scholarly journals Å vurdere yrkeskompetanse: Hva er yrkeskompetanse, og hvordan kan den vurderes? [Evaluating vocational competence: What is vocational competence, and how can it be evaluated?]

2020 ◽  
Vol 10 (3) ◽  
pp. 45-66
Author(s):  
Hilde Hiim
Keyword(s):  
Vocational Competence

scholarly journals The effect of industrial work practice, guidance intensity of industrial side, and vocational competence on working readiness of grade XII students of banking program, Vocational High School Perbankan, Pekanbaru

2018 ◽  
Vol 8 (2) ◽  
pp. 132
Author(s):  
Dwi Yana Putri ◽  
Sutarto Sutarto
Keyword(s):  
High School ◽  
Work Practice ◽  
Sampling Technique ◽  
Vocational High School ◽  
Validity And Reliability ◽  
Industrial Work ◽  
Data Analyst ◽  
Ex Post ◽  
Vocational Competence ◽  
Ex Post Facto

This study aimed to find out the effect of: (1) industrial work practice, (2)guidance intensity of industrial side, (3)vocational competence, and (4) industrial work practice,guidance intensity of industrial side, and vocational competence on the working readiness of students of Vocational High School (VHS) PerBankan Pekanbaru. This research was ex-post facto research. The population was all students of class XII Program of Banking in the academic year of 2017/2018 which comprised 106 students who followed industrial work practice. A sample of 83 students was processed using the Proportional Random sampling technique. Prior to doing research, the instrument first validated the expert. After validated experts tested the validity and reliability to determine the valid and reliable instrument items. Data analyst technique used is descriptive research method, prerequisite test, and regression analysis. The results showed that: (1) industrial work practice (x1) has a positive and significant effect on students’working experience (y) evidenced by thitung ≥ ttabel (2,414 > 1,98) contribution of 27,63%; (2) the guidance intensity of industrial side (x2) had a positive and significant effect on students’working readiness (y) evidenced by thitung ≥ ttabel (2,822 > 1,98) contribution of 21,03%; (3) vocational competence (x3) had a positive and significant effect on students’working readiness (y) evidenced by thitung ≥ ttabel (2,348 > 1,98) contribution of 2,46%; (4) industrial work practice, guidance intensity of industrial side, and vocational competence simultaneously had a positive effect on students’working readiness (y) evidenced by Fhitung ≥ Ftabel(16,235 > 3,11) with contribution of 51,12%. The rest 48,88% was determined by other factors.

scholarly journals Penggunaan Problem Based Learning Pada Mata Pelajaran Dasar Kompetensi Kejuruan Teknik Mesin

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Yusep Sukrawan ◽  
Mumu Komaro
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Discussion Group ◽  
Student Learning Outcomes ◽  
Cognitive Domain ◽  
Student Activities ◽  
Average Value ◽  
Vocational Competence ◽  
Basic Competency ◽  
Improve Student Learning

Basic Competency in Vocational subjects in Mechanical Engineering, vocational students have always faced the problems associated with engineering science to be done to establish the expected curriculum vocational competence. One solution that is considered suitable to solve the problem is the application of problem based learning, problem-solving method based discussion group. With the implementation of the model is expected to improve learning outcomes and student activities. The research method is a method of Classroom Action Research. The results showed that the application of problem based learning-based discussion group can improve student learning outcomes in the cognitive domain of the N-Gain 0.71 in the high category. The average value of 82.12 in the affective domain of the positive category and the average value of 90.9 in the psychomotor domain of very good category, while the average value of student activities at the low category.

A Comparison of Social and Pre-vocational Competency Devices for use with Mildly Retarded Adolescents in Victorian Schools

1978 ◽  
Vol 2 (2) ◽  
pp. 15-23
Author(s):  
Barbara Bliss ◽  
Stan A. Halpin
Keyword(s):  
Special School ◽  
Further Training ◽  
Special Schools ◽  
Positive Correlation ◽  
Vocational Competence ◽  
Current Systems ◽  
Years Of Schooling

AbstractThis research examines current systems being used to evaluate mildly I.H. adolescents in their last years of schooling. The suitability of the S.P.I.B. and the P.A.C-2 as evaluation devices in social and pre-vocational competence for students attending Victorian Special Schools was examined. Eighteen Special School S’s were administered the S.P.I.B. and evaluated on P.A.C-2. The sample showed to have similar competencies with the standardization samples of both the S.P.I.B. and the P.A.C-2. A positive correlation was found between Victorian S’s particular P.A.C-2 and S.P.I.B. ability areas. The P.A.C-2 has also shown that it has a realistic relationship between evaluation and further training.

scholarly journals Kontribusi Implementasi Pendidikan Karakter dan Lingkungan Sekolah terhadap Berpikir Kreatif serta Dampaknya pada Kompetensi Kejuruan

2021 ◽  
Vol 4 (1) ◽  
pp. 85-100
Author(s):  
Akhmad Fadli ◽  
Abdullah Isa
Keyword(s):  
Character Education ◽  
School Environment ◽  
Creative Thinking ◽  
Direct Contribution ◽  
Vocational Competence ◽  
Education School

The research objective was to determine the direct contribution of the implementation of character education, school environment, and creative thinking to vocational competencies and to determine the indirect contribution of the implementation of character education and the school environment to creative thinking. The results showed (1) the implementation of character education directly and significantly contributed to the vocational competence of students; (2) the school environment directly and significantly contributes to the vocational competence of students; (3) creative thinking directly and significantly contributes to the vocational competence of students; (4) the implementation of character education indirectly contributes to vocational competence through creative thinking of students; and (5) the school environment does not contribute indirectly to vocational competence through students' creative thinking.

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