Search

In transitioning to Industry 5.0, vocational education often emphasizes hard skills, neglecting the crucial balance with soft skills, especially interpersonal skills, essential for this era. This oversight may impair workforce effectiveness and economic competitiveness. This study explores vocational teachers’ and students’ perceptions regarding the integration of interpersonal skills into the curriculum, using a qualitative case study approach. A survey involving 42 vocational teachers and 73 vocational students, followed by semi-structured interviews with 8 teachers and 9 students from various Indonesian provinces, was conducted. Thematic analysis highlighted four key themes: essential interpersonal skills for Industry 5.0, effective instructional strategies, learning challenges, and the need for comprehensive support systems. Findings revealed a significant gap in incorporating comprehensive interpersonal skills in vocational education, underscoring the urgency to evolve and include new skills. Challenges identified include the need for enhanced awareness, literacy, readiness, and motivation among educators and learners. The study emphasized the importance of support systems, including peers, family, and institutional backing, in nurturing these skills. This research highlights the critical need for vocational education to recalibrate its focus towards a balanced development of hard and soft skills to meet Industry 5.0’s demands. It advocates for reevaluating educational strategies to embed interpersonal skills effectively and calls for stronger support mechanisms to facilitate holistic student development. These insights aim to guide policymakers and educational institutions in refining curricula and teaching approaches, preparing students for future societal and economic landscapes.

This study examines the commitment of vocational teacher education students at Universitas Negeri Yogyakarta, Indonesia, and Universiti Tun Hussein Onn Malaysia (UTHM) in applying core character values. The global trend in teacher education links education and economic growth, emphasizing students' competence for the job market. However, teachers are also expected to address social and moral cohesion in the younger generation. The research involved 177 third- and fourth-year students at FPTV UTHM Malaysia and an equal number at FT-UNY, utilizing a questionnaire based on core character values. The findings indicate moderate commitment levels (58.75%) among university students. UTHM students scored slightly higher (2.42) than UNY students (2.28). The study shows that character education for vocational teacher education students in both Indonesia and Malaysia has not reached optimal levels, emphasizing the need to investigate more effective character education models for future vocational teachers.

Antimicrobial resistance is a One Health issue requiring the development of surveillance systems in the human, environmental and animal sectors. In the European Economic Area, the surveillance of antimicrobial resistance in zoonotic pathogens and indicator bacteria in healthy food-producing animals is required legally, while countries are also expected to extend their surveillance to diseased animals in the frame of national action plans. In this context, evaluating existing antimicrobial resistance surveillance systems in animal health is important to improve systems in place, but also to help other countries learn from these experiences, understand success factors and anticipate challenges. With this aim, the French surveillance network for antimicrobial resistance in bacteria from diseased animals (RESAPATH) was evaluated using the Outil d'Analyse des Systèmes d'Information en Santé (OASIS) assessment tool. Key performance factors included (i) a strong and inclusive central institutional organisation defining clear and well-accepted surveillance objectives, scope and procedures, (ii) strong skills in epidemiology and microbiology and (iii) a win-win approach enabling the voluntary participation of 71 field laboratories and where free annual proficiency testing plays a pivotal role. The main area for improvement of RESAPATH was its time-consuming data management system. [ABSTRACT FROM AUTHOR]

World Economic Forum’s report (2020) reported that the top five out of 10 skills needed by employers in 2025 are (1) analytical thinking and innovation, (2) active learning and learning strategies, (3) complex problem solving, (4) critical thinking and analysis, and (5) creativity, originality, and initiative. These skills thrive workers entering the Fourth Industrial Revolution (4IR) and are the core of Higher Order Thinking Skills (HOTS). Parallelly, educationists conclude that teaching students with HOTS is a must, but the challenge is how to do it effectively. This study’s objectives were to know vocational and technical teachers’ perception of HOTS and their ability to teach HOTS in their classrooms. The study population was State Vocational and Technical Senior High School (SMKN) in Yogyakarta Special Region (DIY) and Central Java Province (CJP) in Indonesia. The sample was determined by quota technique sampling and came up with SMKN 2 Yogyakarta in DIY and SMKN 2 Klaten, and SMKN Magelang in CJP. Collecting data technique used closed- and open- questionnaires and documentation. Data analysis used statistical descriptive and qualitative description. Research findings revealed that teachers’ perception of HOTS was very positive, while their ability to integrate HOTS concepts in their lesson plans and to implement them in the classroom still has significant difficulties.

Objectives: The aim of the study was to assess the rates of discontinuation of integrase inhibitor regimens because of any neuropsychiatric adverse event (NPAE) and the factors associated with discontinuation. Methods: A population‐based, prospective, multicentre cohort study was carried out. Treatment‐naïve subjects starting therapy with a regimen containing integrase inhibitors, or those switching to such a regimen, with plasma HIV‐1 RNA < 50 HIV‐1 RNA copies/mL in 14 hospitals in Catalonia or the Balearic Islands (Spain) were included in the study. Every discontinuation because of adverse events (AEs) was double‐checked directly with treating physicians. Multivariable Cox models identified factors correlated with discontinuation. Results: A total of 4165 subjects (37% treatment‐naïve) started regimens containing dolutegravir (n = 1650; 91% with abacavir), raltegravir (n = 930) or elvitegravir/cobicistat (n = 1585). There were no significant differences among regimens in the rate of discontinuation because of any AE. Rates of discontinuation because of NPAEs were low but higher for dolutegravir/abacavir/lamivudine [2.1%; 2.9 (95% confidence interval (CI) 2.0, 4.2) discontinuations/100 patients/year] versus elvitegravir/cobicistat (0.5%; 0.8 (95% CI 0.3, 1.5) discontinuations/100 patients/year], with significant differences among centres for dolutegravir/abacavir/lamivudine and NPAEs (P = 0.003). We identified an association of female gender and lower CD4 count with increased risk of discontinuation because of any AE [Incidence ratio (IR) 2.3 (95% CI 1.4, 4.0) and 1.8 (95% CI 1.1, 2.8), respectively]. Female gender, age > 60 years and abacavir use were not associated with NPAE discontinuations. NPAEs were commonly grade 1–2, and had been present before and improved after drug withdrawal. Conclusions: In this large prospective cohort study, patients receiving dolutegravir, raltegravir or elvitegravir/cobicistat did not show significant differences in the rate of discontinuation because of any toxicity. The rate of discontinuations because of NPAEs was low, but was significantly higher for dolutegravir than for elvitegravir/cobicistat, with significant differences among centres, suggesting that greater predisposition to believe that a given adverse event is caused by a given drug of some treating physicians might play a role in the discordance seen between cohorts. [ABSTRACT FROM AUTHOR]

Students' Mathematical Resilience when learning mathematics online during the Covid 19 pandemic must be identified. The goal is to ensure online learning does not harm students' mathematics learning outcomes. Various studies on students' mathematical resilience in offline mathematics learning have identified that mathematical resilience affects students' mathematical performance. This study investigated the resilience of students perceived by students, as well as those observed by teachers during online mathematics learning during the covid 19 pandemic. Research data were obtained from 22 students who studied math online. Using an open questionnaire and interviews, the data were analyzed. It was revealed that students had difficulties in understanding math material and completing tasks given by the teacher. It was also revealed that teachers had difficulty assessing students' mathematics learning outcomes objectively and transparently. Students also find it difficult to get support in online mathematics learning from teachers and families. Students find it difficult to adapt, low interest and motivation during online mathematics learning, even the teacher's limitations in controlling students' online learning strategies.

A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items’ validity matched the Rasch model with a range of INFIT MNSQ values between 0.89 – 1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item.

This research aims to identify the planning implementation, idenfety Management System (SMK3) at the workshop of vocational high schools in the major of construction and property engineeringtify the implementation, and identify the evaluation of the implementation of the Occupational Health And Safety Management System (SMK3) at the workshop of Construction and Property Engineering Study Program, one of the Vocational High Schools in Central Java. This research is qualitative by using data collection techniques in interviews, observations, and documentation the validity of the data using source triangulation. Data analysis used descriptive qualitative. The results show that the workshop building at one of the Vocational High Schools in Central Java has been well planned in its implementation of OHS. The implementation of OHS is categorized as quite well implemented. The evaluation of the implementation of OHS is categorized as quite well done. Hence, the Occupational Health and Safety (OHS) management system at the Vocational High Schools needs to be improved. The school can collaborate with stakeholders to follow up on the management system of OHS.

The absorption of graduates in the industrial world is an important aspect that affects the quality of vocational high schools (SMK). However, the problem that occurs is the low absorption. This study aims to analyze the level of absorption of SMK graduates in light vehicle engineering (TKR) and motorcycle engineering and business (TBSM) programs. Descriptive research uses a quantitative approach to measure the percentage of graduate absorption. A total of 4 vocational high school job fairs were involved in this study. Techniques and instruments of data collection using methods and observation sheets by observing survey data in special job fairs. The data analysis technique used quantitative descriptive analysis and inferential analysis of the sample independent t test. The results showed that the level of absorption of SMK graduates in the TKR and TBSM majors was low. Various efforts to revitalize vocational education must be matured again. The link and match program of SMK with the industrial world needs to be more intensive to align the competencies taught to the competency needs of the industrial world, so that the absorption of graduates can be improved.

Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students’ mathematical resilience when taking online mathematics lessons during the Covid 19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the Covid 19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.

The purpose of the study was to develop instruments for measuring teacher candidates' social competence in the Fourth Industrial Revolution (the fourth I.R.) era. The instrument was developed by referring to Indonesian Law Number 14 of 2005 concerning Teachers and Lecturers and the Regulation of the Minister of National Education Number 16 of 2007 to strengthen some special competence of teacher candidates in the fourth IR era. Limited instrument testing was carried out to 107 test subjects for the 6th-semester undergraduate education program at Yogyakarta State University, consisting of three study programs: Mathematics Education, Indonesian Language Education, and English Language Education study programs. The results of the content validity analysis of 30 instrument items obtained the Aiken V index between 0.61 - 0.93, with 29 items valid, and one invalid item. The construct validity analysis with EFA showed 25 valid items and five invalid items, with a KMO value of 0.504. The significance of Bartlett's test was p = 0.000. Meanwhile, the construct validity analysis with CFA showed the model fit, with a Chi-Square value = 290.35 (p> 0.05). The reliability results show that the Cronbach’s Alpha coefficient is 0.40 (moderate category). This shows that the social competency assessment instruments for teacher candidates in the fourth IR era developed are feasible to use, with several improvements.

The success in implementing the demand-driven approach in Vocational High Schools (VHS) can be realized by understanding the misalignment between graduate skill competency and workforce demand by the industry. This study aims at describing the precedence between the VHS graduates and the businesses/industrial sector (BS/IS) portraying from the regional potential perspectives. The research data was collected from documents, and survey forms distributed to BS/IS within the research population. The document analysis was employed to collect information on programs offered at VHS, existing VHS student enrollment, and the value of Gross Regional Domestic Product (GRDP) in studied provinces. An online survey was distributed to all VHS graduates and BS/IS employers. The content validity was carried out prior actual study to ensure the validity of the instrument. A descriptive analysis was performed to gather information pertaining to developed research objectives. The precedence of the academic programs with the GRDP was determined based on 5% of criteria differences. The results found that there is a misalignment between the academic programs and the VHS student's enrollment towards the region job potentials in each province in Indonesia. In addition, the research also found that the competency of VHS graduates related to theoretical knowledge, job characteristics, and workforce skills were at a moderate level. The implication of the study offers a salient notion on minimizing the precedence that occurs between the supply and demand in the form of graduates supply to the workforce and, at the same time, fulfilling the workforce requirements demand by the industries.

The research aims to describe the implementation of French language learning in high schools of Sleman Regency viewed from the components of planning, implementation, and results. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at three senior high schools. Data collection techniques used in this study include research lesson plans, questionnaires, and documentation. The results of this research indicate that: (1) in the planning component, the quality of lesson plan preparation is very good and needs to be maintained because in the lesson plan review, the results obtained are 88.9% and the teacher questionnaire results of 26.6 are included in the excellent category; (2) in the implementation component, it has good results with the acquisition of a total score of 77 and a student questionnaire of 66.19; (3) in the component of the results, good results are obtained with an average value of students that is 86.38 and the results of the teacher questionnaire of 65.7 which is above 61 so that it falls into the good category. Student scores are obtained from the results of the middle semester assessment and teacher questionnaire.

The objectives of the study were: (1) to formulate a multimedia-based integrated learning model of concrete construction and entrepreneurship and, (2) to measure the improvement of the students’ entrepreneurial spiritby implementing this developed integrated learning model in the classroom. This study was classified as a quasi-experimental study with a non-equivalent control group design. A pretest, treatment, andposttest were presented to the experimental and control groups. This study was conducted in 8 meetings at the Stone Installation and Concrete Constructionworkshop, Universitas Negeri Yogyakarta. Data were collected through tests to measure students' competence in entrepreneurship and Concrete Construction. The Concrete Construction skills were measured through product assessment. Testing of the validity and the reliability of the instruments used expert judgment and Cronbach Alpa respectively. Data were analyzed with a statistical t-test, with consideration of (a) the data normality, and (2) the homogeneity for the variance of each data group. This study concluded: (1) the integrated learning model was successfully formulated (2) there were positive and significant differences in the students' entrepreneurial spirit between the students treated with the developed integrated learning model and the students treated with the conventional learning model.

Indonesia faces unemployment and employment problems. In February 2021, the number of unemployed people aged 15 years and over in Indonesia reached 8.7 million. On the other hand, the Covid-19 pandemic has disrupted economic activity, uncertainty, and 6.4 million workers were forced to be laid off. The unemployment rate is one of the problems that Indonesia’s problems, especially during the Covid-19 pandemic. The government, through the Minister of Manpower, seeks to control the unemployment rate during the Covid-19 pandemic by conducting various competency and productivity-based training through Education and training programs organized by the Vocational Training Centre (BLK) and the development program for expanding job opportunities for workers or laborers affected by the pandemic. This study aims to describe the inhibiting factors during the implementation of automotive courses and how the impact of these inhibiting factors on the management of automotive courses in BLK in the future. Respondents consisted of 17 teachers and managers in the automotive sector BLK. Data was collected using a questionnaire in the form of a questionnaire tested using Product-moment Person, expert judgment, and Cronbach’s Alpha coefficient. The findings show that the inhibiting factors include the curriculum with 65.11%, teachers 54.67%, course participants 57.22%, managers 65.52%, facilities 78.31%, funds or budget of 54.12%, the government by 51.18%, and the community by 60.71%. The research was limited to teachers and BLK managers in the automotive sector in Yogyakarta. Furthermore, future research is expected to involve various parties involved and supporting factors outside the aspects that have been studied.

This study was aimed at analyzing the competencies that are provided and the relevance of graduate competence of vocational schools to work in the construction industry. The evaluation study used was a discrepancy model by identifying gaps between the needs of construction industry competencies and the competencies of Building Engineering graduates. The objects of the study were company owners, heads of the Human Resources Department, and head of the Building Engineering Expertise Program. The data were retrieved using a questionnaire with 60 open statements. The instruments were prepared based on the Director General of Secondary Education Decree Number 7013/D/KP/2013 which is adjusted to the theory of competence and competency of the pre-survey results. The data then were analyzed using quantitative descriptive analysis technique. The results of the study showed that industry requires seven attitude competencies, seven knowledge competencies, and six skills competencies. Industrial competency requirements that are relevant to the competencies supplied by Vocational Schools are six attitude competencies, five knowledge competencies, and one skill competency with a level of relevance in the high category which shows that vocational school graduates are competent to work in the construction industry. RELEVANSI KOMPETENSI LULUSAN SMK TEKNIK BANGUNAN UNTUK BEKERJA DI INDUSTRI KONSTRUKSI Penelitian ini bertujuan untuk menganalisis kompetensi yang dibekalkan dan tingkat relevansi kompetensi lulusan Sekolah Memengah Kejuruan (SMK) Teknik Bangunan untuk bekerja di industri jasa konstruksi. Penelitian evaluasi menggunakan model diskrepansi dengan mengidentifikasikan kesenjangan antara kebutuhan kompetensi industri konstruksi dan kompetensi lulusan Teknik Bangunan. Objek penelitian adalah pemilik perusahaan, kepala Human Resources Departement (HRD), dan kepala Program Keahlian Teknik Bangunan. Pengambilan data menggunakan kuesioner dengan 60 pernyataan terbuka. Instrumen disusun berdasarkan Keputusan Direktur Jenderal Pendidikan Menengah Nomor 7013/D/KP/2013 yang disesuaikan dengan teori kompetensi dan kompetensi hasil prasurvei. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif. Hasil penelitian menunjukkan kompetensi yang sangat dibutuhkan industri adalah tujuh kompetensi sikap, tujuh kompetensi pengetahuan, dan enam kompetensi keterampilan. Kebutuhan kompetensi industri yang relevan dengan kompetensi yang dibekalkan SMK adalah enam kompetensi sikap, lima kompetensi pengetahuan, dan satu kompetensi keterampilan dengan tingkat relevansi dalam kategori tinggi yang menunjukkan bahwa lulusan SMK kompeten untuk bekerja di industri konstruksi.