PENGEMBANGAN PEMBELAJARAN SISTEM BASIS DATA UNTUK MENGATASI KESULITAN BELAJAR

2018 ◽  
Vol 2 (2) ◽  
pp. 107
Author(s):  
Nuraeni Dahri
Keyword(s):  
Vocational Education ◽  
Model Problem ◽  
Problem Based Learning ◽  
Technical And Vocational Education ◽  
Education Training

Era globalisasi berdampak pada tuntutan dilakukan restorasi terhadap dunia pendidikan di Indonesia dalam berbagai aspek demi memajukan kualitas dan mengatasi kesenjangan yang terjadi pada semua jenjang pendidikan khususnya pada aspek sistem pembelajaran yang digunakan agar dapat menghasilkan sumberdaya manusia (SDM) yang mumpuni dan mampu bersaing dalam kancah global. Perguruan tinggi sebagai salah satu komponen utama dalam sistem pendidikan diharapkan dapat berperan aktif dalam meningkatkan sistem pembelajaran yang diselenggarakan untuk dapat menghasilkan lulusan yang berkualifikasi dibidangnya. Fenomena kualitas input yang relatif buruk menjadi salah satu faktor utama terjadinya kesulitan belajar pada mahasiswa di perguruan tinggi swasta pada umumnya. Kondisi tersebut sangat ironis dengan adanya tuntutan globalisasi khususnya TVET (Technical and Vocational Education Training) abad XXI bahwa mahasiswa lulusan perguruan tinggi harus memiliki kualifikasi higher competitive untuk dapat bersaing di dunia kerja. Umumnya, mahasiswa yang masuk PTS memiliki nilai rata-rata akademik dibawah standar. Pengembangan pembelajaran pada matakuliah sistem basis data mengacu pada model pembelajaran problem based learning (PBL) dalam mengatasi kesulitan belajar. Konsep pengembangan diawali dengan melakukan kajian literatur dan beberapa hasil penelitian terkait oleh peneliti untuk menemukan kebaruan dan untuk mempelajari trend pembelajaran saat ini. Prosedur pengembangan dilakukan dengan menggunakan metode 4D yang terdiri atas 4 (empat) tahapan yakni tahap define, design, develop dan tahap disseminate. Penelitian ini bertujuan menghasilkan model pembelajaran sistem database yang valid, reliabel dan efektif. Model ini secara sistematis mengacu pada siyntak model problem based learning (PBL) untuk mengatasi kesulitan belajar. Model pembelajaran sistem database ini juga menghasilkan perangkat pembelajaran berupa Silabus, RPS, Buku Ajar, dan Modul sistem database yang valid, efektif, dan praktis dalam mengatasi kesulitan belajar mahasiswa.

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

scholarly journals Partnerships between Cambodia’s Government, NGOs, and the Private Sector in Technical and Vocational Education Training from the NGOs’ Perspectives

2021 ◽  
Author(s):  
◽  
Sokha Chhun
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Study Data ◽  
Annual Reports ◽  
Phnom Penh ◽  
Technical And Vocational Education ◽  
Education Training ◽  
The Government ◽  
Depth Interviews

<p>Three-way or tri-sector partnerships were proposed in the World Summit on Sustainable Development in Johannesburg (2002) as a way to reduce poverty and achieve development targets by 2015 (Warner & Sullivan, 2006). These partnerships are between government, civil society and the private sector, and there is not much research on how such partnerships work in the development world. The purpose of this research is to explore the effectiveness of partnerships between Cambodia’s government, NGOs, and the private sector in Technical and Vocational Education Training (TVET), particularly from the NGOs’ perspective.  The research methodology used in this study was a qualitative case study. Data was collected from in-depth interviews as well as document analysis, such as NGO’s annual reports, project agreements with Cambodia’s government, and other related documents from three NGOs working in the TVET sector in Phnom Penh. This research used Creswell’s framework (2014) for qualitative data analysis and interpretation.  The findings conclude that the tri-sector partnerships within one NGO to that of another NGO are quite different depending on the level of trust and interdependence of the parties. These partnerships between government, the business sector and NGOs are based upon the belief that collaboration brings benefits to each actor. From the business’s side, the benefits include the improvement of industrial production processes and productivity due to an increased supply of well-skilled staff. From the NGOs’ perspective, the benefits include accessing enterprises’ equipment and expertise. The government provides decentralised powers to local government to facilitate the working process of the NGOs and the private sector. These findings provide insight into Cambodia’s tri-sector TVET partnerships, making a contribution to understandings and knowledge of NGOs in TVET and their partners.</p>

Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges

2021 ◽  
pp. 136-161
Author(s):  
Folake Modupe Adelabu
Keyword(s):  
Vocational Education ◽  
Structured Interviews ◽  
Microsoft Excel ◽  
Specific Content ◽  
Content Domain ◽  
Hands On ◽  
Pedagogic Practices ◽  
Technical And Vocational Education ◽  
Education Training ◽  
Selection Of

Good pedagogy practices require a comprehensive list of strategies that will sustain and produce students in a specific content domain. The aim of this chapter is to explore vocational pedagogic practices in classrooms and workshops at technical and vocational education training (TVET) colleges. A closed-ended Likert-type questionnaire on vocational pedagogic practices was administered to the students, while interviews were conducted on the pedagogic practices in the classroom and workshop with the lecturers. Convenient and purposive sampling were used for the selection of the participants. The study sample was 58 students and four lecturers. Data was collected through semi structured interviews and a student's questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore vocational pedagogic practices in classrooms and workshops at TVET colleges. The percentage of each item of the questionnaire was analysed through frequency distribution using Microsoft Excel. The findings showed that the NATED section of the TVET colleges is mainly for theory where the NC (V) section is for practical. Some parts of the TVET colleges' curriculum are not satisfactory and the hands-on practical activities that are a true reflection of workplace activities are not presented adequately in the curriculum. Based on the findings, the chapter suggests that the TVET colleges' curriculum be revised and updated in order to meet the standard requirements and the lecturers should be upgraded especially on hands-on practical activities in order to prepare the students to meet the companies' requirements.

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