrative Sciences (FIA) lecturers has been providing materials by displaying lecture materials using projector, as well as writing lecture materials on the blackboard. The student quiz is conducted after several meetings, the students are required to work on and complete the quiz given by the lecturer and then immediately collected after the time is up or finished. To give and collect the task, the lecturer give it during the lecture period and there are also lecturers who give the task at the end of the lecture after the lecturer delivered the lecture material, and the collection is done during the meeting in the class or on the next day schedule in the form of hardcopy so that the lecturer must certain to correct it. To face the problems faced by the Faculty of Education (FKIP) and Faculty of Administrative Sciences (FIA) the authors suggest with the use of electronic-based learning media that is Blended Learning.  

Blended learning in vocational education: teachers’ conceptions of blended learning and their approaches to teaching and design

2012 ◽  
Vol 39 (2) ◽  
pp. 237-257 ◽  
Author(s):  
Ana-Maria Bliuc ◽  
Grant Casey ◽  
Agnieszka Bachfischer ◽  
Peter Goodyear ◽  
Robert A. Ellis
Keyword(s):  
Blended Learning ◽  
Vocational Education ◽  
Approaches To Teaching

scholarly journals A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited

2017 ◽  
Vol 7 (4) ◽  
pp. 66
Author(s):  
Christina Andersson ◽  
Doina Logofatu
Keyword(s):  
Blended Learning ◽  
Computer Science ◽  
Engineering Students ◽  
Independent Learning ◽  
Basic Knowledge ◽  
Learning Module ◽  
Spare Time ◽  
E Learning ◽  
Learning Development ◽  
The University

Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.

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