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Electricity is one of the needs that cannot be separated from human daily life, even this need is a primary need in carrying out daily activities. Based on the community's condition on the quality of electricity and in order to improve the quality of teacher competence at SMK Dombosco, the background for this international collaborative Community Service activity is as a contribution to environmental care for the Dom Bosco high school, Kec. Vemasse, Kab. Baucau Timor Leste in improving the competence of electricity teachers. This community service implementation activity began with a site survey by visiting SMK Dom Bosco Fatumaca Timor Leste to get approval to conduct direct observations. The next stage is to screen participants from the community, especially East Timorese teachers. Furthermore, so that training participants can increase competence in the cognitive and psychomotor domains and be able to apply them in daily life, the following steps are needed, namely pre-test, providing explanations about electricity, conducting electrical practice, post-test. The test results before the presentation of the electrical training material to the training participants, obtained an average score of 67.5 participants. This value is included in the sufficient category. While the test results after the electrical training material for the trainees, the average participant obtained a score of 87. This value is included in the very good category. The results of the training showed an increase in the value of 29% or from the value of 67.5 in the pretest to 87 from the posttest score. While the value of the N-Gain Score obtained a value of 0.6. This value is in the medium category. While the effectiveness of the N-Gain Score obtained a value of 62.9%. So that it can be ascertained that the training is effective in improving the quality of teacher competence in SMK Dom Bosco Fatumaca Timor Leste. Abstrak Kelistrikkan merupakan salah satu kebutuhan yang tidak bisa dipisahkan dari kehidupan sehari-hari manusia bahkan kebutuhan tersebut menjadi kebutuhan yang primer dalam menjalani aktifitas sehari-hari. Berdasarkan kondisi masyarakat terhadap kualitas kelistrikkan dan dalam rangka meningkatkan kualitas kompetensi guru di SMK Dombosco, melatarbelakangi kegiatan Pengabdian Kepada Masyarakat kolaboratif internasional ini sebagai sumbangsih terhadap kepedulian lingkungan sekolah menengah kejuruan Dom Bosco, Kec.Vemasse, Kab. Baucau Timor Leste dalam meningkatkan kompetensi guru kelistrikkan. Kegiatan pelaksanaan Pengabdian Pada masyarakat ini dimulai dengan survei lokasi dengan mendatangi SMK Dom Bosco Fatumaca Timor Leste guna mendapatkan persetujuan sekaligus melakukan pengamatan langsung. Tahapan selanjutnya melakukan penjaringan peserta dari masyarakat khususnya guru Timor Leste. Selanjutnya agar peserta pelatihan dapat bertambah komptensi pada ranah kognitif dan psikomotorik serta mampu menerapkannya dalam kehidupan sehari-hari, diperlukan langkah-lagkah sebagai berikut yaitu pre test, memberikan penjelasan tentang kelistrikkan, melakukan praktik kelistrikkan, post test. Hasil tes sebelum pemaparan materi pelatihan kelistrikkan pada para peserta pelatihan, maka diperoleh rata-rata peserta memperoleh nilai 67,5. Nilai ini masuk pada kategori cukup. Sedangkan hasil tes setelah pemaparan materi pelatihan kelistrikkan pada para peserta pelatihan, maka diperoleh rata-rata peserta memperoleh nilai 87 . Nilai ini masuk pada kategori sangat baik. Hasil pelatihan menunjukkan kenaikan nilai sebesar 29% atau dari nilai 67,5 pada pretest menjadi 87 dari nilai posttes. Sedangkan nilai N-Gain Score diperoleh nilai sebesar 0,6. Nilai ini masuk pada kategori sedang. Sedangkan pada efektivitas N-Gain Score diperoleh nilai 62,9%. Sehingga dapat disimpulkan bahwa pelatihan kelistrikkan cukup efektif dalam meningkatkan kualitas kompetensi guru di SMK Dom Bosco Fatumaca Timor Leste.

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.

The first objective of this study was to determine the distance level of understanding of students and teachers in software majors at SMKN 1 Cisarua. And for the second purpose, the author wants to know the cause of students who excel or do not understand the yahoo material. The research method used is descriptive-based qualitative. The respondents consisted of 3 people, namely teachers, students who excel, and students who do not achieve. Structured interviews, new interviews, recorders, and test sheets were used as tools for collecting data. Each question posed to the respondent is compiled based on the performance criteria in the Indonesian National Work Competency Standards. The data analysis technique used is in the form of a proportion formula. The results show that the teacher understands better than students who excel and students who do not. Students who do not excel better understand than students who do not perform well. And one of the factors that cause students to understand the material is a discussion with upper-level students in the RPL department of SMKN 1 Cisarua. And one of the factors that cause students to be unable to understand the material is the discomfort of students using cell phones as a learning medium.

Background In response to the emergence of the aging society, the vocational high school education system in Taiwan has established the care service department since 2018. The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools. Methods This qualitative study enrolled experts and scholars in the field of long-term care as subjects. First, this study invited 20 experts and scholars to take part in a focus group to collect suggestions as the basis for the development of core competencies and a curriculum. Second, this study invited 10 experts and scholars to participate in three rounds of a Delphi survey to evaluate the planning for the development of core competencies and a curriculum that meet educational needs. Results In this study, we identified eight core competency constructs (interpersonal communication, care, creativity and execution, professional care, patient safety and care, resource connection and application, problem-solving and improvisation, and adherence to a professional code of conduct and ethics) and 15 indicators across two dimensions (general competencies and professional competencies) relating to the care services taught in vocational high schools. We then designed 26 professional subjects according to the core competencies. Conclusions In the past, the core competencies required for providing long-term care could only be cultivated in universities. In response, the Taiwanese government has promoted the cultivation of caregivers in high school, encouraging vocational high schools to establish care service departments and learning pathways to meet long-term care demands in Taiwan, overturn the stereotype that long-term care is an unspecialized profession, and enhance the willingness of young adults to work in the long-term care industry. To foster students’ professional competencies, we identified the core competencies for long-term care service education and devised a professional curriculum to foster the skills and knowledge among students that are required for successfully meeting the care needs of a rapidly aging society through work in the long-term care industry after graduation.

Construit à Nancy (Meurthe-et-Moselle) entre 1925 et 1934 par l’architecte Jean-Frédéric Wielhorski (1874-1942), l’actuel lycée Paul-Louis Cyfflé abritait à l’origine une école primaire supérieure de garçons avant de devenir, bien plus tard, un lycée professionnel préparant aux métiers de l’industrie graphique.Créées en 1833 par la loi Guizot, les écoles primaires supérieures, dédiées à l’enseignement général et professionnel, ne trouvent leur essor qu’à partir des années 1880 dans le cadre du vote des lois Ferry. La municipalité de Nancy, dans un élan de rénovation urbaine, décide, au lendemain de la Première Guerre mondiale, de construire une nouvelle école adaptée à l’enseignement technique, sur l’emplacement du couvent de la Visitation situé dans un quartier pauvre, aux portes du centre-ville. C’est alors une période de grands chantiers Art déco à Nancy, les commanditaires privés sont nombreux à choisir ce nouveau style. Influencé par les formes issues de l’Exposition des arts décoratifs présentée à Paris en 1925, le futur architecte municipal Jean-Frédéric Wielhorski, adepte des collages et des mélanges stylistiques propres à la logique éclectique, propose un projet qui se veut ambitieux par sa grandeur et moderne par son décor. L’architecture hybride, à la modernité tempérée conforme au conservatisme d’après-guerre d’une municipalité de province, fait du lycée Paul-Louis Cyfflé un édifice singulier dans la production architecturale de l’entre-deux-guerres à Nancy ainsi qu’un des rares exemples d’architecture scolaire Art déco dans la région Grand-Est dont la qualité lui a valu de recevoir le label « Architecture contemporaine remarquable » en 2015. Built in Nancy (Meurthe-et-Moselle French department) between 1925 and 1934 by the architect Jean-Frédéric Wielhorski (1874-1942), the current lycée Paul-Louis Cyfflé originally housed an upper primary school for boys before it became, much later on, a vocational high school that prepared students for occupations in the graphic industry. Established in 1833 by the Guizot Law, the upper primary schools, dedicated to general and vocational education, did not flourished until the 1880’s within the context of the votes on the Ferry Laws. The municipality of Nancy, in a movement of urban renewal, decided in the aftermath of the First World War to build a new school specialised in technical education on the convent of the Visitation site located in a poor neighbourhood at the doorstep of the city centre. At the time, it was a period of Art Deco-style major construction projects in Nancy, many of the private sponsors chose that new style. Influenced by the designs that came from the Exposition des arts décoratifs, “the decorative arts Exhibition” held in Paris in 1925, the future city architect Jean-Frédéric Wielhorski, keen on collages and mixtures of styles peculiar to the eclectic spirit, set up a project that claimed to be ambitious in its scale and modern in its décor. The hybrid architecture, with its tempered modernity consistent with the post-war conservatism of a provincial municipality, has made the lycée Paul-Louis Cyfflé a singular building in the architectural production of the inter-war period in Nancy, as well as one of the rare examples of Art Deco school architecture in the Grand-Est region, for whose quality it received the “Outstanding contemporary architecture” label in 2015.

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.

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 describ e p reparation process for t eaching f actory , the i mplementation of t eaching f actory , and its evaluation to i ncrease 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.

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 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 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.

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.

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).

Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.&nbsp

This study aims to empirically examine the effect of self-efficacy on students' work readiness. The subjects in this study were students of class XII of State Vocational High School 1 Seyegan totalling 174 students which were obtained by cluster random sampling. The research method used is a quantitative method with work readiness scale and self-efficacy scale. Analysis of the data used in this study is a simple regression analysis technique. The results of data analysis showed a very significant effect of self-efficacy on work readiness, with the F test, namely: 22.768, with a significance level (p) of 0.000 (p self-efficacy of 11.2% on work readiness and the remaining 88.8% was influenced by other factors outside the variables studied. It means that students’ self-efficacy can predict their work readiness.

PIK-R (Pusat Informasi Konseling Remaja) as one of the programs for adolescents is expected to be able to contribute positively in developing positive behavior and suppress the potential for negative adolescent behavior. This study aims to analyze the positive and negative behavior of high/vocational school students and their relation to knowledge, participation, and effectiveness of the PIK-R program at school. This study used a cross sectional study design involving 687 students in selected public and private high/vocational schools in Bekasi City, Indonesia. Structured questionnaire is used to measure the students’ characteristics, the students’ negative behavior, and the effectiveness of the PIK-R program. The study found that only 54.88% of students were aware of the PIK-R program and only 8.11% attended the program. Even so, the results of different tests show that students who take part in the PIK-R program show significantly lower negative behaviors, especially in pornography, online games, and smoking addiction. In addition, it was also found that male students tended to have higher negative behavior than female students. The results of multiple linear regression also show the real effect of the PIK-R program in suppressing the negative behaviors of adolescents.

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.

Orientador: Selma Borghi Venco Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: A presente tese analisa a caracterização socioeconômica dos estudantes da educação profissional de nível médio no Brasil e na Alemanha, a partir da hipótese central de que a política traçada para esse segmento se sustenta na oferta de educação de qualidade à população de baixa renda. Toma como objeto de estudo o ensino médio integrado ao técnico profissionalizante (EMI) no Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG) e no Instituto Federal de São Paulo (IFSP), no Brasil; e o sistema dual oferecido na escola profissionalizante denominada Berufskolleg des Kreises Olpe (BKO), na Alemanha, no período compreendido entre 2008 e 2019. A pesquisa associa métodos quantitativo e qualitativo, respectivamente aplicação de questionário eletrônico junto aos estudantes no CEFET-MG, IFSP e BKO; a perspectiva qualitativa centra-se na análise de dados estatísticos e documentos institucionais, bem como na realização de entrevistas semiestruturadas com professores e equipe pedagógica nas referidas escolas. A recuperação histórica da formação econômica, política e social do Brasil dialoga diretamente com a constituição histórica do ensino profissionalizante, em especial ao segmento populacional adereçado ao longo de sua evolução. Por um lado, a análise da política educacional no Brasil destaca o avanço na democratização do acesso aos cursos EMI a partir das políticas afirmativas. Por outro, aponta a necessária revisão dos processos seletivos para ingresso na Rede Federal como forma de democratização do acesso, bem como, revisão do período de oferta de cursos, prioritariamente diurnos, que exclui os estudantes trabalhadores. A compreensão da constituição histórica da educação profissional na Alemanha e a análise da política educacional no País indica a tradição e reconhecimento social do sistema dual, oriundo das guildas medievais, mas, revela a segregação de estudantes em trajetórias educacionais distintas, aos 10 anos de idade, determinando o seus destino profissional e social precocemente, reproduzindo a estrutura de classes com pouca margem de mobilidade social. Tem-se como resultado que os estudantes do EMI no Brasil são prioritariamente do sexo masculino, provenientes de famílias com rendimentos entre 3 e 5 salários mínimos, cujos pais possuem emprego formal e escolaridade de nível médio e residem em casa própria. Na Alemanha são jovens do sexo feminino, entre 15 e 18 anos, com histórico de imigração na família e pais com escolaridade de nível médio. Constata-se divergência importante entre o sistema dual alemão e o EMI praticado no Brasil, já que o dual se dedica majoritariamente ao aprendizado no local de trabalho e a formação focada para a atividade laboral imediata e o EMI volta-se também para a formação propedêutica, sendo a opção preponderante dos egressos o acesso ao ensino superior. Em ambos os países verifica-se que estudantes pertencentes às camadas populares são minoritários, apontando para o distanciamento entre o delineamento das políticas e a população efetivamente atendida Abstract: The present thesis analyzes the socioeconomic characterization of students in secondary vocational education in Brazil and Germany, based on the central hypothesis that the policy outlined for this segment is based on the provision of quality education to the low-income population. It takes as its object of study the high school integrated to the vocational technician (EMI) in the Federal Center of Technological Education of Minas Gerais (CEFET-MG) and in the Federal Institute of São Paulo (IFSP), in Brazil; and the dual system offered in the vocational school called Berufskolleg des Kreises Olpe (BKO), in Germany, in the period between 2008 and 2019. The research associates quantitative and qualitative methods, respectively application of an electronic questionnaire to students at CEFET-MG, IFSP and BKO; the qualitative perspective focuses on the analysis of statistical data and institutional documents, as well as conducting semi-structured interviews with teachers and teaching staff at these schools. The historical recovery of Brazil's economic, political and social formation dialogues directly with the historical constitution of vocational education, especially the population segment adhered to throughout its evolution. On the one hand, the analysis of educational policy in Brazil highlights the progress in democratizing access to EMI courses based on affirmative policies. On the other hand, it points the necessary revision of the selective processes for entrance in the Federal Net as form of democratization of the access, as well as, revision of the period of offer of courses, priority diurnal, that excludes the working students. The understanding of the historical constitution of professional education in Germany and the analysis of educational policy in the country indicates the tradition and social recognition of the dual system, originating from the medieval guilds, but reveals the segregation of students in different educational paths, at the age of 10, determining their professional and social destiny at an early age, reproducing the class structure with few margins of social mobility. The result is that EMI students in Brazil are primarily male, coming from families with incomes between 3 and 5 minimum wages, whose parents have formal employment and secondary schooling and reside at their own homes. In Germany they are young women, between 15 and 18 years old, with a history of immigration in the family and parents with secondary schooling. There is a significant divergence between the German dual system and the EMI practiced in Brazil, since the dual system is mainly dedicated to learning in the workplace and training focused on immediate work activity and the EMI also focuses on introductory training, the predominant option for graduates being access to higher education. In both countries it is verified that students belonging to the popular layers are minority, pointing to the distance between the delineation of the politics and the population effectively attended Doutorado Educação Doutora em Educação CAPES 88881.187775/2018-1

This study was conducted to determine the organizational silence perceptions of teachers who work in public high schools in the Bağcılar district, Istanbul province of Turkey, and to specify whether they differ according to different variables. The survey model was used in the study. The research was performed with 323 teachers working in vocational high schools in the Bağcılar district of Istanbul in the 2017-2018 academic year. In the study, the random sampling method was employed. The "Personal Information Form" and "Organizational Silence Scale" were used as data collection tools. In the research, descriptive statistics, the independent samples t-test, one-way analysis of variance, and the Kruskal-Wallis test were performed. The general organizational silence perceived by vocational high school teachers was found to be "low." It was revealed that the perceived organizational silence of vocational high school teachers did not vary by gender, educational level, professional seniority, subject, and union membership, while the perceived general organizational silence varied depending on age.

Orientador: Jorge Megid Neto Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Ao desempenhar as atividades de docente e de coordenador no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IF-SC), Campus São José, na área de Telecomunicações, este pesquisador estabeleceu um convívio diário com as dificuldades associadas ao fazer educativo e aos processos de ensino-aprendizagem ali desenvolvidos. Nesse sentido, este estudo se propõe a investigar o processo de formação, de atuação e da prática profissional dos bacharéis-professores (graduados, mas sem curso de Licenciatura) que atuam como docentes na modalidade dos cursos Técnico Integrado de Nível Médio e Pós-Médio no Instituto. O problema de investigação refere-se à seguinte questão: quais são as dificuldades e os desafios teórico-pedagógicos encontrados pelos bacharéis-professores da área de Telecomunicações do IF-SC, Campus São José e quais as ações de superação que eles utilizam para enfrentar ou solucionar essas dificuldades e desafios no processo do seu desenvolvimento profissional? O aporte teórico conta, principalmente, com a contribuição de autores como Tardif, Saviani, Shulman, Gauthier e Pimenta. A pesquisa assume os pressupostos da investigação qualitativa com o uso de questionários e entrevistas semi-estruturadas e uma amostra de onze professores da Instituição. O tratamento dos dados foi feito através de análise de conteúdo. A análise aponta as dificuldades e os desafios dos bacharéis-professores no ensinar e aprender cotidianos de diversas ordens, tais como: o compromisso em assumir disciplinas que não estão relacionadas diretamente com a sua formação face às demandas institucionais; a relação professor-aluno que envolve problemas associados à falta de motivação do aluno e às diferenças individuais de ordem pessoal, cognitiva e sociorrelacional no trabalho e afins; o acompanhamento do avanço dos conhecimentos técnico-científicos e a respectiva contextualização curricular prático-teórica; a falta de oportunidades para trocas de experiências entre docentes e o Suporte Educacional; a limitação para a interatividade reflexiva e contínua no grupo docente durante o ano letivo; a morosidade no tratamento dos processos estruturais para o funcionamento institucional, entre outros. Como ações de superação impetradas pelos bacharéis-professores, a análise sugere que, na sua grande maioria, são atitudes individuais calcadas na própria experiência de vida dos docentes. Entendemos, assim, que os conhecimentos didático-pedagógicos e, por conseguinte, as contribuições advindas da área de Educação, em seu conjunto para o exercício da profissão docente, são minimizadas ou até mesmo desvalorizadas pela maioria dos docentes entrevistados. Concluímos, portanto, que a formação pedagógica inicial e/ou contínua se faz necessária para o desenvolvimento profissional dos professores de Educação Profissional Tecnológica (EPT), na perspectiva de uma formação mais adequada ao desempenho da prática docente e superação de dificuldades e desafios. Abstract: During my activities as a teacher and coordinator at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus São José, in the Telecommunication Area, I was used to deal with the difficulties of teachers (holders of a bachelor's degree, but devoid of teaching qualification) on their pedagogical involvement-doing in the teaching-learning processes in technical courses. Accordingly, this research aims at investigating the educational process and the bachelor-teachers' professional practices in relation to the Professional Technological Education of high and post-high school integrated courses at the Institute. The investigation problem refers to the following question: what are the difficulties and the theoretical-pedagogical challenges that bachelor-teachers who work in the Telecommunication Area at IF-SC, Campus São José, have to overcome, and what are the actions they are used to come up with in order to find a way of dealing or solving these difficulties and challenges in their professional development process? The theoretical background of this research includes contributions from authors such as Tardif, Saviani, Shulman, Gauthier and Pimenta. This research has a qualitative character, with quizzes and half-structured interviews, which were applied to eleven teachers of the Institute. Data analysis was made through content analysis. The analysis points out several types of everyday bachelor-teachers' difficulties, as well as challenges in their teaching-learning processes, such as: taking responsibility on subjects that are not directly connected to their education degree, due to institutional demands; the teacher-student relationship, which presents problems concerned with the students' lack of motivation, as well as cognitive, social-relational differences at work and so on; monitoring the development of the scientific and technological knowledge and its respective practical-theoretical curricular contextualization; the lack of opportunities for the exchange of experiences between teachers and the Educational Support; the limitation for the reflexive and continuous interactivity in the teachers' group during the school year; delay in the treatment of structural processes for the institutional functioning, and so on. The analysis suggests that most teachers use their personal experiences as a way of overcoming problems in their professional lives. Therefore, we understand that there is a minimization of the didactic-pedagogical knowledge, as well as of the contributions from the Education area to the professional teachers' practices - they were even undervalued by most of the teachers who participated in the interview. Thus, we conclude that the initial and/or continual pedagogical qualification is needful to Professional Technological Education (PTE) teachers' professional development with the purpose of acquiring a straight qualification to their performances, as well as to overcome difficulties and challenges. Mestrado Ensino e Práticas Culturais Mestre em Educação

The ability to think critically is an urgent need in the 21st century Vocational School education system. Critical thinking is the individual's ability to seek, receive and manage information from various sources. Media used to make decisions and solve problems based on rationality and accountable reality. This study uses a qualitative descriptive approach. The purpose of this study was to provide a description of the critical thinking skills of SMK students. The research subjects were 254 students of SMK Cendika Bangsa Malang Regency. The inventory of critical thinking skills was adopted from the Watson Glacier Critical Thinking Test (WGCT) critical thinking ability inventory. Analysis of student responses is categorized based on five components of critical thinking, namely assumptions, arguments, deductions, interpretations and conclusions. The results showed that the condition of critical thinking skills of vocational students was low. This condition supports the fact that the critical thinking skills of SMK students are an urgent need that is important to be met by increasing the critical thinking skills of SMK students.Abstrak: Kemampuan berpikir kritis menjadi urgensi kebutuhan dalam sistem pendidikan Sekolah Menengah Kejuruan abad 21. Berpikir kritis adalah kemampuan individu dalam mencari, menerima, dan mengelola informasi dari berbagai sumber. Media yang digunakan untuk mengambil keputusan dan penyelesaian masalah berdasarkan rasionalitas dan realitas yang bersifat akuntabel. Penelitian ini menggunakan pendekatan deskrptif kualitatif. Tujuan penelitian ini adalah memberikan deskripsi kemampuan berpikir kritis siswa SMK. Subjek penelitian adalah siswa SMK Cendika Bangsa Kabupaten Malang yang berjumlah 254 siswa. Inventori kemampuan berpikir kritis diadopsi dari inventori kemampuan berpkir kritis Watson Gletser Critical Thinking Test (WGCT). Analisis respons siswa dikategorikan berdasarkan lima komponen berpikir kritis, yaitu asumsi, argumentasi, deduksi, interpretasi, dan kesimpulan. Hasil penelitian menunjukkan bahwa kondisi kemampuan berpikir kritis siswa SMK tergolong rendah. Kondisi tersebut mendukung fakta bahwa kemampuan berpikir kritis siswa SMK menjadi urgensi kebutuhan yang penting untuk dipenuhi dengan cara meningkatkan kemampuan berpikir kritis siswa SMK.

In this study, it was aimed to develop scales to measure the resistance of Vocational High School students to lessons. Within the scope of the study, two separate scales were developed for vocational and common courses in Vocational High Schools. Exploratory Factor Analysis (EFA) for scale validity was carried out with the first study group and Confirmatory Factor Analysis (CFA) was carried out for the factor structure obtained from EFA with the second study group. The results obtained are reported separately for both scales. For both scales, three factors were obtained as a result of EFA in the first study group. The variance ratio explained by the three factors indicates that the both scales are suitable in terms of construct validity. For MLÖDÖ-AD, Cronbach's Alpha coefficient for "Claim for Autonomy" factor was 0.95, for "Finding Excuses” was 0.93, for "Avoidance" was 0.93, and for the whole scale the reliability coefficient was 0.97. For MLÖDÖ-OD Cronbach Alpha coefficient for the "Claim for Autonomy" was 0.94, for the “Finding Excuses" was 0.96, for "Avoidance" was 0.95, and the reliability coefficient obtained for the whole scale was 0.98. These results are proof that the reliabilities of both scales are high. When the fit index values ​​for both scales obtained from CFA based on the data of the second study group are examined, it was seen that the three-factor student resistance scale for vocational and common courses has a valid and reliable structure. The CFA results has also shown that the models are compatible.

Não recebi financiamento This investigation aims to rescue the institutional memory of the State Technical School Doctor Adail Nunes da Silva or ETEC DANS, an autarchy of the State Center for Technological Education Paula Souza, linked to the Secretariat of Economic Development of the State of São Paulo. Created by Law Decree 29.098, of November 3, 1988, with initial nomenclature of Escola Técnica Nova Vila Rosa. The absence of a systematized record gives the research the character of originality, since investigations about school institutions are precarious, valid arguments in the justification of this study. The questions that guided the research can be summarized in the history of the municipality, the historical linearity of ETEC DANS and its relationship with vocational high school, which, unified, resulted in the thesis ETEC DANS a vocational school. The dialectical method of investigation was used and, for this purpose, four points were guiding factors: formal authorization of the institution, bibliographic research, field research in loco both at school and in the city and the collection of information called living sources, with 25 deponents, recorded and transcribed through semi-structured interviews, resulting in Volume II. The intersection of sources, with equal equity content, resulted in the preservation of institutional memory in addition to corroborating future research. The limits of this study are school dropout and graduates who have not entered higher education. As a suggestion for future research, it is recommended to prioritize a physical memorial center at ETEC DANS, in addition to specific studies with graduates. Esta investigação apresenta como escopo resgatar a memória institucional da Escola Técnica Estadual Doutor Adail Nunes da Silva ou ETEC DANS, autarquia do Centro Estadual de Educação Tecnológica Paula Souza, vinculada à Secretaria de Desenvolvimento Econômico do Estado de São Paulo. Criada pelo Decreto de Lei 29.098, de 3 de novembro de 1988 , com nomenclatura inicial de Escola Técnica Nova Vila Rosa. A ausência de registro sistematizado outorgam a pesquisa o caráter de originalidade, uma vez que são precárias as investigações sobre as instituiçoes escolares, arguições válidas na justificativa deste estudo. As questões que nortearam a pesquisa podem ser sintetizadas na história do município, a linearidade histórica da ETEC DANS e a relação desta com o ensino médio profissionalizante, que, unificadas, resultaram na tese ETEC DANS uma escola profissionalizante. Foi utilizado o método dialético de investigação e, para tanto, quatro pontos foram balizadores: a autorização formal da instituição, a pesquisa bibliográfica, a pesquisa de campo in loco tanto na escola como na cidade e a coleta de informações denominadas fontes vivas, com 25 depoentes, gravadas e transcritas através de entrevista semiestruturada, resultando no Volume II. A intersecção das fontes, com igual teor de equidade, derivou na preservação da memória institucional além de corroborar à futuras pesquisas. Os limites deste estudo é evasão escolar e egressos que não adentraram o nível superior. Como sugestão a futuras pesquisas, é indicado que se priorize um centro memorial físico na ETEC DANS, além de estudos específicos com egressos.

The employability of students in vocational high schools is a major concern that must be considered. Employability as the ability and skills that will make it easier for individuals to get a job. Future orientation is one of the factors that can affect employability. This study aims to test the role of future orientation on student employability empirically. The population in this study were all students of class XII at Vocational High School Piri 1 Yogyakarta, totaling 150 students. The sample in this study amounted to 58 students and selected using cluster random sampling techniques. The research method used is a quantitative method with a scale of employability and a scale of future orientation. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed that there was a very significant positive correlation between future orientation towards employability with r = 0.636 and significance level (p) = 0.000 (p 0.01). Future orientation contributes 40.5% to employability, and the remaining 59.5% is influenced by other variables.

The challenges with vocational education are that graduates are not prepared to work because they do not have the competencies required by the business industry. The graduates from vocational high school have a high unemployment rate because the curriculum is not in line with the needs of the business industry and also graduates standards are quite low. The research aimed to find a solution to these problems. One of the solutions that could be explored was by implementing an integrated learning curriculum model in vocational education. Adaptive curriculum policy is a curriculum that is modified and adapted when necessary, and each educational unit is allowed to innovate. The research method used was a systematic literature review on journals from the last ten years relating to adaptive curriculum and vocational education. The result showed that learning with an integrated curriculum model explored the greatest potential of teachers and students to innovate and improve the quality of learning independently. This promotes the development of working opportunities in the business and industrial sectors, creating high-quality of vocational school graduates with a high degree of skills and characters to become professional workers that are ready to compete in the global era and also creating confident graduates who have the entrepreneurial capacity.

This study aims to investigate (1) the availability of learning facilities for distance learning (or online learning), (2) the ability of students and teachers to utilize the learning facilities, and (3) how distance learning activities take place at public or private vocational high schools, specifically whether it is perceived to be more interesting than ordinary learning. This study used a survey method to obtain data and a quantitative descriptive method to analyze the data. The type of data in this study was primary based on the responses of respondents or individuals from groups representing the population of public and private vocational high schools, especially in the Electrical Engineering Clusters in the entire areas of West Java. The results revealed that online learning has been carried out in many public and private vocational high schools in West Java. This study indicates that the availability of online learning facilities, the utilization of facilities, and the online learning process in public vocational high schools were better than those in private vocational high schools. In general, students of both public and private vocational high schools stated that online learning is not more interesting than ordinary learning, although most of them can understand the lessons taught and they were given an opportunity by their teachers to actively participate during the learning process.

The focus of this research was to develop an "ICMLS (Integrated Communication Mobile Laboratory Simulator)" in the form of mobile laboratories innovations for vocational teachers and students of Computer and Network Engineering. This was produced through the development of R & D with support from industrial partners in order to make all teachers and students in Vocational High School, West Java experiences the quality of the product. The prototype developed accommodated all practical activities for class X to XII in one integrated package for server and client functions. This research was conducted for 2 years, and in the first year, 2018, ICMLS version 1.0 was produced and 2.0 will be produced in the second year. This product can improve the competence of Vocational students in Computer and Network Engineering Study Programs to compete in the 4.0 Industrial Revolution Era which is more characterized by Artificial Intelligence and Big Data. This was evident from the increase in the average competency test of students from 85.13 to 85.53 produced from the lowest initial skill average of 77.9 to the highest of 89.4.

Motivation to learn is one of the factors that can play a role in determining student employability. This study aimed to empirically test the role of motivation to learn on student employability. The population in this study were all grade twelve students in Vocational High School 1 Dlingo Bantul Yogyakarta, which is as many as 110 students. The sample in this study was 54 grade twelve students of Vocational High School 1 Dlingo Bantul, which consisted of two classes namely fashion and wood craft classes. The selection of the research sample was made by randomization using the cluster random sampling technique. Data collection was carried out by using the employability scale and motivation to learn scale. Data analysis was conducted using Pearson product-moment analysis technique. The analysis result shows that the magnitude of the correlation coefficient (r) between motivation to learn and employability was 0.747, p = 0.000 (p 0.01). This finding indicates that there is a very significant positive correlation between motivation to learn and student employability. Motivation to learn contributes as large as 55.8 percent of employability. Thus, motivation to learn does contribute to explaining the level of employability of Vocational High School students.

Bu çalıĢma, Meslek lisesi öğretmenlerinin ve meslek lisesi müdürlerinin algılarına göre; okul müdürlerinin liderlik stillerinin düzeyinin, bazı değiĢkenlere göre anlamlı farklılık gösterip göstermediğini ve öğretmenlerin algılarına göre okul müdürlerinin liderlik stilleri arasında önemli bir farklılık olup olmadığını belirlemek amacıyla hazırlanmıĢtır. AraĢtırmada nicel ve nitel yöntemler birlikte kullanıldığı için karma yöntem araĢtırmasıdır. Nitel ve nicel veriler eĢ zamanlı olarak elde edilmiĢ, yöntemlere eĢit derecede önem verilmiĢtir. Okul müdürlerinin liderlik stillerini saptamak amacıyla okullarda görev yapan öğretmenlere Avolio ve Bass (1995)‟in geliĢtirdiği “Çoklu Faktör Liderlik Ölçeği” uygulanmıĢ, beĢ okul müdürü ile yarı yapılandırılmıĢ görüĢme formu kullanılarak görüĢme yapılmıĢtır. AraĢtırmada Kocaeli ili Darıca ilçesinde toplamda beĢ meslek lisesi bulunduğundan, çalıĢmanın evrenini bu okullarda görev yapan öğretmen, müdür yardımcısı ve okul müdürü olmak üzere toplamda 352 kiĢi oluĢturmaktadır. ÇalıĢmanın evreninde yer alan meslek liselerindeki öğretmenlerden gönüllü olanların arasından seçim yapılmıĢtır. Evrendeki beĢ okula gidilmiĢ araĢtırma ile ilgili ölçek uygulanmıĢ ve bununla beraber beĢ okul müdürü ile yüz yüze görüĢme yapılmıĢtır. AraĢtırmanın bulgularına göre okul müdürlerinin liderlik stilleri ve alt boyutu olan dönüĢümcü liderlik stilleri öğretmenlerin cinsiyet, yaĢ, eğitim durumları, mesleki kıdem ve branĢ değiĢkenine göre anlamlı bir farklılık göstermemektedir. EtkileĢimci liderlik boyutunda yaĢ, eğitim durumları ve branĢ değiĢkenine göre anlamlı bir farklılık göstermezken, cinsiyet ve mesleki kıdem değiĢkenine göre anlamlı bir farklılık gösterdiği sonucuna ulaĢılmıĢtır., This study is prepared for vocational high school principals to determine the level of leadership styles. Vocational high school principals‟ leadership styles whether it differences significantly according to the perceptions of vocational high schoools teachers and according to some variable. This is mixed method research because quantitative and qualititative analysis methods are used together. The qualititative and quantitative data were obtained simultanously and given equal importance both methods. “Multi-factor leadership scale” what is improved by Avolio and Bass (1995) is applied to the teachers who working in the mentioned schools. Also interview method used for five vocational high school principals with semi-structred interview form. This study is include just the District of Darıca in Kocaeli Province. There are five vocational high schools at this area. There are total 352 people who including teachers, assistant principals and principals. These vocational high schools are the universe for this study. The volunteer method is used for the teachers and interview method used for five school principals. According to the findings the vocational high schools principals‟ leadership styles and subdimension which is transformational leadership styles have no differ significantly depending on the gender, age, educational study of teachers, professional seniorty and branch. But, level of interactive leadership styles differs significantly depending on gender and professional seniorty.

Mesleğe yönelik bilgi ve becerileri kazandırmayı amaç edinen mesleki eğitim, dünyada 18. yüzyıldan itibaren bir eğitim alanı olarak ortaya çıkmıştır. Ülkemizde ise mesleki eğitimin tarihçesi Ahilik Teşkilatına kadar uzanmaktadır. Bununla birlikte modern anlamda mesleki eğitim, Osmanlı’nın son dönem ıslahatlarında hız kazanmıştır. Cumhuriyet döneminde mesleki eğitime ayrı bir önem verilmiş, özellikle Avrupa Birliğiyle imzalanan Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi ülkemizdeki mesleki eğitim açısından bir dönüm noktası olmuştur. Ülkemizde iletişim eğitiminin yükseköğretim ayağını sayıları yetmişi aşan iletişim fakülteleri oluşturmaktadır. Orta öğretim düzeyinde ise iletişim eğitimi meslek liseleri üzerinden yürütülmektedir. İletişim eğitimi her ne kadar orta öğretim temelli başlamışsa da esas gelişimi yükseköğretim düzeyinde olmuştur. Bu nedenle iletişim eğitimini konu edinen çalışmaların büyük çoğunluğu yükseköğretim merkezli olmuştur. İletişim eğitiminin orta öğretim kurumlarındaki durumuyla ilgili çalışmalar ise oldukça sınırlıdır. Bu çalışmada Türkiye’de meslek liselerinde verilen iletişim eğitimi ana hatlarıyla betimlenmiş, konuyla ilgili çeşitli görüş ve öneriler dile getirilmiştir. Bugün iletişim eğitimi meslek liselerinde Gazetecilik, Halkla İlişkiler ve Radyo Televizyon olmak üzere üç alanda ve bu alanlara bağlı on dalda verilmektedir. Ancak konu ele alınırken bir takım sınırlamalara gidilmiştir. Çalışma sadece devlet okullarındaki iletişim programlarını kapsamış, özel meslek liseleri kapsam dışı bırakılmıştır. Ayrıca Hayat Boyu Öğrenme Genel Müdürlüğüne bağlı kurumlar devre dışı bırakılmış, çalışma Mesleki ve Teknik Eğitim Genel Müdürlüğüne bağlı mesleki ve teknik liselerle sınırlandırılmıştır., Vocational education, which aims to gain knowledge and skills for the profession, has emerged as a field of education in the world since the 18th century. In our country, the history of vocational education goes back to Ahi Organization. However, in the modern sense, vocational training has gained momentum in the recent reforms of the Ottoman Empire. During the Republican period, a special importance was given to vocational education, especially the Strengthening of the Vocational Education and Training System Project signed with the European Union was a turning point in terms of vocational education in our country. In our country, communication faculties constitute the higher education level of communication education with more than seventy. At secondary level, communication education is conducted through vocational high schools. Although communication education started on the basis of secondary education, its main development was at higher education level. Therefore, most of the studies on communication education are centered on higher education. Studies on the situation of communication education in secondary education institutions are quite limited. In this study, depicted with Turkey in vocational training outlined in the communication, he has voiced a variety of opinions and recommendations on the subject. Today, communication education is provided in vocational high schools in three fields: Journalism, Public Relations and Radio Television and in ten branches connected to these fields. However, some limitations have been made in dealing with the issue. The study included only communication programs in public schools and private vocational high schools were excluded. In addition, the institutions affiliated to the General Directorate of Lifelong Learning were deactivated and the study was limited to vocational and technical high schools affiliated to the General Directorate of Vocational and Technical Education.

Sekolah Menengah Kejuruan (SMK) hendaknya mampu menciptakan siswa siap kerja, tidak hanya di sekolah saja dilakukan tes kesehatan. Pada saat memasuki dunia kerja, para siswa juga akan dites kesehatan oleh perusahaan untuk memastikan riwayat kesehatan calon tenaga kerja. Dalam hal ini, pihak sekolah tentunya tidak ingin jika para siswa tidak bisa masuk ke perusahaan karena terbentur dengan riwayat kesehatan. Oleh karena itu, pemeriksaan kesehatan merupakan salah satu persyaratan utama dalam menyeleksi calon siswa baru pada SMK. Dalam makalah ini akan dikembangkan sebuah sistem penentuan status kesehatan peserta didik SMK yang terkomputerisasi. Model yang digunakan dalam kajian ini adalah Fuzzy Tsukamoto. Metode Fuzzy Tsukamoto dilakukan yang pertama kali untuk menentukan fungsi keanggotaannya, kemudian menentukan rule , dan nantinya kategori akan diklasterisasi ke masing-masing kelompok sesuai dengan rule yang diterapkan. Metode Tsukamoto yang digunakan adalah metode defuzzikfikasi rata-rata terpusat ( Center Average Defuzzifier ). Kesimpulan yang didapat dari penelitian ini adalah penggunaan Logika Fuzzy dengan metode Tsukamoto dapat menentukan status kesehatan pada calon siswa SMK. Vocational High School should be able to prepare students for ready to work. Medical examination is the last step for recruitment process. It is conducted by the company to ascertain the medical history of the prospective workforce. In this case, the school certainly would not want the students can not get into the company because it collided with a medical history. Therefore, medical examination is one of the main requirements in selecting new students in vocational high school. In this paper, a computerized system for determining the health status of vocational high school student developed. The model used in this study is developed. Fuzzy Tsukamoto determines the membership function, then defines the rule, and the categories will be clustered in to different groups according rule applied. The Tsukamoto which was used here is the Center Average Defuzzifier method. The conclusion obtained from this research is the use of Fuzzy Logic with Tsukamoto method can determine health status in prospective students of vocational high school.