THE EFFECTIVENESS OF ICT UTILIZATION ON COGNITIVE ACHIEVEMENT IN THE VOCATIONAL EDUCATION DURING THE COVID-19 OUTBREAK IN INDONESIA

In the current Covid-19 transition period, it is very necessary to use innovative vocational learning models in digital models. The number of vocational learning models using ICT as the main tool during the pandemic needs to be studied further on how the model is implemented and its effectiveness. The problem that arises is that we do not know whether the use of ICT tools in vocational learning is effectively used. This study aims to empirically verify the effectiveness of ICT in vocational education learning during the Covid-19 transition period. Meta-Analysis is used as a method to conduct this research. There are 30 latest articles reviewed during the year of 2020 to 2021. All articles are classified based on the author, year of publication, the ICT device or application used, and the results of the post-test experimental and control classes. The results are obtained after the calculation using the effect size (ES) formula. The calculation results show that the learning using ICT as a tool during the Covid-19 pandemic has a high effect (1.28) on cognitive achievement in vocational education. The conclusion of this study is that ICT-assisted learning has a high level of effectiveness and is suitable for learning in the vocational field. Then, the dominant multimedia device or application used in the vocational learning in Indonesia is the computer technology network and it is the most widely used for the application of ICT in learning.

Deep Learning and Collaborative Filtering-Based Methods for Students’ Performance Prediction and Course Recommendation

At the beginning of a new semester, due to the limited understanding of the new courses, it is difficult for students to make predictive choices about the courses of the current semester. In order to help students solve this problem, this paper proposed a hybrid prediction model based on deep learning and collaborative filtering. The proposed model can automatically generate personalized suggestions about courses in the next semester to assist students in course selection. The two important tasks of this study are course recommendation and student ranking prediction. First, we use a user-based collaborative filtering model to give a list of recommended courses by calculating the similarity between users. Then, for the courses in the list, we use a hybrid prediction model to predict the student’s performance in each course, that is, ranking prediction. Finally, we will give a list of courses that the student is good at or not good at according to the predicted ranking of the courses. Our method is evaluated on students’ data from two departments of our university. Through experiments, we compared the hybrid prediction model with other nonhybrid models and confirmed the good effect of our model. By using our model, students can refer to the different recommendation lists given and choose courses that they may be interested in and good at. The proposed method can be widely applied in Internet of Things and industrial vocational learning systems.

Signature Pedagogies in Vocational Learning

This section will look at differing concepts of pedagogy using research data collected at a college that is at the forefront of using technology as a tool for learning. The data collected was originally analysed using the concepts of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Signature Pedagogies and expansive vocational education to see how these concepts applied to practice. The research indicated that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the vocational curriculum areas looked at. It highlighted several instances where the teachers were using an ‘implicit structure’ in their pedagogy to draw out the moral aspects of the profession and the inherent principles that guide a professional in a particular field. Finally, it confirms that through using signature pedagogies teachers are able to develop habits of the heart, mind and hand in their learners and to cultivate learners who ‘think like professionals’.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MATA PELAJARAN PRAKARYA UNTUK SISWA SMP KELAS VIII

The problem in this research is by the low of the students’ learning outcomes in Craft subject and the unavailable interactive media in supporting that vocational learning. Therefore, this research aimed to develop the interactive media and to know the validity of the interactive media in Craft learning. This development research used ADDIE (Analysis, Design, Development, Implementation, Evaluation) research model . Validity result of the product was Valid with each assessment, a) the results of the review of learning content experts with a percentage of 97.5% with a very good category, b) the results of the review of learning design expert with a percentage 88.57 % with a good category, c) the results of the review of learning media expert with a percentage 84.44% with a good category, d) the results of the review of individual trial with 93.33% with a very good category,e) the results of the review of small group trial with a percentage 94.58 % with a very good category. Based on the results, this Craft learning interactive media is worth it to use as a learning source.

Vocational Education at Special School in North Sumatra

Vocational education is the proper treatment of work skills or life skills education, especially for students with special needs. This study aims to analyze the implementation of vocational education at A/B/C Melati 'Aisyiyah special school located in Tembung, North Sumatra Province, Indonesia. This study uses a qualitative approach, with field research type. The data collection is through observation, interview, and documentation, then analyzed with interactive analysis models, following the data validity test using triangulation methods. This study discovers that analyzing the vocational education implementation for special students at the high school level, namely from aspects: a) teacher potential, b) student potential, c) supporting infrastructure, d) vocational learning system and policy to grant students to work according to their ability, as one of the efforts to realize the school vision and mission. The implication of this study is to provide an overview of vocational education implementation for special students to have independence and responsibility in living their lives.

Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings

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.

Assessment of Competency Based on Dicotomic Scoring to Diagnose Students 'Skills in Vocational Learning in Vocational Schools

Assessment of competency in schools is carried out by teachers using conventional tests, consists of multiple choice tests, essay tests, and skills tests using open scoring competency tests based on the teacher's principle of "being in charge" in scoring. Therefore, a assessment of competency tool is needed that measures the real competence of students. The research objective was to diagnose students' skills in automotive body vocational learning through a dichotomy scoring competency test. The research method used is pre experimental design (non designs) one shot case study. The research was conducted in January-March 2020. The research location was in a state vocational high school in Bandung. The research sample used simple random sampling of 32 students. Data collection used a dichotomy scoring skill test. Data analysis using percentages. The results showed that: (1) 84% of the students were not competent in the competence of automotive bodies in making mini cars when using the dichotomy scoring competency assessment; (2) only 16% of students were able to complete the competency test by producing work products that match dimensions and on time.

Enhancing Vocational Training in the Post-COVID Era through Mobile Mixed Reality

COVID-19 and the resulting restrictions have had a massive impact on engineering education, particularly vocational and practical aspects of training. In this study, we present a novel mixed reality (MR) tool to simulate and guide learners through a simple fault diagnosis task of a three-phase power supply. The tool was created as a web-based application that could be accessed from budget smartphones in order to cover the majority of users. Comparisons were made between novices using MR guidance and those with more experience in the task who did not have additional guidance, finding that the novices outperformed the experts across all metrics measured. This indicates that MR could be a valuable tool to supplement traditional vocational learning methods, particularly at a time when physical access to equipment and facilities is scarce. MR has applications across the engineering industry, but the target task of a three-phase power supply was chosen as it has particular relevance to the offshore wind industry, which faces a shortage of skilled engineers and technicians in the coming years.

Learning as Peers in Practice ‐ an Obstacle or Support for Student Teachers’ Vocational Learning?

Re-organization of practicum within Initial Teacher Education in Sweden has initiated changes of support for student teachers. This article discusses learning during practice, where student teachers are placed with peer students, and what this method of learning indicates how student teachers should learn the profession of teaching. This article examines perceived consequences when student teachers collaborate during practice within ITE. I make use of the concepts of participatory perspective, where practical knowledge is learned through taking part in practice, and spectator perspective, where practical knowledge is learned through reflecting together with peers. This article illuminates how different forms of learning are experienced and valued in this part of teacher education. A case study was conducted among ITE preschool students implementing their final period of practice. Findings show that when student teachers implement practice together, perceptions are that learning through a spectator perspective is seen as an obstacle for learning the profession of teaching authentically.