Technology integration in mechanical engineering vocational education: Engineering mathematics and engineering physics.

Technology integration has been applied in the industrial world for the production process, distribution, employment to worker training. The training in Vocational Education is expected to facilitate every learning with various technological transformations that develop. Engineering Mathematics and Engineering Physics are lessons that must be given to vocational students as a vocational basis. This study aims to explore the impact of using technology in vocational learning. This study uses qualitative research methods, with an emic approach. The theories used are: (1) Critical Theory from Max Horkheimer and Theodor W. Adorno regarding assumptions; (2) Technology Acceptance Model (TAM) theory regarding perceived usefulness and perceived ease of use; and (3) the concept of Ki Hadjar Dewantara's teachings about "ngerti", "ngroso" and "nglakoni". The results of this study are: (1) the integration of technology provides benefits to student learning activities seen from the critical theory that learning theory is not boring so that students become more active to take part in learning engineering mathematics and engineering physics; (2) the integration of technology in learning provides positive emotions for students in terms of the perceived benefits and perceived ease of use both from the software and hardware devices they have to solve problems in engineering mathematics and engineering physics; (3) technology integration benefits students' curiosity about "ngerti", "ngroso" and "nglakoni" according to the concept of Ki Hadjar Dewantara's teachings seen from seeing the lecturer in explaining the material, demonstrating software and hardware devices, viewing, remember and mark, and imitate implementation in everyday life. [ABSTRACT FROM AUTHOR]