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This study aims to describe the aspects of mindfulness in the teaching of culinary art in vocational high schools. The aspects of mindfulness in the field of teaching consist of novelty, variety, joyfulness, meaningfulness, and alertness in learning. The benefits of mindfulness are related to the competencies in creativity, communication, collaboration, and critical thinking. These competencies are often referred to as the "Four C's" and are considered important competencies in the 21st century. The research variables based on theoretical studies in the fields of education and psychology consist of novelty, variety, joyfulness, meaningfulness, and alertness in learning. The population in this study is productive teachers of the department of culinary art at five vocational high schools in the Special Region of Yogyakarta. The specified sample is 30 teachers. The data were collected using a questionnaire. The validity was measured through product-moment testing, and the reliability was measured using the Cronbach alpha model with the SPSS 16.00 program. The data analysis was done using descriptive analysis. The data were analyzed by calculating the ideal score, mean, and standard deviation and by categorizing the data. The results show that the mindfulness aspect of culinary teaching consists of 1.) Novelty, which is in the good category, with a percentage of 53.33%; 2.) Variation, which is in the good category, with a percentage of 66.67%; 3.) Excitement, which is in the very good category, with a percentage of 60%; 4.) Meaningfulness, which is in the very good category, with a percentage of 76.67%; and 5.) Alertness, which is in the very good category, with a percentage of 70%.

This research aims to study how the learning planning and implementation of Physical Education, Sports, and Health learning can be used as evaluation material to improve Physical Education, Sports, and Health learning in schools. This research is action research with qualitative and quantitative descriptive methods using models from Kemmis and Mc. Taggart consists of one cycle or a round of activities which include: -1) Planning (plan), (2) Action (action), (3) Observation (observing), (4) Reflection (reflecting), and planning revision will be carried out cycle. Data processing is done by reducing data, presenting data, and making conclusions. The study results indicate that the planning and implementation aspects of academic supervision improve performance in developing learning devices and on the implementation aspects. From the results of the study, there were the findings of teacher performance not following the action in the field, such as the brakes that still copied paste from fellow teachers, the facilities were inadequate and had sports outside the school because the school was still new and did not have sports facilities, the clock of the faded subjects in SMK only 2 hours of lessons run out on a trip from school to the sport. The conclusion in this study is that after being done through the filling of teacher performance appraisal instruments given to physical education teachers, it can be obtained from cycle I to cycle II the results of better teacher educators after being given assistance and supervision.

Vocational High School could not fulfil completely the requirements of skilled workers to support Indonesia globally. So, this study is to describe the implementation of a single picture to teach describing things orally at vocational high school to increase speaking ability. This study used classroom action research which has planing, acting, observing and reflecting step. The data was collected using speaking performance tests for the quantitative and observation checklist, field notes, and questionnaires for the qualitative. In the first cycle, all students could not describe things well because they did not get treatment. In the second cycle, 23% of students were excellent, 60% were good, and only 12% were categorized poorly. It can be implied that a single picture could assist the students’ creativity in describing things orally and increase the speaking ability.

The research aims to evaluate the character education strengthening program (CESP) implementation in vocational high schools (VHS) throughout Yogyakarta City. The evaluation is done in the functions of (1) planning, (2) implementation, and (3) evaluation. In this descriptive qualitative research, the researchers collected information related to the implementation of CESP. The subjects are school principals, vice principals, and teachers determined using the snowball sampling technique in four vocational high schools in Yogyakarta City. The evaluation uses the discrepancy model, which looks for the gap between planning and implementation. Data were collected through observation, interviews, and documentation, validated using the source and collection triangulation, and analyzed using a descriptive technique carried out during and after completing data collection within a certain period. The findings show that: (1) the CESP planning consists of elements of initial assessment, CESP socialization, vision and mission, policy design, and CESP design, with an average score of 2.74, meaning that it is good; (2) the CESP implementation consists of the elements including CESP development in learning, school culture development, community participation, and implementation of the CESP main values, with an average score of 2.98, meaning that it is in a good category; and (3) the CESP evaluation has an average score of 2.50, meaning that it is in a good category. The results of this study are recommended as consideration for mapping the CESP implementation, determining education policies related to character education, developing CESP models, reference for character research, and as materials for discussions regarding character education.

Despite the growing popularity of network operating system courses in vocational high schools, issues have been raised regarding the lack of appropriate computer hardware specifications and the limited use of real networking devices. The media that have been used in teaching network operating systems have been based on virtualization-based simulation. However, such virtualization does not expose students to real hardware. This results in less than optimal hands-on activities and students’ psychomotor abilities. Consequently, alternative authentic media are needed to accommodate practical learning and improve psychomotor skills. The aim of this study is to explore the implementation of a single-board microcomputer in learning network operating systems. The Raspberry Pi was chosen as it can replace the role of a non-simulation PC. The choice of Raspberry Pi was also based on the fact that in Indonesia it is still rare to find its implementation for teaching and learning activities in vocational high school, so it is necessary to introduce the device to students. The operating system used by the Raspberry Pi is similar to Ubuntu, which is one of the network operating systems that must be mastered by vocational IT students. The research made a comparison between the two learning media as employed by two groups of students in different classes, one using virtualization-based simulation and the other using the Raspberry Pi. Based on the results, it is concluded that the use of the Raspberry Pi is more effective than that of virtualization-based simulation in improving students’ psychomotor and troubleshooting skills.

This study aimed to develop instructional descriptive reading materials of Bangka local culture in Indonesia, which are valid, practical and have a potential effect for Tour and Travel Study Program students at a vocational school in Bangka Belitung Province. The developed product would be used as supplementary materials to fulfill the students’ needs. This study used the research design proposed by Akker (1999), covering the phases of analysis, design, evaluation, and revision modified by Tessmer (1993). The data were collected through questionnaires, semi-structured interviews, and a reading comprehension test. The data were analyzed quantitatively and qualitatively. In order to determine the validity, practicality, and potential effect of the developed product, a formative evaluation was conducted. Validity was evaluated in experts review related to the content, language, and instructional design. The result showed that the developed product reached a very high validity category with the average score of all aspects evaluated; it was 3.57. The practicality evaluated in one-to-one and small group evaluations were categorized as very high practicality since the average scores of both evaluations were 3.71 and 3.58. After trying out the field test, the developed product was considered to have a high potential effect since 73.91% of the students achieved the required passing grade. Therefore, it could be concluded that it is possible to use the developed product as supplementary materials for teaching reading for the intended students.

PISA TYPE MATH PROBLEM TRAINING FOR 15-YEAR-OLD VOCATIONAL HIGH SCHOOL STUDENTS. Mathematics is a universal science that underlies the development of modern technology and has an important role in various disciplines and the development of human thinking. PISA (Program for International Student Assessment) is an international study in the context of assessing learning outcomes, one of which aims to test the mathematical literacy of students aged 15 Mathematical literacy is needed not only for mastery of my material. but also requires the use of reasoning, concepts. Mathematical facts and tools in solving everyday problems Given the importance of mathematical literacy skills, this training is a form of community service, especially for students aged 15 years. The method used is the approach method and the method of implementation. The output target of this activity is to provide mastery skills of 15 year old vocational school students of SMK in order to increase their knowledge and skills in Mathematics. The result of this training is the addition of new knowledge for students in math problems. close to their lives. Most students understand the material on the training being carried out, they even look enthusiastic because according to them the tutor who delivers the material is very good at the material presented.

This research aimed to evaluate the conformity between the realization of Curriculum 2013 implementation and design. The evaluation model used was the Discrepancy Evaluation Model (DEM) with research samples from vocational high schools in Palangkaraya, Indonesia. Documentation studies and interviews were used for the data collection. The results showed the conformity of Document I of the School-Based Curriculum [Kurikulum Tingkat Satuan Pendidikan (KTSP)] with the Curriculum 2013 design, as the implementation classification was determined to be in the good category with an average score of 3.66. However, there was a discrepancy of 7 percent against the specified standards. Discrepancies could be found in the document development component, with a discrepancy of 19 percent. This discrepancy was because the document development stages were not implemented, and the curriculum content component showed a discrepancy of 15 percent. [ABSTRACT FROM AUTHOR]

The rapid changes in industrial revolution 4.0 demand change in education, especially at vocational education. Teachers in Vocational High School (VHS) in Indonesia are expected to bring technology-based innovations to achieve success in learning. Learning facilities are one of the factors supporting the success of learning class. Ideally, Indonesian Vocational High Schools have facilities and infrastructure following industrial. Currently, schools have difficulty providing learning support facilities and infrastructure following those in the industry. Thus, the equipment in the school laboratory is irrelevant to the existing equipment in the industry. The practicum apparatus gap between VHS and industry requires appropriate and effective solutions. The gap occurred in practical learning of micro power generation Indonesian VHS. On the other hand, virtual laboratories in the learning process can help students learn an object that cannot be presented in the classroom. By using virtual laboratories, students learn to use industry apparatus through virtual forms. This research aims to overcome the problem of practical learning in VHS, especially on practical learning of micro power generation through the virtual laboratory. This study used the 4D model approach (Define, Design, Develop, and Disseminate). The result showed that the virtual laboratory of micropower generation effectively supported learning and transfer of knowledge in practical learning, especially during the covid 19 pandemics.

This research was aimed at developing and validating English learning materials for students of computer network engineering of Vocational High School (VHS) at peripheral city of Indonesia. This study followed the Research and Development (R&D) method. It involved three experts in the field of English instruction, ten students and one English teacher of Vocational High School (VHS) Teladan Metro, Lampung which was considered as a peripheral part of Indonesia. The research data were drawn from questionnaire distributed to the students, an interview conducted to the English teacher, and the developed materials which had been validated by the experts. The findings of the research show: (1) the development of English learning materials for computer networking should be centred around the students’ learning needs; (2) a prompting visuals aspect and a clear map of the course book are what make the developed course book more acceptable, and (3) experts validation of the developed course book enhances its readability and acceptability. It is recommended that English teachers of VHS would design their own supplementary learning materials as the nation-wide use materials might not cover all of the students’ learning needs.

The low absorption of the workforce in the vocational high school graduates indicate their lack of expertise and competency. It urges to improve their work skills to meet the demand of the world of work. This research aims at developing a Lean-based learning model to enhance the work skills of vocational high school students. This study can be categorized as development research using the modified Borg and Gall method. The Lean-based learning model was tested through three stages, namely its validity, effectiveness, and practicality towards students, teachers and industrial practitioners. Based on the research findings, the developed learning model can be categorized as good in case of its validity, effectiveness, and practicality. It means the lean-based learning model is valid, effective and practical as one of the alternatives to improve the competency among vocational high school students to fulfill the industrial demand.

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.

This research aims to provide a comprehensive overview of flipped classroom implementation in Indonesian Vocational High School (VHS). Articles were searched using Google Scholar and selected using the PRISMA (Preferred Reporting Items for Systematic reviews dan Meta-Analyses) method. Only articles indexed by Sinta (a scientific database designed by the Ministry of Researcher, Technology and Higher Education of The Republic of Indonesia) or Scopus were used. Twenty-nine articles were included, published from 2017 to 2021. The results revealed that flipped classroom in Indonesian VHS impacts students' interests and motivation. Moreover, it impacts students' affective, cognitive, and psychomotor competencies and personal skills in the form of self-efficacy, critical thinking, problem-solving, communication, and resilience. Various learning media and tools can be integrated into out-of-class and in-class activities, embodied in learning design. As the topic of future research, the authors recommended investigating the impact of the flipped classroom on other research areas, integrating flipped classroom with other learning models and evaluating the effectiveness, also developing learning media to improve the learning outcomes.

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This study aims to determine the level of Technological Pedagogical Content Knowledge (TPACK) proficiency. This type of research is descriptive quantitative research. The instruments used to measure TPACK are in the form of questionnaires and interview questionnaires using a Likert scale with 5 scales. The samples of this study were Electrical Power Installation Engineering (EPIE) teachers at SMK N 6 Malang, totaling 7 people and Autotronic Engineering (AE) teachers at SMK N 6 Malang totaling 6 people. The results of the study are EPIE teachers' TK skills are in very good criteria with an average of 68, while AE teachers' kindergarten skills are in good criteria with an average of 53. EPIE teachers' PK skills are in good criteria with average - an average of 67.3, while the PK skills of AE teachers are in good criteria with an average of 75.2. EPIE teachers' CK skills are in very good criteria with an average of 31, while the CK skills of AE teachers are in very good criteria good with an average of 31. EPIE teachers' TCK skills are in very good criteria with an average of 26, while AE teachers' TCK skills are in good criteria with an average of 22. EPIE teachers' PCK skills are at criteria very good with an average of 57, while the PCK skills of AE teachers are in very good criteria with an average of 56. EPIE teachers' TPK skills are in good criteria with an average of 26.6, while the TPK skills of AE teachers are at good criteria with an average of 26.8. EPIE teachers' TPACK skills are in good criteria with an average of 18.4, while AE teachers' TPACK skills are in good criteria with an average of 18.2. [ABSTRACT FROM AUTHOR]

This research aims to reveal: (1) the competencies profile of autotronic engineering at vocational high school; (2) the competencies profile of autotronic engineering required by the world of work; and (3) the description of relevance between the competencies profile of autotronic engineering at vocational high school and the competencies profile of autotronic engineering required by the world of work. This research was quantitative research with survey method. This research used descriptive analysis as a data analysis method. The results of this research are as follows. (1) There are 13 competency items in Support of Autotronic System cluster taught at vocational high school and required by the world of work, with a percentage of 81% out of 85% (irrelevant). (2) There are 34 competency items in Engine Management System cluster taught at vocational high school and required by the world of work, with a percentage of 70% out of 67% (relevant). (3) There are 44 competency items in the Chassis Management System cluster taught at vocational high school and required by the world of work, with a percentage of 70% out of 60% (relevant). (4) There are 37 competency items in the Comfort, Safety, and Information Technology cluster taught at vocational high school and required by the world of work, with a percentage of 52% out of 63% (irrelevant). (5) There are four competency items in the Vehicle Control System Cluster taught at vocational high school and required by the world of work, with a percentage of 27% out 59% (irrelevant).

本研究旨在探討讀者劇場對技術型高中餐飲科學生英語學習動機及學習成就之影響，並透過實驗組與控制組之比較，來檢視其差異。研究對象為臺北市某技術型高中餐飲科二年級學生共72 人，採用準實驗研究設計，隨機分派成實驗組與控制組，兩組課程內容均 以餐旅英文與會話課程之飲料服務與用餐服務兩單元為主題進行設計。實驗組採用讀者劇場方式進行教學，控制組則維持傳統教學模式。教學實驗歷經八週共十六節課，於教學前後施予測驗，再以單因子共變異分析探討英語學習動機及學習成就的差異，並佐以 小組討論紀錄與回饋評量。結果顯示實驗組學生在英語學習動機及學習成就上的表現優於控制組學生。實施讀者劇場讓學生透過小組練習和團隊合作，以學生為中心的教與學模式，提供學習者能有更多嘗試機會與一個練習舞台，不僅可有效增進學生的學習興趣、 降低口說焦慮並培養人際互動的社會能力，也能顯著提升學生的學習成就。 This study examined the influence of Readers Theatre strategies integrated into a hospitality English and conversation class on the English learning motivation and learning performance of vocational high school students. Using a quasi-experimental design, this study involved 72 fourteen-graders who were randomly assigned to either the experimental group or the control group. The former adopted Readers theatre teaching, a performance strategy of a play or a show, while the latter followed traditional teaching methods. Before and after the experiment, all participants filled out the English Learning Motivation and Achievement Test. Through data collected from the students’ responses and records, the results of one-way ANCOVA indicated that the experimental group outperformed the control group for the dependent variables. The advantages of Readers theatre over traditional models are that it utilizes a student-centered teaching and learning model. It includes more group practice and teamwork and allows students to try and exercise, and in this study it showed positive effects on the students’ English learning motivation and learning performance. Finally, several recommendations and suggestions were provided for further implementation as well as for forthcoming studies.

This research aims to reveal the implementation of soft skills in the expertise program of automotive workshop at vocational high schools (VHS) in West Lombok Regency in terms of (1) student condition and practicum lesson planning, and (2) level of soft skills in automotive technology practicum of VHS students. This research is quantitative research with a descriptive approach. The research population is all state vocational high schools (SVHS) of light vehicle technology in West Lombok. The sample is four vocational high schools with 84 grade XII students and four teachers established using the purposive sampling technique. The research finding shows that (1) the student condition in the implementation of soft skills is in a good category with the achievement percentage of 46.43% and the lesson plan condition is in a good category with the achievement percentage of 58.33%; (2) the achievement level of soft skill is in a good category with the achievement percentage of 49%.

The learning process in Vocational High Schools must encourage students to have problem-solving skills needed in the industry through the application of appropriate learning models. In reality, the students' problem-solving skills in computer subjects and basic networks are still lacking, and the Problem-Based Learning learning model has never been applied. This research aims to understand the implementation of Problem-Based Learning (PBL) to improve students' problem-solving skills. This research is a class action research model of Kemmis and Taggart, carried out in three cycles; each cycle consisted of two meetings. The data were analyzed descriptively. The results show how PBL on computer subjects and basic networks can improve problem-solving skills. Improvements occurred in all aspects of observation. In problem-solving skills, 56.25% of the students in the above medium category in cycle I increased in cycle II to be 71.875% and increased again in cycle III to be 100%. This means that there are no students below the medium category in cycle III. PBL can improve problem-solving skills with the steps: (1) orienting students to the problem classically; (2) organizing students to study in a group work of four people and the division of tasks for each member; (3) guiding individual and group investigations on the same topic, discussed maximum in two groups; (4) developing and presenting the work done in front of the class with more time allocation in the discussion session; (5) analyzing and evaluating the problem-solving process that focuses on re-checking the results.

This research aimed to analyze vocational high school female students' attitudes for sports. The data of the research were collected from 196 female students studying at Nene Hatun Vocational and Technical High School in Midyat Town/Mardin. The participants were chosen according to the random sampling method and volunteered for the study. As data collection tool “The Scale of Attitudes for Sport” developed by Şentürk (2012), was used. In the analyzes of the data in addition to descriptive statistical methods, independent samples t-test and one-way ANOVA were used with SPSS for Windows. According to analyze results, significant differences were found in the attitude for sports of the participants according to class, attendance to the school teams, the support of parents in joining the sports activities, the number of attendees to sports activities in family, and according to attended sport types (p

Any improvement effort made without the support of quality teacher performance will not possibly work well to help enhance high-quality education. High teacher performance is influenced by many factors. Theoretically, one important factor is principal managerial competency. However, how this factor influences teacher performance is under-researched, particularly in Bandar Lampung schools. This study aimed at investigating the influence of principal managerial competence on teacher performance in public vocational high schools in Bandar Lampung. This study used a quantitative research design, using a questionnaire of which its validity and reliability were ensured before data collection. The samples of the research were 88 teachers from nine vocational high schools in Bandar Lampung City, Lampung Province, Indonesia. The data collected were analyzed using descriptive statistics and simple regression, with the help of SPSS version 24. Results showed that principal managerial competence positively and significantly influenced teacher performance in public vocational high schools in Bandar Lampung. This study recommends the whole stakeholders to pay more attention and to evaluate the principals’ performance.

This study aims to explore the information about industry needs for office communication competence in the 4.0 industrial revolution era. Competency suitability is one of the things supporting objective achievement of vocational education implementation. The development of office communication competencies also needs to be scrutinized and adjusted so that students can learn both at school and industry. This research is a case study research conducted using a descriptive method with qualitative approach and analyzed using the Miles & Hubberman model which includes stages of data reduction, data presentation, data verification, and data inference. The results of this study indicate that office communication competencies explicitly contained in the 2013 revised edition of the 2017 curriculum are still relevant to be taught in schools and are still needed in the industry. Several competencies need to be updated and added to support students' skills in dealing with the development of work in the industry related to office communications in the 4.0 industrial revolution era to improve the office work effectiveness, such as (1) information management using social media, web, and online application of goods or services sales; (2) mastery of communication using social media, the web, and online application of goods or services sales; and (3) mastery of international languages.

The aims of this study were to investigate the description of the transformational leadership behaviour of school principals of private vocational senior high schools in Palembang, and how the school principals implemented the transformational leadership in the school and how the transformational leadership impacted to the teacher performance. The subjects of this study was four school principals of four private vocational senior high schools in Palembang. The data collection was taken from the questionnaire and interview. The data from the questionnaire were analyzed by simple statistical analysis and the interview was analyzed by using thematic analysis. The findings showed that the description of transformational leadership demonstrated the four dimension of transformational leadership, such as idealized influence, inspirational motivation, intellectual stimulation and individual consideration. Later in this study it was found that school principals implement transformational leadership by using some ways such as building the trust, motivation, facilitation and communication. It is also found that the transformational leadership behavior of school principal of private vocational high school in Palembang has an impact to the teacher performance in teaching learning process.

In 2004, Decree Nº. 5.154 extinguished the separation between general and professional training established in 1997 by Decree Nº. 2.208. Thus, the Integrated form in High School offered in the institutions of Professional and Technological Education was created, with the intention of articulating spheres of Brazilian education that historically were isolated. In this article, we discuss the objectives of Integrated High School (EMI) and emphasize the importance of teaching History in technical courses, considering it a means to achieve a counter-hegemonic pedagogical goal. The methodology had a bibliographic character, considering that we consulted works that deal with EMI, History teaching, as well as documents produced by IFRN, an institution that we use for research. We noticed, in the documents, the commitment of that institution to comprehensive and polytechnic education. Further investigation is needed as to find out whether these principles have been observed in daily practice.

This study is aimed to reveal the improvement in the competency of productive teachers of both state and private vocational high schools in Sleman Regency after participating in a self-development program in terms of psychological maturity and socio-cultural aspects. This study was carried out in two state vocational high schools SMKN 1 Sedayu and SMKN 1 Seyegan, and one private vocational high school SMK Muhammadiyah Pakem. It was a qualitative study in nature using interview and documentation as the means of collecting the data. Fifteen productive teachers of the three vocational high schools with expertise in Building Engineering Drawing (BED) were purposively selected to be the research subjects. The obtained data in the form of interview tapescripts, photos, and documents were triangulated to ensure data validity. The data were then analyzed systematically through three main stages including open coding, axial coding, and selective coding. The results show that through self-development, the BED productive teachers in state vocational high schools can improve their pedagogical and professional competencies. In addition, this program also develops their knowledge and skills in the areas of curriculum, expertise, technology, as well as teaching strategies and methods. Even so, in the case of BED productive teachers in private vocational high schools, this self-development program does not significantly improve their competencies.

Vocational high school quality is determined by the workability of its graduates, the partnerships with business and industry, as well as the professionalism of its teachers. The purpose of this study is to identify the needs of quality improvement of vocational high school teachers in accordance with the Teachers’Disposition Index focusing on student-centered dimension, professionalism, and curriculum‐centered dimension. The study employed a questionnaire survey as the methodology, and the sample of the population was randomly selected 300 teachers in Indonesia. The findings showed that teachers need to improve their quality in the aspect of student-centered dimensions, including effective instructional strategies, responsibility, learning environment, and collaboration with others. While, professionalism and curriculum-centered dimension, including teacher’s knowledge and positive attitude, facilitation of learning, communication skill, and implementation of the curriculum and learning programs. Based on the results, our expectation is that vocational high school teachers should improve teaching quality by developing student-centered learning environment and teachers’ professionalism to make students learn more optimally.

The purpose of this study was to determine and analyze the level of community assessment of the performance of learning services at SMKN 1 Cibinong Bogor. As it is known, Vocational High Schools (SMK) can be viewed as an institution that offers services in the form of education processes, especially education services as a continuation of first-level education (SMP) and graduates of Madrasah Tsanawiyah (MTs). The main goal of a service agency is how its customers get the satisfaction they expect. When observed. The main customers of a Vocational High School (SMK) are students and parents of students. Therefore it can be said that the satisfaction of parents and students in general and the wider community in general is a priority that must be put forward. With regard to the services offered by SMKN 1 Cibinong, the obligation to carry out education and teaching is the most important activity and is directly related to students. To find out how the service performance of SMKN 1 Cibinong in implementing education and teaching will be measured by how the satisfaction of students who take part in learning activities. The method carried out is by surveying students and conducting the survey referring to the Regulation of the Minister for Administrative Reform and Bureaucracy No. 16 of 2014 concerning Guidelines for Survey of Community Satisfaction on Public Service Delivery. To obtain the Community Satisfaction Index (IKM) value the following formula is used: IKM =( Total of Perceived Value per Element / Total Elements filled in) x Weighted Value. Meanwhile, to obtain the conversion value of the IKM result from the Service Unit IKM Value x 25, the result for the Community Satisfaction Index (IKM) Value of SMKN 1 Cibinong in 2017 is 81.88 with Service Quality B and Service Unit Performance Good.

This research aims to measure the readiness of VHS in Indonesia in facing 21st Century environmental turbulence by comparing the status and accreditation of schools. A total of 884 VHSs distributed in 34 provinces in Indonesia were involved as research respondents. As a result, VHS readiness in dealing with the phenomenon of turbulence is in the quite prepared category. From a school status perspective, public VHS is better prepared than private, and A-accredited VHS is better prepared than non-A accreditation. This research is useful to provide information to vocational education principals in Indonesia to anticipate environmental turbulence in organisation. [ABSTRACT FROM AUTHOR]

This study aims to identify and describe the strategy for implementing work-based learning through field work practices in vocational high schools which include (1) WBL-FWP implementation strategy planning; (2) WBL-FWP implementation strategy; (3) Evaluation of the WBLFWP implementation strategy; (4) Supporting and inhibiting factors for WBL-FWP Implementation, and (5) Impact on WBL-FWP implementation. This study uses a qualitative approach and the type of research is Multi Cases, the research was conducted at VHS Turen and VHS Islam 1 Blitar. Sources of data were obtained from the principal, vice principal for public relations, the Chair of the WBL-FWP Working Group, the WBL-FWP Supervisor, and the WBL-FWP Instructor. Collecting data using free and in-depth interviews, study documentation and observation. The findings show that: (1) WBL-FWP implementation strategy planning is carried out by MoU with linear industry, WBL-FWP supporting industrial practice equipment, and student preparation with WBL-FWP program socialization and debriefing; (2) The WBL-FWP implementation strategy is carried out structurally, the WBL-FWP is implemented for 6 months and there is a pick-up after students complete the WBL-FWP; (3) Evaluation of the WBL-FWP implementation strategy includes the assessment of industrial work results and the assessment of supervisors; (4) The supporting and implementing factors of WBL-FWP are the enthusiasm and full support of all school residents and the limitations of the industry as the location of WBL-FWP, the presence of students to improve products, teachers gain experience and apply learning in schools, and students gain competence in industry; (5) The impact of the existence of WBL-FWP is that the name of VHS will be better known, and students will also gain knowledge outside and know more about how to communicate, socialize with those around them. [ABSTRACT FROM AUTHOR]

Current learning is needed to emphasize student activities to be more constructive. However, learning emphasizes more on the target material and focuses on the final result. This study aims to improve student learning activities and outcomes in Automotive Engineering Basic Work subjects by implementing the ARCS learning model. This type of research is classroom action research, each cycle consisting of stages of planning, action, observation, and reflection. The research subjects were 40 students of tenth grade State Vocational High School in Purworejo, Indonesia. Data were collected through observation to determine the description of student activities during the learning process. Then the evaluation test was used to determine the final results of student learning after being given the ARCS learning model in the classroom. The study results indicate that the implementation of ARCS learning in the process provides progress on student learning activities and outcomes during the learning process. The results showed that the implementation of the ARCS model increased student learning activities by 74% and increased learning outcomes by 82%. Thus, it can be concluded that the ARCS learning model, in general, can have a potential effect because students are more constructive in learning so that it can be used as a learning reference in vocational high school.

This study aims to determine and test empirical data related to school climate on student stress levels. In this study the authors used a quantitative approach through the survey method. The sample of this research is 69 students of vocational high school (SMK) Polimedik Depok. Data collection techniques using a questionnaire / questionnaire, observation, and documentary studies. The data analysis technique used is descriptive analysis, correlation coefficient, and simple regression analysis. The type of analysis used is simple correlation and regression analysis. The results of this study indicate that there is a negative and significant influence between the school climate and the stress level of students of SMK Polimedik Depok. This is known based on the results of the correlation coefficient of -0.502 and the coefficient of determination R-square of 0.250. The simple regression results show the equation Ŷ = 46.217 - 0.250 X2 which means that partially, if there is an increase in one unit of school climate score, it will affect the decrease in student stress level scores by 0.250

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Purpose Vocational schools play a very significant role in the growth of a country along with its economy. Developments that occur in Pasuruan require the availability of infrastructure to support people's lives, including educational infrastructure in schools, especially vocational schools. Currnetly, there are a few vocational schools (SMK) but the problems faced are about how to determine the location for new vocational schols in the Pasuruan Regency. Method A qualitative research approach was adopted in this study through indepth interviews with informants. These informants were teachers and students. The data gathered was analyzed through content analysis method to obtain the thematic patterns. Findings This study showed the evidence that vocational education played a significant role in the economic development of any country. The findings revealed eight factors affecting the selection of location for the vocational high schools in Pasuruan Regency, Indonesia. Findings also hinted at a few other potential problems related to physical and environmental conditions, such as security, and environmental health, supporting infrastructure, such as electricity, water, and telephone networks, as well as economic factors related to the compatibility between socio- economic factors. Implications to Research and Practice Future studies can use the findings of this study to develop plans for vocational schools in other regions. These findings can also be used by the policy makers and academicians of the educational studies as well. [ABSTRACT FROM AUTHOR]

Vocational High Schools are designed to prepare students to enter the workforce, so that the graduates' absorption, waiting periods and the first salaries become the indicator of effectiveness. However, the Central Statistics Agency’s data shows that the open unemployment for Vocational High Schools graduates is very high and exceeds the Senior High School graduates. The condition is not just because of low economic growth, but also because the quality of vocational graduates has not been as expected in the workforce. This study aims to find the causality relationship based on the components of the education system on the National Education Standards. The population of this research is all Vocational High Schools in Indonesia totaling 13,710 units, while the sample is Vocational High Schools that were accredited in 2018. The data is taken from the results of accreditation at the School Accreditation Board and then analyzed by using SEM (structural equation modeling), so that the effect of each component on the other components can be known in producing the Vocational High Schools graduates. From the results of this analysis, the critical components can be found, so that if the performance of these components is increased in a chain, it can improve the quality of vocational graduates effectively and efficiently. [ABSTRACT FROM AUTHOR]

• The Jigsaw method has no effect on students' autonomous motivation trajectories. • The Jigsaw method does not impact students' self-regulation over two years. • Collaborative methods are less favorable for students with lower prior achievement. Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students' cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students' motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students. [ABSTRACT FROM AUTHOR]

Curriculum 2013 changes require teachers to be able to use technology the learning process until the stage of reporting learning outcomes, E-Report is one of the technologies used presenting learning outcomes. However, the problems today are that not all teachers can use the E-Report application. The purpose of this community service is to improve teacher’s ability to perform learning assessments based on the 2013 curriculum using the E-Report application. The method of community devotion activities is a method of instruction by providing training to teachers about E-Report application. Data retrieval is conducted using observations, tests, and questionnaires to participants. The number of teachers participating in this community service is 100 teachers at Vocational High School in South Tangerang. The results can be observed from the enthusiasm of the teacher in following a significant training activity of 90%, and an increased ability of teachers in understanding theoretically and implement the assessment of learning outcomes. According to the 2013 curriculum using the E-Report application at 88%, the community devotion activity increased the understanding and skills of teachers in conducting learning assessments.

The purpose of this study was to analyze the differences in the effect of critical thinking skills on students’ learning competency in accounting subjects at vocational high school in Surakarta. The indicators of critical thinking ability used in this study referred to the theory developed by Ennis, while the accounting competency indicators used referred to Bloom's taxonomy. This research was experimental quantitative research. The population in this study were all students of grade X accounting at SMK 1 Surakarta totaling 96 students. The sample of this study was class X AC (Accounting) 2 as the experimental class and X AC 3 as the control class. The sampling technique used in this study was Cluster Random sampling. The data analysis technique used in the study was Analysis of Variance (ANOVA), with pre-requisite tests that had to be done before, namely normality and homogeneity tests. This study concluded that there are differences in the influence of critical thinking skills on students’ competency in accounting learning.

This study aims to describe preparation process for teaching factory, the implementation of teaching factory, and its evaluation to increase the student’s competency at Vocational High School 2 Surakarta.This is a qualitative research with phenomenology design. The research subjects were principals, vice principals in the curriculum, teaching factory subject teachers and students. Data collection techniques using observation techniques, indepth interviews, and documentation. Data analysis technique with a model in interactive data collection step, data reduction, presentation of data and verification of data/the withdrawal of conclusion. This research result indicates preparation of learning based teaching factory to increase the competency students basically started by putting together lesson plans by teachers teaching factory in the form of soft file and handed it to the field of curriculum. The implementation of learning teaching factory uses the method of learning which he varied, material in the class directions to jobsheet conforming to a standard that is in industry, teachers conditioned practices that done students so that capable of producing quality products put into practice all day skill he would had, the facilities is can be used as well as possible and allocations time provided in accordance with each of their own individual subjects. Evaluation based learning teaching factory done by means of judgment covering the aspects of the discipline attitude, honest, responsibility, tolerance, mutual cooperation, confident, skill and knowledge.

The success of vocational education cannot be separated from the proper management of learning by its objectives. This study aims to explore the pitfalls and the needs of practical teaching in the Vocational High School of Automation and Office Management Program (AOMP) in Yogyakarta city. This research uses a descriptive method with a qualitative approach. The data obtained were analyzed by using the qualitative analysis model of Miles and Huberman with stages: data reduction, presenting data, verifying data, and concluding data. The results of this study show that the complex equations that are occurred in practical learning of the Vocational High School of AOMP are including the absence of practical teaching materials that are relevant to the industry, there is no specific time for practical learning, lack of facilities and infrastructures, deficiency tools and time to use office laboratories, and there are new types of jobs in the office workforce that are difficult to be followed. Moreover, these matters are complicated for schools to be embodied in the form of practical learning, resulting in poorly trained vocational students in doing their duty that fit the areas of expertise learned. This hardship implies that vocational students become less confident in doing their jobs in the industry either during an internship program or when working in the industry. This research is limited to pitfalls that occur in Yogyakarta City and in schools, which are the subject of this research.

Research is expected could become the foundation of renewal in the use of media teaching history in state vocational schools in Pontianak. Based on it, then the researcher wants to describe about media learning customarily using by teachers in the process teaching history. Researcher interested to arrange research with a title “Media Teaching History in State Vocational Schools in Pontianak“. Media uses teaching history in state vocational schools Pontianak has been good enough, since on average teachers using the existing facilities at the school in order to support learning activity. Learning activity history done by the teacher in this has been good enough, because it is already employing variations learning that are attractive. In the teaching process in two classes not only uses the media learning of a textbook, but had done some innovation that is by using media Microsoft Office PowerPoint.

The use of language learning strategies might be influenced by many factors such as gender, background cultures, career orientation and learning settings. In vocational setting, career orientation become an issue that needs a concern. The choice of department as career orientation is suspected to affect different strategies in learning English. This study aimed to identify the language learning strategies employed by the vocational high school students and to find out the differences in strategy use between two majors. This study involved 95 students from automotive engineering and electrical engineering of vocational high school students. Strategies Inventory for Language Learning (SILL) questionnaire which was constructed by Oxford (1990) was used in this study. Six domains were included in this questionnaire: Memory, Cognitive, Compensatory, Metacognitive, Affective, and Social. There are 50 items with 5 likert points in data completion. To analyze the data, SPSS and Microsoft Excel were used by the researcher. Results showed that there was a difference (M=9.168) in language learning strategies use of electrical engineering and automotive engineering students. Furthermore the metacognitive strategy was the most used while the memory strategy was the least used by the students.

The goal of this research is to investigate the influence of satisfaction and motivation of teacher performance. The method of this research is explanatory survey. Data were collected by questionnaire rating scale 5 scale models. Respondent are teachers of state Vocational High School. Respondent are teachers of State Vocational High School in Cimahi. Data analysis technique using regression. The finding of this research indicated that satisfaction and motivation have a positive and significant influence on teacher performance, either partially or simultaneously. The research concluded that the teacher’s performance can be improved by improving the satisfaction and motivation.

This study aims to determine the extent to which the application of archive learning based on the Kurikulum 2013 conducted by XII students in Office Administration at the SMK Negeri 1 Tepus. This is a evaluative study in which the methods used are Context, Input, Process and Product (CIPP). Data collection is obtained through interviews, observation, and documentation. The data analysis using interactive analysis by Miles and Huberman consists of data collection, data reduction (data reduction), data presentation (data display) and conclusions (conclusions / verification). The results of the study indicate that the implementation of archive learning is considered, starting with preparing syllabus and lesson plans (RPP) so that they can be implemented in the classroom starting from Opening Activities, Core Activities, and Closing Activities. However, in real practice, these activities are considered to be less in line with the implementation of the Kurikulum 2013 because there have been many obstacles felt by teachers, students, and school infrastructure.

This study aims to produce ICT-based learning media for Vocational High Schools (VHS) in the form of ICT-based accounting multimedia application, named “Multimedia Akuntansi” (MAKSI) on bank reconciliation material. The development of learning media is done because of the limited number of innovative learning media available for VHS students, especially in the accounting field. The condition is influential on the students' low level of understanding. This research was research and development using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The use of the ADDIE model is because the model is flexible, so it can be used for learning instrument development. At each phase of development, evaluation and revision were conducted so that the resulting product became a valid and reliable product. This development resulted in MAKSI proven to be suitable for use in accounting learning. The feasibility of MAKSI was evaluated from the average score of product feasibility validation from the material expert by 87%, from the media expert of 96%, and the result of the students' evaluation by 88.7%. MAKSI can help the learning process more enjoyable so that the media is interesting and proven to improve students' understanding significantly. MAKSI can be a complement, alternative, and variation of learning media in VHS. This product can be operated via laptops/computers as well as smartphones through free downloads in Play Store. The utilization of MAKSI is in accordance with the curriculum demand on the utilization of ICT in the learning process to support independent and student-centered learning.

The competencies of vocational high school (VHS) graduates, especially in terms of character have not met its standards. This study aims to develop a character-based assessment model for VHS in the form of a guide and procedure. Borg & Gall’s (1989) model with the following stages was utilized: (1) needs analysis, (2) planning, (3) development, (4) phase I trial, (5) phase II trial, (6) evaluation of model effectiveness, and (7) final product development. This study involved some experts in the model validation. Trials were done to teachers and principals in eight VHSs in Yogyakarta Special Province, Indonesia in 2017 (first trial), and those from 42 VHSs throughout Java island, Indonesia in 2018 (second trial). Data were collected by questionnaires and interviews and analysed by quantitative and qualitative descriptive statistics. This study suggest that, overall, the model is appropriate and feasible to use, proven by (1) the assessment guide is categorized as ‘very appropriate’ (Mean 3.55; SD .52); (2) assessment procedure achieves an ‘very appropriate’ category (Mean = 3.60; SD = .51); and (3) effectiveness of the assessment model in trial 1 is in the ‘very appropriate’ category (Mean 3.43, and SD .51), and in trial 2 is in the ‘appropriate’ category (Mean 3.38, SD .53).

Teachers are an important part of education, the results of the achievements of education are proportional to the competencies of the teacher. One of the competency that teachers must have is pedagogical competence. This study aims to describe how the teacher’s pedagogical competencies on vocational high school of Padang City, with 86 research subjects, using the Teacher’s Pedagogical Competencies Inventory. The results of the study revealed that the teacher’s pedagogical competencies on vocational high school of Padang City is in a good category and this needs to be maintained and should be improved further.

The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.

The research aims to find out: (1) how far PBL has been used as a learning model in the vocational environment; and (2) how far is the influence of PBL on learning outcomes? The study was conducted with literature studies through theoretical and empirical studies of references and relevant research results, and continued with focus group discussions (FGD). The relevant references include learning theories, and theories about problem base learning (PBL). While the study of the results of relevant research, is a study of studies on the influence of PBL on "learning out comes" in vocational high school students as an integral part of technical, vocational, education and training (TVET). The study concluded that: (1) PBL has been widely used in learning in the vocational environment; (2) PBL is able to improve student learning achievement both process and results; and (3) the number of students who actively study, the number of students who ask questions, and student learning outcomes increase significantly on the application of PBL.